COUN 6346
Child and Adolescent Counseling
Week 4 – Angry Adolescent
Disruptive Behaviors
Select one child or adolescent with a disruptive behavior. Then critically observe the
counseling sessions for that particular child or adolescent.
You will be prompted with questions during your critical observation.
There will be an opportunity to record your responses within the media. It will be saved
directly to the computer that you are using. It is important to view and respond to the
questions in their entirety, as your recorded responses will only be saved to this
computer. If you change computers, your recorded responses will not be saved.
Press the ‘Review’ button to see your recorded responses.
[FOUR CASE FILES APPEAR WITH A PHOTOGRAPH OF EACH OF THE CHILDREN
PAPERCLIPPED, ONE ON EACH OF THE FOUR INDIVIDUAL MANILLA FOLDERS]
Angry Adolescent
MELISSA: You are a horrible counselor. I hate being here, and I hate talking to you. This
is worthless, and you're stupid. There's no point to this because you don't know
anything about me and I'll never tell you anything about me.
COUNSELOR: OK, I hear you, but I don't think you could hate counseling with me
because, actually, you haven't even had counseling with me before. And so, that doesn't
seem quite right. And from what I've heard, I've talked with your mom and I've talked
with your probation officer and they both seem to think that you actually could use
some counseling.
MELISSA: And I think you're an idiot who should go back to jewelry making instead of
being a counselor.
COUNSELOR: Well, you know, your parents are paying good money to have you come
here, and I think you should take it seriously.
MELISSA: Like I care what you think.
COUNSELOR: Now you're just being disrespectful.
[A SET OF QUESTIONS APPEARS ONSCREEN]
Reflect on what you just observed. Record your responses in the boxes provided then
press ‘Continue’.
What approach did the counselor employ?
Was it effective? Why or why not?
What approach or technique could the counselor have used to create a therapeutic
relationship with this client and why would it be successful?
Press the ‘Continue’ button to view the next segment.
[INSTRUCTIONS BOX APPEARS]
You will now observe a different approach with the same client. Look for differences in
counseling techniques compared to the earlier session.
Click the ‘Continue’ button to start the session.
MELISSA: You are a horrible counselor. I hate being here, and I hate talking to you. This
is worthless, and you're stupid. There's no point to this because you don't know
anything about me, and I'll never tell you anything about me.
COUNSELOR: You know you're probably right about most of what you said there.
Counseling is a totally weird thing, but I want you to know that you are totally in control
of what you say here. I'm not going to force you to do anything. And before ...
Week 5 Microskills ScenarioLaura is a relatively new client w.docxco4spmeley
Week 5: Microskills Scenario
Laura is a relatively new client who presented with a reduced level of motivation and difficulty concentrating at her job. She has experienced difficulty falling asleep and has been eating more junk food than usual. Laura shared that she has some doubts about her ability to work at the same level as others in her department; these feelings increased after a recent promotion which required her to relocate. She sees herself as typically not needing help and as the “one who gets things done,” so her loss of motivation is quite distressing to her. She described herself as someone who is usually taking care of others. This tendency was fostered in her family of origin due to her parents’ spending a lot of time outside of the home in their jobs, which left Laura to take on a lot of parenting duties with her two younger siblings.
During the most recent session, Laura focused on her relationship with her partner, Tamara. Tamara is
still living in the city where they met, which is a three-hour drive from where Laura is now living for her new position.
She disclosed that Tamara has a history of cheating on her partners and also blaming them for not fulfilling her needs. Laura wants to set boundaries with her because she needs more time for herself and her job, but she worries that if she does not give Tamara enough time, Tamara will cheat on Laura. Laura also noted that about a month ago, Tamara lied to her about where she was going, and Laura found out through someone else that Tamara was at a sporting event with a woman she dated in the past. When Laura confronted Tamara about this, she justified it by saying that it was innocent. Tamara said she did not tell Laura because she did not want Laura’s feelings to get hurt. Ultimately, Laura believes that no matter what she does or how much she tries to meet Tamara’s needs, if Tamara does not work through this issue for herself, she may still look outside the relationship to get some needs met. At the end of the session, Laura said it felt really good to talk about this issue. She has been thinking about it a lot but did not want to talk to friends because she did not want them to look at or treat Tamara differently and because she did not want her friends to think that they were having problems. But it has been on her mind, and she felt very good about being able to talk about her concerns in therapy.
Post by Day 4
a brief description of the three skills you selected. Then, provide an example of how you might use each skill with the client in the scenario. Include a sample statement for each skill that demonstrates what you might say to the client in the scenario.
Support your Discussion assignment with specific resources used in its preparation. You are asked to provide a reference for all resources, including those in the Learning Resources for this course.
.
Week 5 Homework QuestionsQuestions 1 and 2 were taken directly f.docxco4spmeley
Week 5 Homework Questions
Questions 1 and 2 were taken directly from the text and I am aware that the answers are available through an internet search.
I want to remind you that searching the internet for the answers and using those answers is a violation of UMUC academic integrity policies.
In addition, using any outside source without citation is plagiarism.
However, just gaining access to the answers will not satisfy the homework assignment because I have added the requirement that you explain your answers, which cannot be found on the internet and needs to be reasoned out from the material in the chapter.
In grading, I will place more emphasis you explanation than your selection of the correct alternative.
1)
The following are several multiple choice questions adapted from the CPA exam that cover the concept and application of materiality.
For each question, selected the best answer and then explain why it is better than all the alternatives.
Your explanations should address all the possible alternatives presented in the question.
a)
Which one of the following statements is correct concerning the concept of materiality?
i)
Materiality is determined by reference to guidelines established by the AICPA.
ii)
Materiality depends only on the dollar amount of an item relative to other items in the financial statements.
iii)
Materiality depends on the nature of an item rather than the dollar amount.
iv)
Materiality is a matter of professional judgment.
Answer:
Explanation
:
b)
In considering materiality for planning purposes, an auditor believes that misstatements aggregating $10,000 will have a material effect on an entity's income statement, but that misstatements will have to aggregate $20,000 to materially affect the balance sheet.
Ordinarily, it is appropriate to design audit procedures that are expected to detect misstatements that aggregate to
i)
$10,000
ii)
$15,000
iii)
$20,000
iv)
$30,000
Answer:
Explanation
:
c)
A client decides not to record an auditor's proposed adjustments that collectively are not material and wants the auditor to issue the report based on the unadjusted numbers.
Which of the following statements is correct regarding the financial statement presentation?
i)
The financial statements are free from material misstatement, and no disclosure is required in the notes to the financial statements.
ii)
The financial statements do not conform with generally accepted accounting principles (GAAP).
iii)
The financial statements contain unadjusted misstatements that should result in a qualified opinion.
iv)
The financial statements are free from material misstatement, but disclosure of the proposed adjustment is required in the notes to the financial statements.
Answer:
Explanation
:
2)
The following are several multiple choice questions adapted from the CPA exam that cover audit risk.
For each question, selected the best answer and then explain why it is better than all the alternative.
Week 5 JournalAs an educator, a large portion of learning and .docxco4spmeley
Week 5 Journal
As an educator, a large portion of learning and growth comes from reflection and refinement.
For this week’s journal, use this self-reflection rubric to evaluate the effectiveness of your lesson plan from Week Four.
Elaborate on the areas of strength in your lesson plan, as well as those areas in need of improvement.
provide an evaluation of at least three of your classmates’ lesson plans that were uploaded to the Doc Sharing Tab last week.
Using the rubric, provide justification and an explanation of how you scored their areas of strength and areas in need of improvement.
1.
What was easy for me in planning the lesson? Why?
2.
What components were difficult for me to complete when planning the lesson? Why?
3.
What do I want to improve on when creating lesson plans?
4.
How will this assignment help me in my future role?
Evaluate 3- peer’s Lesson plans
Evaluation of Peer’s Lesson Plan:
Strengths:
Areas of Reflection:
Evaluation of Peer’s Lesson Plan:
Strengths:
Areas of Reflection
Evaluation of Peer’s Lesson Plan:
Strengths:
Areas of Reflection
This is the three peers lesson plans, Listed below-
1
)
Lesson Plan Template –1 peer’s Name is
Mirna Roman
For a more detailed explanation, including examples, of each section within the Lesson Plan Template, please
view the Lesson Plan Handbook.
Lesson Plan Template – Overview
For a more detailed explanation, including examples, of each section within the Lesson Plan Template, please
view the Lesson Plan Handbook.
Content Area or Developmental Focus:
Age/Grade of Children:
Length of Lesson:
Goal The goal is the purpose of the lesson.
Objective The objective is what students will be able to
know or do at the end of the lesson.
Standards Included
Standards are the knowledge or skills that
students will be expected to demonstrate.
Depending on the age of the children you are
working with, you will choose the appropriate
standard from the list below:
Birth to Age 3: Developmental Milestones.
Click HERE to locate a developmental
milestone checklist that includes
developmental standards.
Ages 3 to 5: Early Learning Guidelines.
Click HERE to locate the Early Learning
Guidelines for your state.
Head Start Framework: If you work in a
Head Start program, please click HERE to
choose a standard from the Head Start Early
Learning Framework.
K-3: Click HERE to locate the Kindergarten
through 3rd grade standards for your state.
Materials The materials section lists all items needed
throughout a lesson.
Introduction
The introduction is how you will introduce
the activity so your students are interested,
engaged, and have the opportunity to think
about any background knowledge/experience
that they may have.
Lesson Development:
The lesson development section includes the
steps that you will take to teach the lesson
including any modeling, direct instruction,
centers, etc. that will be utilized. Sometimes
this is also refer.
Week 5 discussion #1Choose an immersive project approach or a webb.docxco4spmeley
Week 5 discussion #1
Choose an immersive project approach or a webbing approach in the design of an integrated curriculum. Provide examples of each approach. Discuss their advantages and disadvantages. How are they different? Which approach makes the most sense to you? Is it possible to use both? When? Why?
.
Week 5 Microskills ScenarioLaura is a relatively ne.docxco4spmeley
Week 5: Microskills Scenario
Laura is a relatively new client who presented with a reduced level of motivation and difficulty concentrating at her job. She has experienced difficulty falling asleep and has been eating more junk food than usual. Laura shared that she has some doubts about her ability to work at the same level as others in her department; these feelings increased after a recent promotion which required her to relocate. She sees herself as typically not needing help and as the “one who gets things done,” so her loss of motivation is quite distressing to her. She described herself as someone who is usually taking care of others. This tendency was fostered in her family of origin due to her parents’ spending a lot of time outside of the home in their jobs, which left Laura to take on a lot of parenting duties with her two younger siblings.
During the most recent session, Laura focused on her relationship with her partner, Tamara. Tamara is
still living in the city where they met, which is a three-hour drive from where Laura is now living for her new position.
She disclosed that Tamara has a history of cheating on her partners and also blaming them for not fulfilling her needs. Laura wants to set boundaries with her because she needs more time for herself and her job, but she worries that if she does not give Tamara enough time, Tamara will cheat on Laura. Laura also noted that about a month ago, Tamara lied to her about where she was going, and Laura found out through someone else that Tamara was at a sporting event with a woman she dated in the past. When Laura confronted Tamara about this, she justified it by saying that it was innocent. Tamara said she did not tell Laura because she did not want Laura’s feelings to get hurt. Ultimately, Laura believes that no matter what she does or how much she tries to meet Tamara’s needs, if Tamara does not work through this issue for herself, she may still look outside the relationship to get some needs met. At the end of the session, Laura said it felt really good to talk about this issue. She has been thinking about it a lot but did not want to talk to friends because she did not want them to look at or treat Tamara differently and because she did not want her friends to think that they were having problems. But it has been on her mind, and she felt very good about being able to talk about her concerns in therapy.
Post by Day 4
a brief description of the three skills you selected. Then, provide an example of how you might use each skill with the client in the scenario. Include a sample statement for each skill that demonstrates what you might say to the client in the scenario.
Support your Discussion assignment with specific resources used in its preparation. You are asked to provide a reference for all resources, including those in the Learning Resources for this course.
.
WEEK 5SHINTOCosmogony - Origin of the UniverseNature of Go.docxco4spmeley
WEEK 5
SHINTO
Cosmogony - Origin of the Universe
Nature of God/Creator
View of Human Nature
View of Good & Evil
View of Salvation
View of After Life
Practices and Rituals
Celebrations & Festivals
Week 5 - Sources
.
Week 5 mini-questionsJavier is retiring from the JKL Partnership.docxco4spmeley
Week 5 mini-questions
Javier is retiring from the JKL Partnership. In January of the current year, he has a $100,000 basis in his partnership interest when he receives a$10,000 cash distribution. The partnership plans to distribute $10,000 each month this year, and Javier will cease to be a partner after the December payment. Is the January payment to Javier
a current distribution or a liquidating distribution?
§
Lia has a $40,000 basis in her partnership interest just before receiving a parcel of land as a non-liquidating (current) distribution. The partnership purchased the land, and Lia has no pre-contribution gain. Under what conditions will Lia's basis in the land be $40,000? Under what conditions will Lia's basis in the land be a carryover basis from the partnership's basis in the land?
Interest before receiving a non-liquidating (current) distribution of property having a $4,500 basis and a $6,000 FMV from the CDE Partnership. Cindy has a choice of receiving either inventory or a capital asset. She will hold the distributed property as an investment for no more than two years before she sells it. What tax difference (if any) will occur because of Cindy's selection of one property or the other to be distributed by the partnership?
Mariel has a $60,000 basis in her partnership interest just before receiving a parcel of land as a liquidating distribution. She has no remaining pre-contribution gain and will receive no other distributions. Under what conditions will Mariel's basis in the land be $60,000?
.
Week 4Atleast 200 wordsWhat were some differences between Byzant.docxco4spmeley
Week 4
Atleast 200 words
What were some differences between Byzantine Christianity (Eastern Church) and the Roman Catholic Christianity?
Week 5 at least 200 words
Islam was founded in the early 7th century.
By the 9th century, Islam had spread to Europe, Asia, and Africa.
Why did it spread so fast and so successful?
Week 6 atleast
200 words
How were the declines of the Aztec and Inca empires similar?
.
Week 5 Microskills ScenarioLaura is a relatively new client w.docxco4spmeley
Week 5: Microskills Scenario
Laura is a relatively new client who presented with a reduced level of motivation and difficulty concentrating at her job. She has experienced difficulty falling asleep and has been eating more junk food than usual. Laura shared that she has some doubts about her ability to work at the same level as others in her department; these feelings increased after a recent promotion which required her to relocate. She sees herself as typically not needing help and as the “one who gets things done,” so her loss of motivation is quite distressing to her. She described herself as someone who is usually taking care of others. This tendency was fostered in her family of origin due to her parents’ spending a lot of time outside of the home in their jobs, which left Laura to take on a lot of parenting duties with her two younger siblings.
During the most recent session, Laura focused on her relationship with her partner, Tamara. Tamara is
still living in the city where they met, which is a three-hour drive from where Laura is now living for her new position.
She disclosed that Tamara has a history of cheating on her partners and also blaming them for not fulfilling her needs. Laura wants to set boundaries with her because she needs more time for herself and her job, but she worries that if she does not give Tamara enough time, Tamara will cheat on Laura. Laura also noted that about a month ago, Tamara lied to her about where she was going, and Laura found out through someone else that Tamara was at a sporting event with a woman she dated in the past. When Laura confronted Tamara about this, she justified it by saying that it was innocent. Tamara said she did not tell Laura because she did not want Laura’s feelings to get hurt. Ultimately, Laura believes that no matter what she does or how much she tries to meet Tamara’s needs, if Tamara does not work through this issue for herself, she may still look outside the relationship to get some needs met. At the end of the session, Laura said it felt really good to talk about this issue. She has been thinking about it a lot but did not want to talk to friends because she did not want them to look at or treat Tamara differently and because she did not want her friends to think that they were having problems. But it has been on her mind, and she felt very good about being able to talk about her concerns in therapy.
Post by Day 4
a brief description of the three skills you selected. Then, provide an example of how you might use each skill with the client in the scenario. Include a sample statement for each skill that demonstrates what you might say to the client in the scenario.
Support your Discussion assignment with specific resources used in its preparation. You are asked to provide a reference for all resources, including those in the Learning Resources for this course.
.
Week 5 Homework QuestionsQuestions 1 and 2 were taken directly f.docxco4spmeley
Week 5 Homework Questions
Questions 1 and 2 were taken directly from the text and I am aware that the answers are available through an internet search.
I want to remind you that searching the internet for the answers and using those answers is a violation of UMUC academic integrity policies.
In addition, using any outside source without citation is plagiarism.
However, just gaining access to the answers will not satisfy the homework assignment because I have added the requirement that you explain your answers, which cannot be found on the internet and needs to be reasoned out from the material in the chapter.
In grading, I will place more emphasis you explanation than your selection of the correct alternative.
1)
The following are several multiple choice questions adapted from the CPA exam that cover the concept and application of materiality.
For each question, selected the best answer and then explain why it is better than all the alternatives.
Your explanations should address all the possible alternatives presented in the question.
a)
Which one of the following statements is correct concerning the concept of materiality?
i)
Materiality is determined by reference to guidelines established by the AICPA.
ii)
Materiality depends only on the dollar amount of an item relative to other items in the financial statements.
iii)
Materiality depends on the nature of an item rather than the dollar amount.
iv)
Materiality is a matter of professional judgment.
Answer:
Explanation
:
b)
In considering materiality for planning purposes, an auditor believes that misstatements aggregating $10,000 will have a material effect on an entity's income statement, but that misstatements will have to aggregate $20,000 to materially affect the balance sheet.
Ordinarily, it is appropriate to design audit procedures that are expected to detect misstatements that aggregate to
i)
$10,000
ii)
$15,000
iii)
$20,000
iv)
$30,000
Answer:
Explanation
:
c)
A client decides not to record an auditor's proposed adjustments that collectively are not material and wants the auditor to issue the report based on the unadjusted numbers.
Which of the following statements is correct regarding the financial statement presentation?
i)
The financial statements are free from material misstatement, and no disclosure is required in the notes to the financial statements.
ii)
The financial statements do not conform with generally accepted accounting principles (GAAP).
iii)
The financial statements contain unadjusted misstatements that should result in a qualified opinion.
iv)
The financial statements are free from material misstatement, but disclosure of the proposed adjustment is required in the notes to the financial statements.
Answer:
Explanation
:
2)
The following are several multiple choice questions adapted from the CPA exam that cover audit risk.
For each question, selected the best answer and then explain why it is better than all the alternative.
Week 5 JournalAs an educator, a large portion of learning and .docxco4spmeley
Week 5 Journal
As an educator, a large portion of learning and growth comes from reflection and refinement.
For this week’s journal, use this self-reflection rubric to evaluate the effectiveness of your lesson plan from Week Four.
Elaborate on the areas of strength in your lesson plan, as well as those areas in need of improvement.
provide an evaluation of at least three of your classmates’ lesson plans that were uploaded to the Doc Sharing Tab last week.
Using the rubric, provide justification and an explanation of how you scored their areas of strength and areas in need of improvement.
1.
What was easy for me in planning the lesson? Why?
2.
What components were difficult for me to complete when planning the lesson? Why?
3.
What do I want to improve on when creating lesson plans?
4.
How will this assignment help me in my future role?
Evaluate 3- peer’s Lesson plans
Evaluation of Peer’s Lesson Plan:
Strengths:
Areas of Reflection:
Evaluation of Peer’s Lesson Plan:
Strengths:
Areas of Reflection
Evaluation of Peer’s Lesson Plan:
Strengths:
Areas of Reflection
This is the three peers lesson plans, Listed below-
1
)
Lesson Plan Template –1 peer’s Name is
Mirna Roman
For a more detailed explanation, including examples, of each section within the Lesson Plan Template, please
view the Lesson Plan Handbook.
Lesson Plan Template – Overview
For a more detailed explanation, including examples, of each section within the Lesson Plan Template, please
view the Lesson Plan Handbook.
Content Area or Developmental Focus:
Age/Grade of Children:
Length of Lesson:
Goal The goal is the purpose of the lesson.
Objective The objective is what students will be able to
know or do at the end of the lesson.
Standards Included
Standards are the knowledge or skills that
students will be expected to demonstrate.
Depending on the age of the children you are
working with, you will choose the appropriate
standard from the list below:
Birth to Age 3: Developmental Milestones.
Click HERE to locate a developmental
milestone checklist that includes
developmental standards.
Ages 3 to 5: Early Learning Guidelines.
Click HERE to locate the Early Learning
Guidelines for your state.
Head Start Framework: If you work in a
Head Start program, please click HERE to
choose a standard from the Head Start Early
Learning Framework.
K-3: Click HERE to locate the Kindergarten
through 3rd grade standards for your state.
Materials The materials section lists all items needed
throughout a lesson.
Introduction
The introduction is how you will introduce
the activity so your students are interested,
engaged, and have the opportunity to think
about any background knowledge/experience
that they may have.
Lesson Development:
The lesson development section includes the
steps that you will take to teach the lesson
including any modeling, direct instruction,
centers, etc. that will be utilized. Sometimes
this is also refer.
Week 5 discussion #1Choose an immersive project approach or a webb.docxco4spmeley
Week 5 discussion #1
Choose an immersive project approach or a webbing approach in the design of an integrated curriculum. Provide examples of each approach. Discuss their advantages and disadvantages. How are they different? Which approach makes the most sense to you? Is it possible to use both? When? Why?
.
Week 5 Microskills ScenarioLaura is a relatively ne.docxco4spmeley
Week 5: Microskills Scenario
Laura is a relatively new client who presented with a reduced level of motivation and difficulty concentrating at her job. She has experienced difficulty falling asleep and has been eating more junk food than usual. Laura shared that she has some doubts about her ability to work at the same level as others in her department; these feelings increased after a recent promotion which required her to relocate. She sees herself as typically not needing help and as the “one who gets things done,” so her loss of motivation is quite distressing to her. She described herself as someone who is usually taking care of others. This tendency was fostered in her family of origin due to her parents’ spending a lot of time outside of the home in their jobs, which left Laura to take on a lot of parenting duties with her two younger siblings.
During the most recent session, Laura focused on her relationship with her partner, Tamara. Tamara is
still living in the city where they met, which is a three-hour drive from where Laura is now living for her new position.
She disclosed that Tamara has a history of cheating on her partners and also blaming them for not fulfilling her needs. Laura wants to set boundaries with her because she needs more time for herself and her job, but she worries that if she does not give Tamara enough time, Tamara will cheat on Laura. Laura also noted that about a month ago, Tamara lied to her about where she was going, and Laura found out through someone else that Tamara was at a sporting event with a woman she dated in the past. When Laura confronted Tamara about this, she justified it by saying that it was innocent. Tamara said she did not tell Laura because she did not want Laura’s feelings to get hurt. Ultimately, Laura believes that no matter what she does or how much she tries to meet Tamara’s needs, if Tamara does not work through this issue for herself, she may still look outside the relationship to get some needs met. At the end of the session, Laura said it felt really good to talk about this issue. She has been thinking about it a lot but did not want to talk to friends because she did not want them to look at or treat Tamara differently and because she did not want her friends to think that they were having problems. But it has been on her mind, and she felt very good about being able to talk about her concerns in therapy.
Post by Day 4
a brief description of the three skills you selected. Then, provide an example of how you might use each skill with the client in the scenario. Include a sample statement for each skill that demonstrates what you might say to the client in the scenario.
Support your Discussion assignment with specific resources used in its preparation. You are asked to provide a reference for all resources, including those in the Learning Resources for this course.
.
WEEK 5SHINTOCosmogony - Origin of the UniverseNature of Go.docxco4spmeley
WEEK 5
SHINTO
Cosmogony - Origin of the Universe
Nature of God/Creator
View of Human Nature
View of Good & Evil
View of Salvation
View of After Life
Practices and Rituals
Celebrations & Festivals
Week 5 - Sources
.
Week 5 mini-questionsJavier is retiring from the JKL Partnership.docxco4spmeley
Week 5 mini-questions
Javier is retiring from the JKL Partnership. In January of the current year, he has a $100,000 basis in his partnership interest when he receives a$10,000 cash distribution. The partnership plans to distribute $10,000 each month this year, and Javier will cease to be a partner after the December payment. Is the January payment to Javier
a current distribution or a liquidating distribution?
§
Lia has a $40,000 basis in her partnership interest just before receiving a parcel of land as a non-liquidating (current) distribution. The partnership purchased the land, and Lia has no pre-contribution gain. Under what conditions will Lia's basis in the land be $40,000? Under what conditions will Lia's basis in the land be a carryover basis from the partnership's basis in the land?
Interest before receiving a non-liquidating (current) distribution of property having a $4,500 basis and a $6,000 FMV from the CDE Partnership. Cindy has a choice of receiving either inventory or a capital asset. She will hold the distributed property as an investment for no more than two years before she sells it. What tax difference (if any) will occur because of Cindy's selection of one property or the other to be distributed by the partnership?
Mariel has a $60,000 basis in her partnership interest just before receiving a parcel of land as a liquidating distribution. She has no remaining pre-contribution gain and will receive no other distributions. Under what conditions will Mariel's basis in the land be $60,000?
.
Week 4Atleast 200 wordsWhat were some differences between Byzant.docxco4spmeley
Week 4
Atleast 200 words
What were some differences between Byzantine Christianity (Eastern Church) and the Roman Catholic Christianity?
Week 5 at least 200 words
Islam was founded in the early 7th century.
By the 9th century, Islam had spread to Europe, Asia, and Africa.
Why did it spread so fast and so successful?
Week 6 atleast
200 words
How were the declines of the Aztec and Inca empires similar?
.
Week 4Cardiovascular DisordersVeins and arteries are vital eleme.docxco4spmeley
Week 4
Cardiovascular Disorders
Veins and arteries are vital elements of the cardiovascular system. They carry the blood supply through the body and are essential for proper function. Sometimes veins and arteries malfunction, resulting in cardiovascular disorders. Malfunctions of arteries and veins are similar to malfunctions of a water hose. Consider the structure and function of a hose. A tap releases water, which then travels through the hose and comes out the other end. If the hose has been dormant for several months, dirt and rusty particles might build up inside, resulting in a restricted flow of water. Similarly, buildup of plaque inside the coronary arteries restricts blood flow and leads to disorders such as coronary heart disease. This disease is one of the most common cardiovascular disorders, and according to the National Heart, Lung and Blood Institute (2011), is the leading cause of death for men and women in the United States. In this Discussion, you examine the pathophysiology of cardiovascular disorders such as coronary heart disease.
To prepare:
·
Review this week’s media presentation on alterations of cardiovascular functions, as well as Chapter 23 in the Huether and McCance text. Identify the pathophysiology of cardiovascular disorders.
·
Select one patient factor
: genetics, gender, ethnicity, age, or
behavior
. Consider how the factor you selected might impact the pathophysiology of cardiovascular disorders.
·
Select one of the following alterations of cardiovascular disorders
: peripheral arterial disease, myocardial infarction, coronary artery disease,
congestive heart failure,
or dysrhythmia. Think about how hypertension or dyslipidemia can lead to the alteration you selected.
Post a 1 page paper APA format
1 a thorough description of the
pathophysiology of cardiovascular disorders
, including how the factor you selected might impact the pathophysiology.
2 Then, explain how hypertension or dyslipidemia can lead to the alteration you selected for patients with the factor you identified.
Course resources
·
Huether, S. E., & McCance, K. L. (2012).
Understanding pathophysiology
(Laureate custom ed.). St. Louis, MO: Mosby.
o
Chapter 22, “Structure and Function of the Cardiovascular and Lymphatic Systems”
This chapter examines the circulatory system, heart, systemic circulation, and lymphatic system to establish a foundation for normal cardiovascular function. It focuses on the structure and function of various parts of the circulatory system to illustrate normal blood flow.
o
Chapter 23, “Alterations of Cardiovascular Function”
This chapter presents the pathophysiology, clinical manifestations, evaluation, and treatment of various cardiovascular disorders. It focuses on diseases of the veins and arteries, disorders of the heart wall, heart disease, and shock.
o
Chapter 24, “Alterations of Cardiovascular Function in Children”
This chapter examines cardiovascular disorders that affect children. It di.
Week 4Team Building Please respond to the followingReflect on.docxco4spmeley
Week 4
"Team Building" Please respond to the following:
Reflect on an instance where you were part of a team and evaluate the effectiveness of that team based on the four essential characteristics for effective guiding coalitions, as described in Chapter 4 of the Kotter textbook.
Suggest at least two strategies that could have been implemented to build trust and a shared vision on the team you identified in the first part of the discussion.
.
Week 4 Quiz1.According to a study cited by the U.S. Census.docxco4spmeley
Week 4 Quiz
1.
According to a study cited by the U.S. Census Bureau, children who live with married parents grow up with more advantages than children who live with _______
a.
A divorced parent
b.
A single parent
c.
A grandparent
d.
All of the above.
2.
In general, children in _______ households benefit from divorce.
a.
Step family
b.
Multigenerational
c.
High-conflict
d.
Low-conflict
3.
A cultural universal is something that _________
a.
Addresses all aspects of a group’s behavior.
b.
Is found in all cultures.
c.
Is based on cultural norms.
d.
May or may not be of value in meeting social needs.
4.
Social scientists refer to the use of a church to combat social injustice in the political realm as ________.
a.
Protestant work ethic
b.
Conflict management
c.
Liberation theology
d.
Justice work
5.
Which term describes the assignment of students to specific education programs and classes on the basis of test scores, previous grades, or perceived ability?
a.
Hidden curriculum
b.
Labeling
c.
Self-fulfilling prophecy
d.
Tracking
6.
What term describes the separation of students based upon merit?
a.
Cultural transmission
b.
Social control
c.
Sorting
d.
Hidden Curriculum
7.
Which factor does not influence voting practices?
a.
Race
b.
Social class
c.
Ethnicity
d.
Voting booths
8.
Which statement best explains why the United States is not a true democracy?
a.
Many politicians are corrupt.
b.
Special interest groups fund political campaigns.
c.
Citizens elect representatives to vote on their behalf to make policy.
d.
Ancient Greece was the only true democracy.
.
Week 5 Discussion - Restructuring Decisions & CommunityAlmost all .docxco4spmeley
Week 5 Discussion - Restructuring Decisions & Community
Almost all companies go through a period where restructuring has taken place. This of course is done to make a firm more competitive in the market. One of Benedictine's hallmarks is Community or the call of service for the common good. With that in mind do you believe that restructuring can be achieved for the betterment of a community?
MICROSOFT WORD, APA FORMAT AND SCHOLARLY CITED REVIEWS DUE WED 11/25/15 BY 5PM
.
Week 4 Homework QuestionsQuestions 1 and 2 were taken directly f.docxco4spmeley
Week 4 Homework Questions
Questions 1 and 2 were taken directly from the text and I am aware that the answers are available through an internet search.
I want to remind you that searching the internet for the answers and using those answers is a violation of UMUC academic integrity policies.
In addition, using any outside source without citation is plagiarism.
However, just gaining access to the answers will not satisfy the homework assignment because I have added the requirement that you explain your answers, which cannot be found on the internet and needs to be reasoned out from the material in the chapter.
In grading, I will place more emphasis you explanation than your selection of the correct alternative.
1)
The following are several multiple choice questions adapted from the CPA exam that concern the persuasiveness of evidence.
For each question, selected the best answer and then explain why it is better than all the alternatives.
Your explanations should address all the possible alternatives presented in the question.
a)
Which of the following types of documentary evidence should the auditor considered to be the most reliable and why?
i)
A sales invoice issued by the client and supported by a delivery receipt from an outside trucker.
ii)
Confirmation of an account payable balance mailed by and returned directly to the auditor.
iii)
A check, issued by the company and bearing the payee's endorsement, that is included with the bank statements mailed directly to the auditor.
iv)
An audit schedule prepared by the client's controller and reviewed by the client's treasurer.
Answer:
Explanation
:
b)
Which of the following statements concerning audit evidence is true?
i)
To be appropriate, audit evidence should be either persuasive or relevant, but need not be reliable.
ii)
The measure of the quantity and quality of audit evidence lies in the auditor's judgment.
iii)
The difficulty and expense of obtaining audit evidence concerning an account balance is a valid basis for omitting the test.
iv)
A client's accounting records can be sufficient audit evidence to support the financial statements.
Answer:
Explanation
:
c)
Audit evidence can come in different forms with different degrees of persuasiveness.
Which of the following is the least persuasive type of evidence?
i)
Vendor's invoice
ii)
Bank statement obtained from the client
iii)
Computations made by the auditor
iv)
Prenumbered sales invoices
Answer:
Explanation
:
d)
Which of the following presumptions is correct about the reliability of audit evidence?
i)
Information obtained indirectly from outside sources is the most reliable audit evidence.
ii)
To be reliable, audit evidence should be convincing rather than merely persuasive.
iii)
Reliability of audit evidence refers to the amount of corroborative evidence obtained.
iv)
Effective internal control provides more assurance about the reliability of audit evidence.
Answer:
Explanation
:
2)
T.
Week 4 Project - STAT 3001Student Name Date.docxco4spmeley
Week 4 Project - STAT 3001
Student Name:
Date:
Instructions:
To complete this project, you will need the following materials:
STATDISK User Manual (found in the classroom in DocSharing)
Access to the Internet to download the STATDISK program.
Part I.
Analyze Data
Instructions
Answers
1.
Open the file COTININE using menu option
Datasets
and then
Elementary Stats, 9
th
Edition
.
This file contains some information about a collection of movies.
How many observations are there in this file?
In this file, there are three variables, labeled Smokers, ETS, and No ETS.
The dataset was collected for a study of second-hand smoke. The
sample data consists of the
measured serum cotinine levels
in three different groups of people.
·
The NOETS group lists the cotinine levels for subjects who are nonsmokers and have no exposure to environmental tobacco smoke at home or work.
·
The ETS group lists cotinine levels for subjects who are nonsmokers exposed to tobacco smoke at home or work.
·
The SMOKERS group lists cotinine levels for subjects who report tobacco use.
Serum cotinine is a metabolite of nicotine, meaning that cotinine is produced when nicotine is absorbed by the body. Higher levels of cotinine correspond to higher levels of exposure to smoke that contains nicotine.
2.
What results do you expect to find in this data?
Part II. Descriptive Statistics
3.
Generate descriptive statistics for all three groups of people and complete the following table.
Round all results to 2 decimal places.
Variable
Sample
Mean
Sample
Standard Deviation
Sample Size
Smokers
ETS
No ETS
4.
Did you get the results you expected here?
Explain why.
5.
In which of the three groups did we experience the MOST variation (highest deviation from the mean)?
Part III. Confidence Intervals
6.
Generate a 95% interval for the mean of the SMOKERS group. Paste your results here.
7.
Generate a 95% interval for the mean of the ETS group. Paste your results here.
8.
Generate a 95% interval for the mean of the No ETS group. Paste your results here
Create a graph below by illustrating all three confidence intervals on one graph using the tools in your word processor (example below).
Statdisk cannot do this for you.
Creat your
graph and turn the font red.
For this process, I just use the dashes and wrote a scale below the axes.
Here is an example, but it is not based on the data you are analyzing:
Case 1
14---------------------42
Case 2
35-------------------------70
________________________________________
0
20
40
60
Your
Solution
:
11.
Based on the confidence intervals shown above, does there appear to be some evidence to indicate that exposure to tobacco smoke corresponds to higher levels of cotinine?
Part IV. Hypothesis Testing
Let’s say that you are trying to show that the level of cotinine is equal to zero (0) for people who do not smoke and are not exposed to Environmental.
Week 6 - Discussion 1 Your initial discussion thread is .docxco4spmeley
Week 6 - Discussion 1
Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Reference the
Discussion Forum Grading Rubric
for guidance on how your discussion will be evaluated.
Action Planning for Education Change
In Chapter 7, Mills (2014) discusses a variety of challenges action researchers face with implementing positive change.
What potential challenges or obstacles do you predict facing in your current or future role as an educator when implementing positive change (lack of resources, resistance to change, reluctance to interfere with others’ professional practices, reluctance to admit difficult truths, difficulty finding a forum to share what you have learned, lack of time for action research endeavors, unsupportive administration, other)?
Describe how you would apply what you have learned regarding the challenges of implementing educational change to overcome potential obstacles that you may encounter in taking action.
Guided Response:
Respond to a minimum of two classmates. Provide suggestions for overcoming their potential obstacles. What is something they shared that you hadn’t considered in your own future endeavors? *It is expected you follow-up by the last day of the week to provide a secondary response to any comments or questions your instructor may have provided. This is part of the grading criteria as a demonstration of critical thinking.
-
Week 6 - Discussion 2
Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Reference the
Discussion Forum Grading Rubric
for guidance on how your discussion will be evaluated.
Final Self-Reflection
Describe some of your take-aways from this course. Consider all of the topics including use of digital tools when responding. Do not respond in list form. These are merely prompts to get you thinking:
What concepts or principles have you learned from this course that you might use in your work setting?
How do you feel about conducting action research now, compared to before you started this course?
Describe how you perceive the value of qualitative and quantitative data when considering improvements.
How do you plan to use the knowledge you gained in this course to be a positive change agent in your own work setting? In other words, what are your next steps?
Include a new, different quote than you did in you r week one introduction. Why does this quote inspire you?
Guided Response:
Respond to a minimum of two classmates. *It is expected you follow-up by the last day of the week to provide a secondary response to any comments or questions your instructor may have provided. This is part of the grading criteria as a demonstrati.
Week 4 Forum ModernismDUE WED 123015 9PMPart I Identif.docxco4spmeley
Week 4 Forum: Modernism
DUE WED 12/30/15 9PM
Part I:
Identify three symbols in the readings from this week and discuss what you think those symbols mean in the context of the story or poem in which they are found.
Part II:
Based on Hemingway and TS Eliot, what are your impressions of the "Modern Man"?
Part III:
Share a web-based resource that you located that gave you more information about one of our readings this week, about Modernism, about WWI or about a specific author we covered. It could be a video or a website with text. Explain how the source contributed to your understanding. Is it the kind of source you could use in a literary essay, or is it better for 'preliminary research' and overall understanding, but not appropriate for academic use? Why?
American Literature Since the Civil War
. Create ed. McGraw-Hill, 2015. E-book.
Ernest Hemingway: Author Bio
Ernest Hemingway: Big Two-Hearted River: Part I and Part II
ee cummings:
I carry your heart with me ( I carry it in my heart)
ee cummings
:
Buffalo Bill's defunct
ee cummings
:
In just spring
T. S. Eliot: Author Bio
T. S. Eliot: The Love Song of J. Alfred Prufrock
TS Eliot:
The Hollow Men
Your initial discussion should be at least 200 words. It must include MLA citations – both in-text and an end citation.
.
Week 4 assignment is due 1916Writea summary of no more than .docxco4spmeley
Week 4 assignment is due 1/9/16
Write
a summary of no more than 1,400 words that does the following:
Identifies and analyzes the most important external environmental factor in the remote, industry, and external operating environments
Identifies and analyzes the most important internal strengths and weaknesses of your organization: include an assessment of the organization's resources
Assesses the organization's competitive position and possibilities
Analyzes the structure of the organization and how this affects organizational performance
Week 5 assignment is due 1/16/16
Write
a draft of no more than 1,800 words of the strategic plan for your organization, including the following:
Implementation plan
Objectives
Functional tactics
Action items
Milestones and a deadline
Tasks and task ownership
Resource allocation
Any required organizational change management strategies that would enhance successful implementation
Key success factors, budget, and forecasted financials, including a break-even chart
Risk management plan, including contingency plans for identified risks
Week 6 assignment is due 1/20/16
Complete
a strategic plan for your organization of no more than 3,500 words.
Update
your plan to incorporate facilitator feedback from the drafts you submitted in previous weeks. Include the following:
Table of contents
Executive summary, with a 2-page maximum
Company background, organizational mission, vision, and value statements
Environmental scan
Review of Week 4 strategies and a recommendation for the best strategy for your organization
Implementation plan including contingency plans for identified risks
Prepare
a Microsoft
®
PowerPoint
®
presentation of no more than 10 slides with speaker notes. Your audience will play the board of directors or a venture capital firm. The focus is to sell your recommendations to the board or venture capital firm and obtain approval for funding your plan.
.
Week 4 - AssignmentCreating a Unit Plan Once you’ve gotten.docxco4spmeley
Week 4 - Assignment
Creating a Unit Plan
Once you’ve gotten to know your students through learning profile inventories that identify individual areas of strength and learning styles, you can design multimodal lessons that incorporate instructional technology that engage the 21st century learner. This week, you will create a three-day unit plan outline that addresses students’ diverse learning styles and multiple intelligences, acknowledges cultural and language differences, and integrates digital tools and technology.
Using the textbook as guidance, create a Unit Plan outline, using the
provided template
that includes:
Introduction:
Describe the demographics of your current (or fictional classroom) including:
Grade Level and Subject Area
Total number of students – ability levels, gender, students with special needs, English Language Learners (ELLs)
Other relevant information (such as socioeconomic status, family background, recurring behavior issues, etc.)
Stage 1:
The first stage is to determine the “Big Picture”; what you want students to learn, conceptually, at the unit’s conclusion. You must:
Identify the content, unit title, unit subject, and at least one Common Core State Standard (CCSS) that aligns with the unit.
Create at least two measurable unit objectives that align with the CCSS.
Describe what you want the students to master including key concepts, “big ideas”, and major understandings (see the textbook, Chapter 4 for guidance).
The following resources are helpful when creating Stage 1:
Common Core Standards - The Standards
Writing measurable learning objectives
.
P21 common core toolkit
Stage 2:
The second stage outlines evidence of learning including pre-assessments, formative assessments, and a summative assessment.
Pre-assessment:
Explain how you will measure student’s level of readiness and preexisting knowledge specific to the content chosen. Include how you will take into account student strengths, interests, and learning needs.
Formative Assessment:
Explain how you will use formative assessments to drive differentiated instruction throughout the unit specific to the content you’ve chosen. Be sure to include how these assessments address UDL principals.
Summative Assessment:
Design a summative assessment that will measure the student’s level of unit mastery. You must include how this assessment addresses UDL principals and DI theory and how the assessment takes into account your diverse student population.
Stage 3:
The final stage of the unit plan involves developing the activities and experiences, building upon what you determined in Stage 1. “This stage involves tailoring learning activities to the identified strengths, learning styles, and interests of students, organizing lessons in a meaningful way that emphasizes the relevance of the learning, and engaging the learners with active learning strategies”(Chapter 4, pp. 5-6). In addition, this stage should also incorporate self-regulation strat.
Week 3 readings and videosWrite a 350- to 700-word paper in whic.docxco4spmeley
Week 3 readings and videos
Write
a 350- to 700-word paper in which you investigate the interrelationship between the entertainment media and culture. Answer the following questions:
In what ways have various forms of entertainment media shaped American culture and its values?
Are the social influences of entertainment media mostly positive or negative? Explain.
Provide
specific examples.
Conclude
your paper with thoughts on whether the entertainment media are a reflection of or a catalyst for societal behaviors and attitudes.
Format
consistent with APA formatting guidelines.
Click
the Assignment Files tab to submit your assignment.
.
Week 3 Homework Questions1)The following questions are based.docxco4spmeley
Week 3 Homework Questions
1)
The following questions are based on the same scenario I used for question 3 in your week 1 homework.
That question addressed violations of the Code of Conduct.
I want to apply the same scenario to legal liabilities.
Here is a copy of the scenario:
John Smith owns a small, privately held firm.
He hired you to audit its financial statements.
He told you that the audit was to be completed in time to submit audited financial statements to a bank as part of a loan application.
You immediately accepted the engagement and agreed to provide an auditor's report within three weeks.
John agreed to pay you a fixed fee plus a bonus if the loan was granted.
You hired two accounting students to conduct the audit and spent several hours telling them exactly what to do.
You told the students not to spend time reviewing John's internal controls but instead to concentrate on proving the mathematical accuracy of the ledger accounts and on summarizing the data in the accounting records that support John's financial statements.
The students followed your instructions and, after two weeks, gave you the financial statements, which did not include footnotes.
You studied the statements and prepared an unqualified auditor's report.
The report, however, did not refer to generally accepted accounting principles or to the fact that John had changed to the accounting standard for capitalized interest.
Here are the new questions:
a)
After the audit was completed, John used the financial statements to secure a loan from a bank.
Within a year, John was unable to make payments on the loan.
In the process of investigating the reason why, the bank determined that the financial statements were material misstated.
John, however, was near bankruptcy and could not pay off the loan.
The bank sued you for the balance due on the loan.
Given the violations I discussed in my solution to the week 1 homework, do you think the bank will prevail?
You answer should provide an analysis of the legal issues involved to include what basis the bank would have to sue, what you level of liability would be(proportionate or joint and several), and a clear statement of why or why not you think the bank would prevail to include how effective your defenses might be.
b)
Now assume that instead of applying for a bank loan, you knew that John was planning to use the financial statements as part of a prospectus for an initial public stock offering (IPO), i.e., John's firm sold stock directly to the public.
John did and a potential investor read the prospectus and did a comprehensive analysis of the financial statements as a basis for his decision to buy a significant portion of stock in the new corporation.
A year later, the firm was doing so badly that its stock price was down to 10% of what it was after the IPO.
The investor sued both the John'
s new corporation
and you for his investment losses.
During the trial, the investor was able to show.
Week 3 DiscussionThink about products you were enticed to purcha.docxco4spmeley
Week 3 Discussion
Think about products you were enticed to purchase using social media (e.g., Twitter, Facebook, Tumblr, Vine, YouTube, etc.)
Tell us your favorite product that you purchased using social media and what positioning statement the company used.
Make sure you include the information from the fill-in-the-blank positioning statement.
Also, state your opinion on how well social media clearly portrayed the positioning statement
Click here for full screen viewability in a new window.
.
.
Week 3 Discussion 1IT Strategies Please respond to the following.docxco4spmeley
Week 3 Discussion 1
"IT Strategies" Please respond to the following:
Reflect upon the IT strategies that are used to encourage economic development. Select two strategies and discuss how economic factors affect the strategies that a government may use to facilitate economic development.
Please include cited reference!!!!!!!!
.
Week 3 Assignment (6 points)Role Playing Exercise- Your supervi.docxco4spmeley
Week 3 Assignment (6 points)
Role Playing Exercise- Your supervising manager has shared the many of the leaders have identified some issues for the each of their different job roles. Your supervising manager would like you to email the identified issues to them so each leaders' issues and solutions can be appropriately reviewed with each of the interdisciplinary teams.
Targets:
Apply the key concepts, policies, and trends in the US health care sector in order to identify challenges in the management of health care organizations.
The assignment must be based upon your selected job role and the selected course's case study.
Write a professionally-crafted email to address to the supervising manager (your faculty) with regard to the predisposing factors affecting the health care services delivery situation at that time. This submission does not require citations or references. The goal is to demonstrate your critical thinking (analysis and application of the general concepts) in the assessment of a health care sector service delivery.
· Read about critical thinking in your course Syllabus.
· Read about decision making at http://the-happy-manager.com/tips/7-step-decision-making-process-infographic/
Post your email in your interdisciplinary group discussion area and submit your organizational announcement into your assignment dropbox.
1. Identify and Discuss at Least Two Issues Based on Your Job Role: List a minimum of two issues that contributed to the situation from the perspective of your job role. For example, if your role is the supply chain management one of the issues might be the absence of the sharp disposal containers due to flood in the warehouse where they are stored off-site.
2. Identify and Discuss Potential
Solution
s for Each Issue: Recommend a realistic solution to each of the listed issues. For example, recommend using thick plastic water containers labelled with permanent markers as a temporary solution. (Do not use the provided example in your submissions).
3. Identify and Discuss the Workforce and Stakeholders: List the workforce and stakeholders necessary to achieve the proposed solutions. For example, the food supplier/manager needs to be contacted about the empty water containers. The custodial chief needs to be contacted about the storage locations and restrictions enforcement.
TIPS:
1. Know the definitions of terms: predisposing factors
2. Make sure the factors and proposed solutions are reasonable and achievable. Do not make general or common sense statements. Think about how you would address these issue in real life and consider the solutions you may propose to address these issues in your job role.
3. Learn how to write a professionally-written email, crafted to your supervising manager regarding the issues you have identified with potential solutions along with the details regarding the workforce as well as stakeholders. Know the name of your Supervising Manager.
Morbidity and Mortality Weekly Report
Weekl.
Week 3 Assignment 1 SubmissionClick the link above to submit you.docxco4spmeley
Week 3 Assignment 1 Submission
Click the link above to submit your assignment.
Students, please view the "Submit a Clickable Rubric Assignment" in the Student Center.
Instructors, training on how to grade is within the Instructor Center.
Assignment 1: Historical Transitioning and Growth of the U.S. Health Care System
Due Week 3 and worth 150 points
As a health administrator, your hospital has tasked you with reporting the general nature of health care administration to visiting stakeholders / shareholders. These stakeholders / shareholders are investors, but are not too versed in the significance of the U.S. health care system and its present position in social, financial, technological, and medical pioneering advances.
Write a three to five (3-5) page paper in which you:
Summarize key milestones involved in the past and present shaping and transitional dynamics behind changes in the present health care industry.
Evaluate the importance of financing and technology in health care. Provide examples to support your response.
Analyze the primary complexities and integrated social dynamics associated with changing demographics and emergent diseases (e.g., the complexities seen in the growing Latin and Asian populations, etc.).
Examine the major fluctuating and daunting challenges in health care management that mortality trends and an aging Baby Boom generation predicate.
Use at least four (4) recent (i.e., five [5] years), quality academic resources in this assignment.
Note
: Wikipedia and other Websites do not qualify as academic resources.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
Describe the historical development, current structure, cost, impact of technology, and ways of conceptualizing the U.S. health care system.
Explain how changes in population, disease patterns, and trends affect the health care system.
Use technology and information resources to research issues in health services organization.
Write clearly and concisely about health services organization using proper writing mechanics.
Click
here
to view the grading rubric for this assignment.
.
Week 2 Quiz1.According to Peter Berger and Thomas Luck.docxco4spmeley
Week 2 Quiz
1.
According to Peter Berger and Thomas Luckman, society is based on _______
a.
Habitual actions
b.
Status
c.
Institutionalization
d.
Role perfromance
2.
The Protestant work ethic is based upon the concept of predestination, which states that ________
a.
Performing good deeds in life is the only way to secure a place in heaven.
b.
Salvation is only achievable through obedience to God.
c.
No person can saved before he or she accepts Jesus Christ as their savior.
d.
God has already chosen those who will be saved and those who will be damned.
3.
What is the largest difference between Functionalist and Conflict perspectives and the Interactionist perspective?
a.
The former two consider the repercussions of the group or situation, while the latter focuses on the present.
b.
The first two are the more common sociological perspectives, while the latter is a newer sociological model.
c.
The first two focus on hierarchal roles within an organization, while the last takes a more holistic view.
d.
The first two address large scale issues facing groups, while the last examines more detailed aspects.
4.
In Asch’s study on conformity, what contributed to the ability of subjects to resist conforming?
a.
A very small group of witnesses
b.
The presence of an ally
c.
The ability to keep one’s answers private
d.
All of the above
5.
Societies practice social control to maintain _________.
a.
Formal sanctions
b.
Social order
c.
Cultural deviance
d.
Social labeling
6.
________ deviance is a violation of norms that ____________ result in a person being labeled a deviant.
a.
Secondary; does not
b.
Negative; does
c.
Primary; does not
d.
Primary; may or may not
7.
The use of Facebook to create an online persona by only posting images that match your ideal self exemplifies the ________ that can occur in forms of new media.
a.
Social construction of reality
b.
Cyberfeminism
c.
Market segmentation
d.
Referencing
8.
When it comes to media and technology, a functionalist would focus on
a.
The symbols created and reproduced by the media
b.
The association of technology and technological skill with men
c.
The way that various forms of media socializes users
d.
The digital divide between the technological haves and have nots
.
Week 2 LeonLeon is a 52-year old man who describes his family.docxco4spmeley
Week 2: Leon
Leon is a 52-year old man who describes his family of origin as "extremely dysfunctional," with both parents having "addictive personalities." His father was an alcoholic, and fathered many children by several woman. Leon's father was also verbally and physically abusive. Shouting and violence were common family experiences.
His parents divorced when Leon was six. As a divorcee with illegitimate children, his mother became an outcast in his small town, so she moved his family to Mexico City. There, his mother dealt with the stresses of life by becoming extremely angry and violent with her children. At age 17, Leon had reached the limit of his ability to endure this violence. He moved out of the house, along with his brothers and sisters. As the oldest child, Leon became the main source of support for his younger siblings.
Leon studied to be a plumber, and later a general contractor.
He had deep anxiety about committing to marriage and family, and especially feared being abandoned. Eventually, Leon married a designer, and they had two daughters, and have been married for 27 years. He describes himself as “committed, but distant” from his wife, feeling himself disengaged from family activities and finding little joy in anything. Mostly apathetic, recently, his older daughter chose to work instead of attending college, Leon noted that he reacted with frustration and anger, reminding himself of his mother.
Leon feels lack of energy, occasional heart palpitations, insomnia, and constipation (since age six, when his parents divorced).
References
Problems of Body, Mind, & Mood Specific diagnoses & key features, Etiology, Diagnostic & Treatment issues Values and the Helping Relationship
Read: Yarhouse, Butman,
& McCray: Ch. 6 & 8; Collins: Ch. 10 & 11; Corey: Ch. 3
Review Bb Learning Unit (In Course Materials and Assignments section) and complete Discussion Board
Please respond (short answer is fine) to all of the following questions:
In your diagnosis, please use DSM IV-TR diagnoses when appropriate (found in your powerpoint presentations)
What are the client’s most prominent ‘presenting issues’ (that is, what seems to take priority as being wrong)?
What else do you feel you need to know (or, what might be some areas you may ask about in order to determine what is going on and how severe the problem may be)?
What do you think may be your ‘initial diagnosis’ based on the information given in the case study? Why?
What, if any, psychospiritual factors might be present and maintaining the presenting issue?
What are possible methods of treatment or referral?
.
Week 2 DiscussionDesign Basics Used to Create BalanceThe Chine.docxco4spmeley
Week 2 Discussion
Design Basics Used to Create Balance
The Chinese have a theory that you pass through boredom into fascination and I think it’s true. I would never choose a subject for what it means to me or what I think about it. You’ve just got to choose a subject, and what you feel about it, what it means, begins to unfold if you just plain choose a subject and do it enough.
––Diane Arbus
Diane Arbus was a highly original photographer who has greatly influenced the course of contemporary photography. In her
Photography: A Cultural History
(2002), Mary Warner Marien writes:
Arbus turned normalcy on its head, making the ordinary bizarre and naturalizing the unusual. In her photographs of people, many of them made while she roamed the streets of New York, clothes and cosmetics are futile efforts to camouflage psychic emptiness or damage. When Arbus photographed children, she revealed them as little versions of bad-tempered, mean-spirited adults. […] On the other hand, her photographs of people at the margins of society, such as female impersonators, show them to be more virtuous for having unmasked their subjective inclinations. For Arbus, marginal people were symbols for her own psychological fragility and trauma (p. 352).
The thematic power of Arbus’s work is based on the masterful composition of her subject matter, balancing key elements within a square frame format, which is uniquely identified with her mature style.
To prepare for this Discussion:
Review Chapters 2 and 3 in your course text,
The Photographer’s Eye.
Review Diane Arbus’s photograph,
Child with Toy Hand Grenade, 1962
.
Review the websites from this week’s Learning Resources for more inspiration and examples of photographs.
Consider the following questions regarding the Arbus photograph:
How does the use of a square frame impact the balance of the photograph?
What elements contribute to the balance of the photograph presented here? Would you say this is a balanced photograph? Explain your response.
Does this composition draw your eyes more to the center of the frame or more to the edges? Give evidence for your response.
How does the photograph demonstrate contrast, tension, rhythm, and/or depth?
How does the subject of the photograph relate to the background?
How is perspective created in the photograph?
Is the photograph more weighted toward information or emotion? Explain your response.
While considering the questions above, compare the assigned photograph with Arbus’s 1967 photograph,
Identical Twins, Roselle, N.J., 1967
. Explain how these photographs differ and how they are similar.
With these thoughts in mind:
Post by Day 3
a response that addresses
three
of the questions. Analyze how Arbus uses placement to create or disrupt a sense of balance in her composition. (Approximately
250 words
).
In your post, be sure to:
Refer to one specific example from your course reading.
Be sure to support your ideas by connecting them to the week’s Learning Resources, or.
Week 4Cardiovascular DisordersVeins and arteries are vital eleme.docxco4spmeley
Week 4
Cardiovascular Disorders
Veins and arteries are vital elements of the cardiovascular system. They carry the blood supply through the body and are essential for proper function. Sometimes veins and arteries malfunction, resulting in cardiovascular disorders. Malfunctions of arteries and veins are similar to malfunctions of a water hose. Consider the structure and function of a hose. A tap releases water, which then travels through the hose and comes out the other end. If the hose has been dormant for several months, dirt and rusty particles might build up inside, resulting in a restricted flow of water. Similarly, buildup of plaque inside the coronary arteries restricts blood flow and leads to disorders such as coronary heart disease. This disease is one of the most common cardiovascular disorders, and according to the National Heart, Lung and Blood Institute (2011), is the leading cause of death for men and women in the United States. In this Discussion, you examine the pathophysiology of cardiovascular disorders such as coronary heart disease.
To prepare:
·
Review this week’s media presentation on alterations of cardiovascular functions, as well as Chapter 23 in the Huether and McCance text. Identify the pathophysiology of cardiovascular disorders.
·
Select one patient factor
: genetics, gender, ethnicity, age, or
behavior
. Consider how the factor you selected might impact the pathophysiology of cardiovascular disorders.
·
Select one of the following alterations of cardiovascular disorders
: peripheral arterial disease, myocardial infarction, coronary artery disease,
congestive heart failure,
or dysrhythmia. Think about how hypertension or dyslipidemia can lead to the alteration you selected.
Post a 1 page paper APA format
1 a thorough description of the
pathophysiology of cardiovascular disorders
, including how the factor you selected might impact the pathophysiology.
2 Then, explain how hypertension or dyslipidemia can lead to the alteration you selected for patients with the factor you identified.
Course resources
·
Huether, S. E., & McCance, K. L. (2012).
Understanding pathophysiology
(Laureate custom ed.). St. Louis, MO: Mosby.
o
Chapter 22, “Structure and Function of the Cardiovascular and Lymphatic Systems”
This chapter examines the circulatory system, heart, systemic circulation, and lymphatic system to establish a foundation for normal cardiovascular function. It focuses on the structure and function of various parts of the circulatory system to illustrate normal blood flow.
o
Chapter 23, “Alterations of Cardiovascular Function”
This chapter presents the pathophysiology, clinical manifestations, evaluation, and treatment of various cardiovascular disorders. It focuses on diseases of the veins and arteries, disorders of the heart wall, heart disease, and shock.
o
Chapter 24, “Alterations of Cardiovascular Function in Children”
This chapter examines cardiovascular disorders that affect children. It di.
Week 4Team Building Please respond to the followingReflect on.docxco4spmeley
Week 4
"Team Building" Please respond to the following:
Reflect on an instance where you were part of a team and evaluate the effectiveness of that team based on the four essential characteristics for effective guiding coalitions, as described in Chapter 4 of the Kotter textbook.
Suggest at least two strategies that could have been implemented to build trust and a shared vision on the team you identified in the first part of the discussion.
.
Week 4 Quiz1.According to a study cited by the U.S. Census.docxco4spmeley
Week 4 Quiz
1.
According to a study cited by the U.S. Census Bureau, children who live with married parents grow up with more advantages than children who live with _______
a.
A divorced parent
b.
A single parent
c.
A grandparent
d.
All of the above.
2.
In general, children in _______ households benefit from divorce.
a.
Step family
b.
Multigenerational
c.
High-conflict
d.
Low-conflict
3.
A cultural universal is something that _________
a.
Addresses all aspects of a group’s behavior.
b.
Is found in all cultures.
c.
Is based on cultural norms.
d.
May or may not be of value in meeting social needs.
4.
Social scientists refer to the use of a church to combat social injustice in the political realm as ________.
a.
Protestant work ethic
b.
Conflict management
c.
Liberation theology
d.
Justice work
5.
Which term describes the assignment of students to specific education programs and classes on the basis of test scores, previous grades, or perceived ability?
a.
Hidden curriculum
b.
Labeling
c.
Self-fulfilling prophecy
d.
Tracking
6.
What term describes the separation of students based upon merit?
a.
Cultural transmission
b.
Social control
c.
Sorting
d.
Hidden Curriculum
7.
Which factor does not influence voting practices?
a.
Race
b.
Social class
c.
Ethnicity
d.
Voting booths
8.
Which statement best explains why the United States is not a true democracy?
a.
Many politicians are corrupt.
b.
Special interest groups fund political campaigns.
c.
Citizens elect representatives to vote on their behalf to make policy.
d.
Ancient Greece was the only true democracy.
.
Week 5 Discussion - Restructuring Decisions & CommunityAlmost all .docxco4spmeley
Week 5 Discussion - Restructuring Decisions & Community
Almost all companies go through a period where restructuring has taken place. This of course is done to make a firm more competitive in the market. One of Benedictine's hallmarks is Community or the call of service for the common good. With that in mind do you believe that restructuring can be achieved for the betterment of a community?
MICROSOFT WORD, APA FORMAT AND SCHOLARLY CITED REVIEWS DUE WED 11/25/15 BY 5PM
.
Week 4 Homework QuestionsQuestions 1 and 2 were taken directly f.docxco4spmeley
Week 4 Homework Questions
Questions 1 and 2 were taken directly from the text and I am aware that the answers are available through an internet search.
I want to remind you that searching the internet for the answers and using those answers is a violation of UMUC academic integrity policies.
In addition, using any outside source without citation is plagiarism.
However, just gaining access to the answers will not satisfy the homework assignment because I have added the requirement that you explain your answers, which cannot be found on the internet and needs to be reasoned out from the material in the chapter.
In grading, I will place more emphasis you explanation than your selection of the correct alternative.
1)
The following are several multiple choice questions adapted from the CPA exam that concern the persuasiveness of evidence.
For each question, selected the best answer and then explain why it is better than all the alternatives.
Your explanations should address all the possible alternatives presented in the question.
a)
Which of the following types of documentary evidence should the auditor considered to be the most reliable and why?
i)
A sales invoice issued by the client and supported by a delivery receipt from an outside trucker.
ii)
Confirmation of an account payable balance mailed by and returned directly to the auditor.
iii)
A check, issued by the company and bearing the payee's endorsement, that is included with the bank statements mailed directly to the auditor.
iv)
An audit schedule prepared by the client's controller and reviewed by the client's treasurer.
Answer:
Explanation
:
b)
Which of the following statements concerning audit evidence is true?
i)
To be appropriate, audit evidence should be either persuasive or relevant, but need not be reliable.
ii)
The measure of the quantity and quality of audit evidence lies in the auditor's judgment.
iii)
The difficulty and expense of obtaining audit evidence concerning an account balance is a valid basis for omitting the test.
iv)
A client's accounting records can be sufficient audit evidence to support the financial statements.
Answer:
Explanation
:
c)
Audit evidence can come in different forms with different degrees of persuasiveness.
Which of the following is the least persuasive type of evidence?
i)
Vendor's invoice
ii)
Bank statement obtained from the client
iii)
Computations made by the auditor
iv)
Prenumbered sales invoices
Answer:
Explanation
:
d)
Which of the following presumptions is correct about the reliability of audit evidence?
i)
Information obtained indirectly from outside sources is the most reliable audit evidence.
ii)
To be reliable, audit evidence should be convincing rather than merely persuasive.
iii)
Reliability of audit evidence refers to the amount of corroborative evidence obtained.
iv)
Effective internal control provides more assurance about the reliability of audit evidence.
Answer:
Explanation
:
2)
T.
Week 4 Project - STAT 3001Student Name Date.docxco4spmeley
Week 4 Project - STAT 3001
Student Name:
Date:
Instructions:
To complete this project, you will need the following materials:
STATDISK User Manual (found in the classroom in DocSharing)
Access to the Internet to download the STATDISK program.
Part I.
Analyze Data
Instructions
Answers
1.
Open the file COTININE using menu option
Datasets
and then
Elementary Stats, 9
th
Edition
.
This file contains some information about a collection of movies.
How many observations are there in this file?
In this file, there are three variables, labeled Smokers, ETS, and No ETS.
The dataset was collected for a study of second-hand smoke. The
sample data consists of the
measured serum cotinine levels
in three different groups of people.
·
The NOETS group lists the cotinine levels for subjects who are nonsmokers and have no exposure to environmental tobacco smoke at home or work.
·
The ETS group lists cotinine levels for subjects who are nonsmokers exposed to tobacco smoke at home or work.
·
The SMOKERS group lists cotinine levels for subjects who report tobacco use.
Serum cotinine is a metabolite of nicotine, meaning that cotinine is produced when nicotine is absorbed by the body. Higher levels of cotinine correspond to higher levels of exposure to smoke that contains nicotine.
2.
What results do you expect to find in this data?
Part II. Descriptive Statistics
3.
Generate descriptive statistics for all three groups of people and complete the following table.
Round all results to 2 decimal places.
Variable
Sample
Mean
Sample
Standard Deviation
Sample Size
Smokers
ETS
No ETS
4.
Did you get the results you expected here?
Explain why.
5.
In which of the three groups did we experience the MOST variation (highest deviation from the mean)?
Part III. Confidence Intervals
6.
Generate a 95% interval for the mean of the SMOKERS group. Paste your results here.
7.
Generate a 95% interval for the mean of the ETS group. Paste your results here.
8.
Generate a 95% interval for the mean of the No ETS group. Paste your results here
Create a graph below by illustrating all three confidence intervals on one graph using the tools in your word processor (example below).
Statdisk cannot do this for you.
Creat your
graph and turn the font red.
For this process, I just use the dashes and wrote a scale below the axes.
Here is an example, but it is not based on the data you are analyzing:
Case 1
14---------------------42
Case 2
35-------------------------70
________________________________________
0
20
40
60
Your
Solution
:
11.
Based on the confidence intervals shown above, does there appear to be some evidence to indicate that exposure to tobacco smoke corresponds to higher levels of cotinine?
Part IV. Hypothesis Testing
Let’s say that you are trying to show that the level of cotinine is equal to zero (0) for people who do not smoke and are not exposed to Environmental.
Week 6 - Discussion 1 Your initial discussion thread is .docxco4spmeley
Week 6 - Discussion 1
Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Reference the
Discussion Forum Grading Rubric
for guidance on how your discussion will be evaluated.
Action Planning for Education Change
In Chapter 7, Mills (2014) discusses a variety of challenges action researchers face with implementing positive change.
What potential challenges or obstacles do you predict facing in your current or future role as an educator when implementing positive change (lack of resources, resistance to change, reluctance to interfere with others’ professional practices, reluctance to admit difficult truths, difficulty finding a forum to share what you have learned, lack of time for action research endeavors, unsupportive administration, other)?
Describe how you would apply what you have learned regarding the challenges of implementing educational change to overcome potential obstacles that you may encounter in taking action.
Guided Response:
Respond to a minimum of two classmates. Provide suggestions for overcoming their potential obstacles. What is something they shared that you hadn’t considered in your own future endeavors? *It is expected you follow-up by the last day of the week to provide a secondary response to any comments or questions your instructor may have provided. This is part of the grading criteria as a demonstration of critical thinking.
-
Week 6 - Discussion 2
Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Reference the
Discussion Forum Grading Rubric
for guidance on how your discussion will be evaluated.
Final Self-Reflection
Describe some of your take-aways from this course. Consider all of the topics including use of digital tools when responding. Do not respond in list form. These are merely prompts to get you thinking:
What concepts or principles have you learned from this course that you might use in your work setting?
How do you feel about conducting action research now, compared to before you started this course?
Describe how you perceive the value of qualitative and quantitative data when considering improvements.
How do you plan to use the knowledge you gained in this course to be a positive change agent in your own work setting? In other words, what are your next steps?
Include a new, different quote than you did in you r week one introduction. Why does this quote inspire you?
Guided Response:
Respond to a minimum of two classmates. *It is expected you follow-up by the last day of the week to provide a secondary response to any comments or questions your instructor may have provided. This is part of the grading criteria as a demonstrati.
Week 4 Forum ModernismDUE WED 123015 9PMPart I Identif.docxco4spmeley
Week 4 Forum: Modernism
DUE WED 12/30/15 9PM
Part I:
Identify three symbols in the readings from this week and discuss what you think those symbols mean in the context of the story or poem in which they are found.
Part II:
Based on Hemingway and TS Eliot, what are your impressions of the "Modern Man"?
Part III:
Share a web-based resource that you located that gave you more information about one of our readings this week, about Modernism, about WWI or about a specific author we covered. It could be a video or a website with text. Explain how the source contributed to your understanding. Is it the kind of source you could use in a literary essay, or is it better for 'preliminary research' and overall understanding, but not appropriate for academic use? Why?
American Literature Since the Civil War
. Create ed. McGraw-Hill, 2015. E-book.
Ernest Hemingway: Author Bio
Ernest Hemingway: Big Two-Hearted River: Part I and Part II
ee cummings:
I carry your heart with me ( I carry it in my heart)
ee cummings
:
Buffalo Bill's defunct
ee cummings
:
In just spring
T. S. Eliot: Author Bio
T. S. Eliot: The Love Song of J. Alfred Prufrock
TS Eliot:
The Hollow Men
Your initial discussion should be at least 200 words. It must include MLA citations – both in-text and an end citation.
.
Week 4 assignment is due 1916Writea summary of no more than .docxco4spmeley
Week 4 assignment is due 1/9/16
Write
a summary of no more than 1,400 words that does the following:
Identifies and analyzes the most important external environmental factor in the remote, industry, and external operating environments
Identifies and analyzes the most important internal strengths and weaknesses of your organization: include an assessment of the organization's resources
Assesses the organization's competitive position and possibilities
Analyzes the structure of the organization and how this affects organizational performance
Week 5 assignment is due 1/16/16
Write
a draft of no more than 1,800 words of the strategic plan for your organization, including the following:
Implementation plan
Objectives
Functional tactics
Action items
Milestones and a deadline
Tasks and task ownership
Resource allocation
Any required organizational change management strategies that would enhance successful implementation
Key success factors, budget, and forecasted financials, including a break-even chart
Risk management plan, including contingency plans for identified risks
Week 6 assignment is due 1/20/16
Complete
a strategic plan for your organization of no more than 3,500 words.
Update
your plan to incorporate facilitator feedback from the drafts you submitted in previous weeks. Include the following:
Table of contents
Executive summary, with a 2-page maximum
Company background, organizational mission, vision, and value statements
Environmental scan
Review of Week 4 strategies and a recommendation for the best strategy for your organization
Implementation plan including contingency plans for identified risks
Prepare
a Microsoft
®
PowerPoint
®
presentation of no more than 10 slides with speaker notes. Your audience will play the board of directors or a venture capital firm. The focus is to sell your recommendations to the board or venture capital firm and obtain approval for funding your plan.
.
Week 4 - AssignmentCreating a Unit Plan Once you’ve gotten.docxco4spmeley
Week 4 - Assignment
Creating a Unit Plan
Once you’ve gotten to know your students through learning profile inventories that identify individual areas of strength and learning styles, you can design multimodal lessons that incorporate instructional technology that engage the 21st century learner. This week, you will create a three-day unit plan outline that addresses students’ diverse learning styles and multiple intelligences, acknowledges cultural and language differences, and integrates digital tools and technology.
Using the textbook as guidance, create a Unit Plan outline, using the
provided template
that includes:
Introduction:
Describe the demographics of your current (or fictional classroom) including:
Grade Level and Subject Area
Total number of students – ability levels, gender, students with special needs, English Language Learners (ELLs)
Other relevant information (such as socioeconomic status, family background, recurring behavior issues, etc.)
Stage 1:
The first stage is to determine the “Big Picture”; what you want students to learn, conceptually, at the unit’s conclusion. You must:
Identify the content, unit title, unit subject, and at least one Common Core State Standard (CCSS) that aligns with the unit.
Create at least two measurable unit objectives that align with the CCSS.
Describe what you want the students to master including key concepts, “big ideas”, and major understandings (see the textbook, Chapter 4 for guidance).
The following resources are helpful when creating Stage 1:
Common Core Standards - The Standards
Writing measurable learning objectives
.
P21 common core toolkit
Stage 2:
The second stage outlines evidence of learning including pre-assessments, formative assessments, and a summative assessment.
Pre-assessment:
Explain how you will measure student’s level of readiness and preexisting knowledge specific to the content chosen. Include how you will take into account student strengths, interests, and learning needs.
Formative Assessment:
Explain how you will use formative assessments to drive differentiated instruction throughout the unit specific to the content you’ve chosen. Be sure to include how these assessments address UDL principals.
Summative Assessment:
Design a summative assessment that will measure the student’s level of unit mastery. You must include how this assessment addresses UDL principals and DI theory and how the assessment takes into account your diverse student population.
Stage 3:
The final stage of the unit plan involves developing the activities and experiences, building upon what you determined in Stage 1. “This stage involves tailoring learning activities to the identified strengths, learning styles, and interests of students, organizing lessons in a meaningful way that emphasizes the relevance of the learning, and engaging the learners with active learning strategies”(Chapter 4, pp. 5-6). In addition, this stage should also incorporate self-regulation strat.
Week 3 readings and videosWrite a 350- to 700-word paper in whic.docxco4spmeley
Week 3 readings and videos
Write
a 350- to 700-word paper in which you investigate the interrelationship between the entertainment media and culture. Answer the following questions:
In what ways have various forms of entertainment media shaped American culture and its values?
Are the social influences of entertainment media mostly positive or negative? Explain.
Provide
specific examples.
Conclude
your paper with thoughts on whether the entertainment media are a reflection of or a catalyst for societal behaviors and attitudes.
Format
consistent with APA formatting guidelines.
Click
the Assignment Files tab to submit your assignment.
.
Week 3 Homework Questions1)The following questions are based.docxco4spmeley
Week 3 Homework Questions
1)
The following questions are based on the same scenario I used for question 3 in your week 1 homework.
That question addressed violations of the Code of Conduct.
I want to apply the same scenario to legal liabilities.
Here is a copy of the scenario:
John Smith owns a small, privately held firm.
He hired you to audit its financial statements.
He told you that the audit was to be completed in time to submit audited financial statements to a bank as part of a loan application.
You immediately accepted the engagement and agreed to provide an auditor's report within three weeks.
John agreed to pay you a fixed fee plus a bonus if the loan was granted.
You hired two accounting students to conduct the audit and spent several hours telling them exactly what to do.
You told the students not to spend time reviewing John's internal controls but instead to concentrate on proving the mathematical accuracy of the ledger accounts and on summarizing the data in the accounting records that support John's financial statements.
The students followed your instructions and, after two weeks, gave you the financial statements, which did not include footnotes.
You studied the statements and prepared an unqualified auditor's report.
The report, however, did not refer to generally accepted accounting principles or to the fact that John had changed to the accounting standard for capitalized interest.
Here are the new questions:
a)
After the audit was completed, John used the financial statements to secure a loan from a bank.
Within a year, John was unable to make payments on the loan.
In the process of investigating the reason why, the bank determined that the financial statements were material misstated.
John, however, was near bankruptcy and could not pay off the loan.
The bank sued you for the balance due on the loan.
Given the violations I discussed in my solution to the week 1 homework, do you think the bank will prevail?
You answer should provide an analysis of the legal issues involved to include what basis the bank would have to sue, what you level of liability would be(proportionate or joint and several), and a clear statement of why or why not you think the bank would prevail to include how effective your defenses might be.
b)
Now assume that instead of applying for a bank loan, you knew that John was planning to use the financial statements as part of a prospectus for an initial public stock offering (IPO), i.e., John's firm sold stock directly to the public.
John did and a potential investor read the prospectus and did a comprehensive analysis of the financial statements as a basis for his decision to buy a significant portion of stock in the new corporation.
A year later, the firm was doing so badly that its stock price was down to 10% of what it was after the IPO.
The investor sued both the John'
s new corporation
and you for his investment losses.
During the trial, the investor was able to show.
Week 3 DiscussionThink about products you were enticed to purcha.docxco4spmeley
Week 3 Discussion
Think about products you were enticed to purchase using social media (e.g., Twitter, Facebook, Tumblr, Vine, YouTube, etc.)
Tell us your favorite product that you purchased using social media and what positioning statement the company used.
Make sure you include the information from the fill-in-the-blank positioning statement.
Also, state your opinion on how well social media clearly portrayed the positioning statement
Click here for full screen viewability in a new window.
.
.
Week 3 Discussion 1IT Strategies Please respond to the following.docxco4spmeley
Week 3 Discussion 1
"IT Strategies" Please respond to the following:
Reflect upon the IT strategies that are used to encourage economic development. Select two strategies and discuss how economic factors affect the strategies that a government may use to facilitate economic development.
Please include cited reference!!!!!!!!
.
Week 3 Assignment (6 points)Role Playing Exercise- Your supervi.docxco4spmeley
Week 3 Assignment (6 points)
Role Playing Exercise- Your supervising manager has shared the many of the leaders have identified some issues for the each of their different job roles. Your supervising manager would like you to email the identified issues to them so each leaders' issues and solutions can be appropriately reviewed with each of the interdisciplinary teams.
Targets:
Apply the key concepts, policies, and trends in the US health care sector in order to identify challenges in the management of health care organizations.
The assignment must be based upon your selected job role and the selected course's case study.
Write a professionally-crafted email to address to the supervising manager (your faculty) with regard to the predisposing factors affecting the health care services delivery situation at that time. This submission does not require citations or references. The goal is to demonstrate your critical thinking (analysis and application of the general concepts) in the assessment of a health care sector service delivery.
· Read about critical thinking in your course Syllabus.
· Read about decision making at http://the-happy-manager.com/tips/7-step-decision-making-process-infographic/
Post your email in your interdisciplinary group discussion area and submit your organizational announcement into your assignment dropbox.
1. Identify and Discuss at Least Two Issues Based on Your Job Role: List a minimum of two issues that contributed to the situation from the perspective of your job role. For example, if your role is the supply chain management one of the issues might be the absence of the sharp disposal containers due to flood in the warehouse where they are stored off-site.
2. Identify and Discuss Potential
Solution
s for Each Issue: Recommend a realistic solution to each of the listed issues. For example, recommend using thick plastic water containers labelled with permanent markers as a temporary solution. (Do not use the provided example in your submissions).
3. Identify and Discuss the Workforce and Stakeholders: List the workforce and stakeholders necessary to achieve the proposed solutions. For example, the food supplier/manager needs to be contacted about the empty water containers. The custodial chief needs to be contacted about the storage locations and restrictions enforcement.
TIPS:
1. Know the definitions of terms: predisposing factors
2. Make sure the factors and proposed solutions are reasonable and achievable. Do not make general or common sense statements. Think about how you would address these issue in real life and consider the solutions you may propose to address these issues in your job role.
3. Learn how to write a professionally-written email, crafted to your supervising manager regarding the issues you have identified with potential solutions along with the details regarding the workforce as well as stakeholders. Know the name of your Supervising Manager.
Morbidity and Mortality Weekly Report
Weekl.
Week 3 Assignment 1 SubmissionClick the link above to submit you.docxco4spmeley
Week 3 Assignment 1 Submission
Click the link above to submit your assignment.
Students, please view the "Submit a Clickable Rubric Assignment" in the Student Center.
Instructors, training on how to grade is within the Instructor Center.
Assignment 1: Historical Transitioning and Growth of the U.S. Health Care System
Due Week 3 and worth 150 points
As a health administrator, your hospital has tasked you with reporting the general nature of health care administration to visiting stakeholders / shareholders. These stakeholders / shareholders are investors, but are not too versed in the significance of the U.S. health care system and its present position in social, financial, technological, and medical pioneering advances.
Write a three to five (3-5) page paper in which you:
Summarize key milestones involved in the past and present shaping and transitional dynamics behind changes in the present health care industry.
Evaluate the importance of financing and technology in health care. Provide examples to support your response.
Analyze the primary complexities and integrated social dynamics associated with changing demographics and emergent diseases (e.g., the complexities seen in the growing Latin and Asian populations, etc.).
Examine the major fluctuating and daunting challenges in health care management that mortality trends and an aging Baby Boom generation predicate.
Use at least four (4) recent (i.e., five [5] years), quality academic resources in this assignment.
Note
: Wikipedia and other Websites do not qualify as academic resources.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
Describe the historical development, current structure, cost, impact of technology, and ways of conceptualizing the U.S. health care system.
Explain how changes in population, disease patterns, and trends affect the health care system.
Use technology and information resources to research issues in health services organization.
Write clearly and concisely about health services organization using proper writing mechanics.
Click
here
to view the grading rubric for this assignment.
.
Week 2 Quiz1.According to Peter Berger and Thomas Luck.docxco4spmeley
Week 2 Quiz
1.
According to Peter Berger and Thomas Luckman, society is based on _______
a.
Habitual actions
b.
Status
c.
Institutionalization
d.
Role perfromance
2.
The Protestant work ethic is based upon the concept of predestination, which states that ________
a.
Performing good deeds in life is the only way to secure a place in heaven.
b.
Salvation is only achievable through obedience to God.
c.
No person can saved before he or she accepts Jesus Christ as their savior.
d.
God has already chosen those who will be saved and those who will be damned.
3.
What is the largest difference between Functionalist and Conflict perspectives and the Interactionist perspective?
a.
The former two consider the repercussions of the group or situation, while the latter focuses on the present.
b.
The first two are the more common sociological perspectives, while the latter is a newer sociological model.
c.
The first two focus on hierarchal roles within an organization, while the last takes a more holistic view.
d.
The first two address large scale issues facing groups, while the last examines more detailed aspects.
4.
In Asch’s study on conformity, what contributed to the ability of subjects to resist conforming?
a.
A very small group of witnesses
b.
The presence of an ally
c.
The ability to keep one’s answers private
d.
All of the above
5.
Societies practice social control to maintain _________.
a.
Formal sanctions
b.
Social order
c.
Cultural deviance
d.
Social labeling
6.
________ deviance is a violation of norms that ____________ result in a person being labeled a deviant.
a.
Secondary; does not
b.
Negative; does
c.
Primary; does not
d.
Primary; may or may not
7.
The use of Facebook to create an online persona by only posting images that match your ideal self exemplifies the ________ that can occur in forms of new media.
a.
Social construction of reality
b.
Cyberfeminism
c.
Market segmentation
d.
Referencing
8.
When it comes to media and technology, a functionalist would focus on
a.
The symbols created and reproduced by the media
b.
The association of technology and technological skill with men
c.
The way that various forms of media socializes users
d.
The digital divide between the technological haves and have nots
.
Week 2 LeonLeon is a 52-year old man who describes his family.docxco4spmeley
Week 2: Leon
Leon is a 52-year old man who describes his family of origin as "extremely dysfunctional," with both parents having "addictive personalities." His father was an alcoholic, and fathered many children by several woman. Leon's father was also verbally and physically abusive. Shouting and violence were common family experiences.
His parents divorced when Leon was six. As a divorcee with illegitimate children, his mother became an outcast in his small town, so she moved his family to Mexico City. There, his mother dealt with the stresses of life by becoming extremely angry and violent with her children. At age 17, Leon had reached the limit of his ability to endure this violence. He moved out of the house, along with his brothers and sisters. As the oldest child, Leon became the main source of support for his younger siblings.
Leon studied to be a plumber, and later a general contractor.
He had deep anxiety about committing to marriage and family, and especially feared being abandoned. Eventually, Leon married a designer, and they had two daughters, and have been married for 27 years. He describes himself as “committed, but distant” from his wife, feeling himself disengaged from family activities and finding little joy in anything. Mostly apathetic, recently, his older daughter chose to work instead of attending college, Leon noted that he reacted with frustration and anger, reminding himself of his mother.
Leon feels lack of energy, occasional heart palpitations, insomnia, and constipation (since age six, when his parents divorced).
References
Problems of Body, Mind, & Mood Specific diagnoses & key features, Etiology, Diagnostic & Treatment issues Values and the Helping Relationship
Read: Yarhouse, Butman,
& McCray: Ch. 6 & 8; Collins: Ch. 10 & 11; Corey: Ch. 3
Review Bb Learning Unit (In Course Materials and Assignments section) and complete Discussion Board
Please respond (short answer is fine) to all of the following questions:
In your diagnosis, please use DSM IV-TR diagnoses when appropriate (found in your powerpoint presentations)
What are the client’s most prominent ‘presenting issues’ (that is, what seems to take priority as being wrong)?
What else do you feel you need to know (or, what might be some areas you may ask about in order to determine what is going on and how severe the problem may be)?
What do you think may be your ‘initial diagnosis’ based on the information given in the case study? Why?
What, if any, psychospiritual factors might be present and maintaining the presenting issue?
What are possible methods of treatment or referral?
.
Week 2 DiscussionDesign Basics Used to Create BalanceThe Chine.docxco4spmeley
Week 2 Discussion
Design Basics Used to Create Balance
The Chinese have a theory that you pass through boredom into fascination and I think it’s true. I would never choose a subject for what it means to me or what I think about it. You’ve just got to choose a subject, and what you feel about it, what it means, begins to unfold if you just plain choose a subject and do it enough.
––Diane Arbus
Diane Arbus was a highly original photographer who has greatly influenced the course of contemporary photography. In her
Photography: A Cultural History
(2002), Mary Warner Marien writes:
Arbus turned normalcy on its head, making the ordinary bizarre and naturalizing the unusual. In her photographs of people, many of them made while she roamed the streets of New York, clothes and cosmetics are futile efforts to camouflage psychic emptiness or damage. When Arbus photographed children, she revealed them as little versions of bad-tempered, mean-spirited adults. […] On the other hand, her photographs of people at the margins of society, such as female impersonators, show them to be more virtuous for having unmasked their subjective inclinations. For Arbus, marginal people were symbols for her own psychological fragility and trauma (p. 352).
The thematic power of Arbus’s work is based on the masterful composition of her subject matter, balancing key elements within a square frame format, which is uniquely identified with her mature style.
To prepare for this Discussion:
Review Chapters 2 and 3 in your course text,
The Photographer’s Eye.
Review Diane Arbus’s photograph,
Child with Toy Hand Grenade, 1962
.
Review the websites from this week’s Learning Resources for more inspiration and examples of photographs.
Consider the following questions regarding the Arbus photograph:
How does the use of a square frame impact the balance of the photograph?
What elements contribute to the balance of the photograph presented here? Would you say this is a balanced photograph? Explain your response.
Does this composition draw your eyes more to the center of the frame or more to the edges? Give evidence for your response.
How does the photograph demonstrate contrast, tension, rhythm, and/or depth?
How does the subject of the photograph relate to the background?
How is perspective created in the photograph?
Is the photograph more weighted toward information or emotion? Explain your response.
While considering the questions above, compare the assigned photograph with Arbus’s 1967 photograph,
Identical Twins, Roselle, N.J., 1967
. Explain how these photographs differ and how they are similar.
With these thoughts in mind:
Post by Day 3
a response that addresses
three
of the questions. Analyze how Arbus uses placement to create or disrupt a sense of balance in her composition. (Approximately
250 words
).
In your post, be sure to:
Refer to one specific example from your course reading.
Be sure to support your ideas by connecting them to the week’s Learning Resources, or.
Week 2 DiscussionDesign Basics Used to Create BalanceThe Chine.docx
COUN 6346 Child and Adolescent Counseling Week 4 – Angry
1. COUN 6346
Child and Adolescent Counseling
Week 4 – Angry Adolescent
Disruptive Behaviors
Select one child or adolescent with a disruptive behavior. Then
critically observe the
counseling sessions for that particular child or adolescent.
You will be prompted with questions during your critical
observation.
There will be an opportunity to record your responses within the
media. It will be saved
directly to the computer that you are using. It is important to
view and respond to the
questions in their entirety, as your recorded responses will only
be saved to this
computer. If you change computers, your recorded responses
will not be saved.
Press the ‘Review’ button to see your recorded responses.
[FOUR CASE FILES APPEAR WITH A PHOTOGRAPH OF
EACH OF THE CHILDREN
PAPERCLIPPED, ONE ON EACH OF THE FOUR
INDIVIDUAL MANILLA FOLDERS]
Angry Adolescent
2. MELISSA: You are a horrible counselor. I hate being here, and
I hate talking to you. This
is worthless, and you're stupid. There's no point to this because
you don't know
anything about me and I'll never tell you anything about me.
COUNSELOR: OK, I hear you, but I don't think you could hate
counseling with me
because, actually, you haven't even had counseling with me
before. And so, that doesn't
seem quite right. And from what I've heard, I've talked with
your mom and I've talked
with your probation officer and they both seem to think that you
actually could use
some counseling.
MELISSA: And I think you're an idiot who should go back to
jewelry making instead of
being a counselor.
COUNSELOR: Well, you know, your parents are paying good
money to have you come
here, and I think you should take it seriously.
MELISSA: Like I care what you think.
COUNSELOR: Now you're just being disrespectful.
[A SET OF QUESTIONS APPEARS ONSCREEN]
3. Reflect on what you just observed. Record your responses in
the boxes provided then
press ‘Continue’.
What approach did the counselor employ?
Was it effective? Why or why not?
What approach or technique could the counselor have used to
create a therapeutic
relationship with this client and why would it be successful?
Press the ‘Continue’ button to view the next segment.
[INSTRUCTIONS BOX APPEARS]
You will now observe a different approach with the same client.
Look for differences in
counseling techniques compared to the earlier session.
Click the ‘Continue’ button to start the session.
MELISSA: You are a horrible counselor. I hate being here, and
I hate talking to you. This
is worthless, and you're stupid. There's no point to this because
you don't know
anything about me, and I'll never tell you anything about me.
COUNSELOR: You know you're probably right about most of
what you said there.
Counseling is a totally weird thing, but I want you to know that
you are totally in control
of what you say here. I'm not going to force you to do anything.
And before you say
4. anything, I just want to let you know that, as you probably r ead
in the form that you
filled out, what you say here stays here. It's private, personal
information. There are
exceptions to that. The only exceptions are in cases of danger;
like if you were a danger
to yourself or you were homicidal or there was some kind of
abuse going on, those are
situations where I can't keep the information private.
But I know you said you're not going to talk to me, anyway, but
I felt like I should let you
know that.
The other thing I should let you know is that my goal in here is
to help you with your
goals in life as long as they're legal and as long as they're
healthy. We may disagree
sometimes about what's legal and what's healthy, but I just
wanted to let you know that
that's really what my role is here.
MELISSA: Great.
COUNSELOR: And so I know you don't want to talk but I
would like to tell you a little bit
about what I know about you, because we are strangers, and
that's one of the weirdest
things about counseling of all.
I did speak to your probation officer, and I did speak with your
mom, and both of them
told me similar things. They said that you are a very popular
5. young woman in your
school, that you have many friends, that you have kind of a
bubbling, sparkling
personality. They also said that you have a lot of passion, and
when you feel strongly
about something you really feel strongly about it. And then they
said that occasionally it
appears that you've gotten kind of angry and that that anger has
maybe gotten you in
trouble.
Is that about right? Is that accurate?
MELISSA: Yeah. I do have lots of friends and I like to have
fun-- that's right-- but I can't
believe they told you that's a good thing.
COUNSELOR: They really did. I'm not lying about that. They
said that you are very
popular, and apparently you have social skills. Does that seem
true about you?
MELISSA: I guess so.
COUNSELOR: The kind of person who has some social skills?
MELISSA: [NODDING AFFIRMATIVELY].
COUNSELOR: And then the thing they said about your temper
also may be true, that you
occasionally [COUNSELOR USES HAND GESTURES AND
CREATES A SOUND TO
REPRESENT AN EXPLOSION] let it out?
MELISSA: Yeah, that's true, too. But I can take care of things
myself, and I don't need to
6. talk to any shrink about it.
COUNSELOR: Yeah, OK, and totally fine. I think what I sense
from you is that you're kind
of an independent person. And when you say, "I want to take
care of it myself," that
gives me that impression. And so that seems true about you,
too, that you're
independent. You do it your way.
MELISSA: Definitely.
COUNSELOR: Definitely. OK. Well, one of the things that
makes me curious-- and you
probably know that I'm going to ask this, and that is, so what
are you doing now to take
care of yourself?
[INSTRUCTIONS BOX APPEARS]
You will now watch this session again. At key moments, you
will be asked to reflect on
what you observed and to answer specific questions.
It is important to view and respond to the questions in their
entirety, as your recorded
responses will only be saved to this computer. If you change
computers your recorded
responses will not be saved.
Record your responses in the boxes provided.
Click the ‘Continue’ button to start the session.
7. [THE SESSION STARTS AGAIN]
MELISSA: You are a horrible counselor. I hate being here, and
I hate talking to you. This
is worthless, and you're stupid. There's no point to this because
you don't know
anything about me and I'll never tell you anything about me.
COUNSELOR: You know you're probably right about most of
what you said there.
Counseling is this totally weird thing, but I want you to know
that you are totally in
control of what you say here. I'm not going to force you to do
anything.
[ONE QUESTION APPEARS ONSCREEN]
Reflect on what you just observed. Record your response in the
box provided then
press ‘Continue’.
What technique did the counselor use here and why did he use
it?
Press the ‘Continue’ button to view the next segment.
[THE SESSION RESUMES]
COUNSELOR: And before you say anything, I just want to let
you know that, as you
probably read in the form that you filled out, what you say here
stays here. It's private,
personal information. There are exceptions to that. The only
exceptions are in cases of
danger; like if you were a danger to yourself or you were
8. homicidal or there was some
kind of abuse going on, those are situations where I can't keep
the information private.
But, I know you said you're not going to talk to me, anyway, but
I felt like I should let
you know that.
The other thing I should let you know is that my goal in here is
to help you with your
goals in life as long as they're legal and as long as they're
healthy. We may disagree
sometimes about what's legal and what's healthy, but I just
wanted to let you know that
that's really what my role is here.
MELISSA: Great.
[A SET OF QUESTIONS APPEARS ONSCREEN]
Reflect on what you just observed. Record your responses in
the boxes provided then
press ‘Continue’.
How effective was this part of the conversation? Why was it
done?
What would you recommend should have been done?
Press the ‘Continue’ button to view the next segment.
[THE SESSION RESUMES]
9. COUNSELOR: I know you don't want to talk, but I would like
to tell you a little bit about
what I know about you, because we are strangers, and that's one
of the weirdest things
about counseling of all.
I did speak to your probation officer and I did speak with your
mom, and both of them
told me similar things. They said that you are a very popular
young woman in your
school, that you have many friends, that you have kind of a
bubbling, sparkling
personality. They also said that you have a lot of passion, and
when you feel strongly
about something you really feel strongly about it. And then they
said that occasionally it
appears that you've gotten kind of angry, and that that anger has
maybe gotten you in
trouble.
Is that about right? Is that accurate?
[A SET OF QUESTIONS APPEARS ONSCREEN]
Reflect on what you just observed. Record your responses in
the boxes provided then
press ‘Continue’.
What is the counselor attempting to do here? Why is he doing
this?
Why did he mention his conversation with the client’s mother
and probation officer?
10. Would you recommend a different question? What question
would you have asked
the client?
Press the ‘Continue’ button to view the next segment.
[THE SESSION RESUMES]
MELISSA: Yeah, I do have lots of friends and I like to have
fun-- that's right-- but I can't
believe they told you that's a good thing.
COUNSELOR: They really did. I'm not lying about that. They
said that you are very
popular, and apparently you have social skills. Does that seem
true about you?
MELISSA: I guess so.
COUNSELOR: The kind of person who has some social skills?
MELISSA: [NODDING AFFIRMATIVELY].
COUNSELOR: And then the thing they said about your temper
also may be true, that you
occasionally [COUNSELOR USES HAND GESTURES AND
CREATES A SOUND TO
REPRESENT AN EXPLOSION] let it out?
MELISSA: Yeah, that's true, too. But I can take care of things
myself, and I don't need to
talk to any shrink about it.
[A SET OF QUESTIONS APPEARS ONSCREEN]
11. Reflect on what you just observed. Record your responses in
the boxes provided then
press ‘Continue’.
How effective was this part of the conversation?
Why did the counselor mention the client’s temper?
Could he have done something different?
Press the ‘Continue’ button to view the next segment.
[THE SESSION RESUMES]
COUNSELOR: Yeah, OK, and totally fine. I think what I sense
from you is that you're kind
of an independent person. And when you say, "I want to take
care of it myself," that
gives me that impression. And so that seems true about you,
too, that you're
independent. You do it your way.
MELISSA: Definitely.
COUNSELOR: Definitely. OK.
Well, one of the things that makes me curious-- and you
probably know that I'm going
to ask this, and that is, so what are you doing now to take care
of yourself?
[A SET OF QUESTIONS APPEARS ONSCREEN]
12. Describe one skill, technique, or attribute the counselor
exhibited which fostered the
therapeutic relationship with the client in the counseling
session and explain why.
Describe one skill you might teach and reinforce with the
client in the counseling
session and explain why.
Press the ‘Review’ button to review your comments.
Review
Review and edit your comments within each of the text boxes.
When ready, you can copy and paste your comments to your
computer by pressing the
‘Copy’ button, or by downloading them to your desktop as a
text file by pressing the
‘Download’ button.
Pressing the ‘Save’ button will record your comments to this
computer so that you may
return later to edit your responses.
Incident 1: Go Green Team
Hi. I’m so glad you setup this whistleblower hotline! I’m on the
company’s Green Team and we have been working to reduce the
amount of waste we dispose of in the nearby lake. Our CEO
reported in the last investor call that we are on target to meet
the goals setup at the beginning of the year for the Green Team.
However, I have firsthand knowledge that during the
unexpected increase in demand and production, our
13. manufacturing facilities waived thee “green” program
requirements to make sure they could hit their production
targets. This means that we dumped twice as much waste into
the lake than we initially planned. Not only are investors
expecting good news out of our green initiatives, but they’re
also expecting a positive report on the sustainable supplier
initiative. Unfortunately, that was put completely on hold so
that we could all focus our efforts on meeting the increased
demand. Our CEO is due to update investors on the next call,
and the rest of the Green Team wants to tell her that we’re on
track to make our targets for the year. They say that we can
always issue a correction statement later, if the word gets out.
How should I handle this?
Incident 2: Data Trails
Our digital marketing agency called my manager to share an
idea that she said would boost our digital results five-fold. She
said she had a way of getting consumer data at a more granular
level with a recent update to the app they created for us.
Additionally, she didn’t think we would have to get consumers
to opt-in because their company inserts an all-inclusive clause
in the privacy notice that basically, as she put it, “makes
consumers sign their lives away to use the system.” From
experience, we saw opt-outs increase dramatically when we
started more aggressive targeting. Not to mention, the company
wants to partner with another company so that we can “share”
data and create a much larger base of potential customers. I’m
unsettled about doing all of this data sharing and in-depth data
tracking without consumers’ even knowing, let alone having the
chance to opt-out. Please help!
Incident 3: I’ll Huff and I’ll Puff
When I showed my VP the recent version of our re-designed
packaging, he said, “looks great, but it needs something…” He
then asked me to have the agency design a medal to include on
the label that reads “consumer’s top choice for 75 years.” I run
the sales data every week, so I know that - while we have an
amazing product - we’re ranked number three in the category. I
14. questioned whether or not we should make such a claim and he
said “Didn’t they teach you anything in school? It’s called
‘puffery’ and we’ve done it for years.” I apologized and thanked
him for the feedback. As I sheepishly returned to my cubical, it
began to gnaw at me. What do I do?
Incident 4: Contract Manufacturing Mayhem
I went overseas to visit with a contractor that manufacturers one
of our product lines. When I arrived at the facility, I was
surprised to see children operating dangerous equipment. When
I asked my host about it, he smiled and said, “You must be new.
Let’s just say that we do things differently hear than you do in
America.” I took his word for it and continued my tour. I saw
children sleeping in corners of the plant and many of them
looked exhausted. I can still see some of their faces! As I
prepared to leave, he said, “I can tell you need to adjust to the
way we do things here. To help you with that adjustment period,
I have something for you…” He handed me a folder that
included schematics and drawings. Right away I knew they were
designs for our competitors’ new product scheduled to launch
next month! I tried to return them, but he wouldn’t take them
back. When I got back to the states, I hurried into the office to
alert my Operations Manager of my concerns. She smiled at me
and said, “you know that is one of our oldest partners on the
manufacturing side of things. They do high quality work for us,
so we tend to not want to rock the boat.” Then, she asked me for
the schematics! I’ve decided to blow the whistle… for the
children, and because it’s the right thing to do!
Incident 5: Balancing Act
At the end of the fiscal period, during the meeting between
marketing and finance, we noticed that we had missed our
budget targets for the year. Someone in the group remembered
that the really big check hadn’t gone out yet to the non-profit
company we partnered with in our highly successful cause
marketing campaign. “Why not hold off paying them until next
year?” he said. We’d promised the agency that they would
receive a check before year end and they’re counting on it to
15. fund their holiday charitable campaign. We also had it
earmarked in the budget this year and the expectation was that it
would be spent this year. The finance manager asks, is everyone
on board with the decision to shift this line item to next year.” I
sat silently, with a lump in my throat – afraid to speak up
because I was the newest person on the team. I figured I would
anonymously report it to you… and keep my job.
COUN 6346
Child and Adolescent Counseling
Week 4 – Hyperactive Child
Disruptive Behaviors
Select one child or adolescent with a disruptive behavior. Then
critically observe the
counseling sessions for that particular child or adolescent.
You will be prompted with questions during your critical
observation.
There will be an opportunity to record your responses within the
media. It will be saved
directly to the computer that you are using. It is important to
view and respond to the
questions in their entirety, as your recorded responses will only
be saved to this
computer. If you change computers, your recorded responses
will not be saved.
Press the ‘Review’ button to see your recorded responses.
16. [FOUR CASE FILES APPEAR WITH A PHOTOGRAPH OF
EACH OF THE CHILDREN
PAPERCLIPPED, ONE ON EACH OF THE FOUR
INDIVIDUAL MANILLA FOLDERS]
Hyperactive Child
TANYA: Ooh, I used to have one of these action figures at
home. That's cool. Have you
ever played Halo? How about Grand Theft Auto? That's another
one of my favorite
games. Do you have any games we could play here?
COUNSELOR: Tanya, Tanya, before we talk about any kind of
games and stuff, we've got
to get this straight. It's not OK for you just to come in and grab
my stuff. It's my stuff.
TANYA: Yeah, it's cool stuff.
COUNSELOR: Well, I know it's cool stuff, but still, you've just
got to respect people's
boundaries. That’s probably one of the reasons that you're in
counseling, is that you're
kind of getting into people's space, and you're grabbing people's
stuff, and we need to
work on that.
TANYA: That's stupid. If you don't want people to touch your
stuff, then you shouldn't
leave it out like this.
[A SET OF QUESTIONS APPEARS ONSCREEN]
17. Reflect on what you just observed. Record your responses in
the boxes provided then
press ‘Continue’.
What approach did the counselor employ?
Was it effective? Why or why not?
What approach or techniques could the counselor have used to
create a therapeutic
relationship with this client and why would it be successful?
Press the ‘Continue’ button to view the next segment.
[INSTRUCTIONS BOX APPEARS]
You will now observe a different approach with the same client.
Look for differences in
counseling techniques compared to the earlier session.
Click the ‘Continue’ button to start the session.
TANYA: Ooh, I used to have one of these action figures at
home. That's cool. Have you
ever played Halo? How about Grand Theft Auto? That's another
one of my favorite
games. Do you have any good games we can play here?
COUNSELOR: Well, Tanya, wow, I love your energy. And you
know what? I have this pink
Play-Doh that has never been touched. And I'm wondering if we
18. could talk for a couple
of minutes, and then maybe we can get to some games later.
Would you like to give that
a try?
TANYA: OK, cool.
COUNSELOR: All right. I'm going to get some, too. I think I'm
going to get the other pink.
And so you and your mom and dad and I met for a few minutes
before, and we decided
it would be good for you and I to have some time together, just
to spend time. We can
do some playing, we can hang out with each other and talk, and
we can do Play-Doh.
And so we can do all sorts of things.
But the thing I want to know first, before we do anything else,
is that what you say in
here stays in here. It's private; it's our stuff we're talking about.
Now, your mom and
dad and I will have some conversations, but I won't say
anything about you behind your
back to them. And I do have to let them know if you were going
to do something
dangerous-- we would talk about that, obviously-- not that I
think that's the case. OK?
Does that make sense?
TANYA: Mm-hmm.
COUNSELOR: So now let's talk about what kinds of things you
19. would like to have better
in your life.
TANYA: Like what do you mean?
COUNSELOR: Well, like, let's say you had three wishes. And
you can make three wishes,
one about yourself, one about school, one about home. What
would you like to have
different?
TANYA: Can I wish for more wishes?
COUNSELOR: No, but that's a very smart question to ask
because if you could, you
would have wishes forever, right? But we have a limit on that,
so it's just really only
three: one about you, one about school, one about home.
TANYA: Yeah, well, I wish I would never have any more
homework. And I wish my
parents would get off my case about playing too many computer
games. And I wish I
could be invisible and get away with whatever I want without
annoying anybody.
COUNSELOR: Wow. That is a perfect response. So you'd get
rid of homework, you'd
make it so your parents wouldn't be on your case about video or
computer games, and
you would be invisible. You could get away with anything.
So Tanya, I'm just interested-- it sounds like you would use a
whole wish-- and you've
only got three-- on homework.
20. TANYA: Yep. No more homework the rest of my life, and my
life would be, like, way
better.
COUNSELOR: Getting rid of your homework would make your
life better. And that
makes me think maybe homework is pretty miserable and feels
kind of awful right now.
TANYA: Yep, so poof-- I'd make it disappear.
[INSTRUCTIONS BOX APPEARS]
You will now watch this session again. At key moments, you
will be asked to reflect on
what you observed and to answer specific questions.
It is important to view and respond to the questions i n their
entirety, as your recorded
responses will only be saved to this computer. If you change
computers your recorded
responses will not be saved.
Record your responses in the boxes provided.
Click the ‘Continue’ button to start the session.
[THE SESSION STARTS AGAIN]
TANYA: Ooh, I used to have one of these action figures at
home. That's cool. Have you
ever played Halo? How about Grand Theft Auto? That's another
one of my favorite
21. games. Do you have any good games we could play here?
COUNSELOR: Well, Tanya, wow-- I love your energy. And you
know what? I have this
pink Play-Doh that has never been touched. And so I'm
wondering if we could talk for a
couple of minutes, and then maybe we can get to some games
later. Would you like to
give that a try?
TANYA: OK, cool.
[ONE QUESTION APPEARS ONSCREEN]
Reflect on what you just observed. Record your response in the
box provided then
press ‘Continue’.
What technique did the counselor use here and why did he use
it?
Press the ‘Continue’ button to view the next segment.
[THE SESSION RESUMES]
COUNSELOR: All right. I'm going to get some, too. I think I'm
going to get the other pink.
And so you and your mom and dad and I met for a few minutes
before, and we decided
it would be good for you and I to have some time together, just
to spend time. We can
do some playing, we can hang out with each other and talk, and
we can do Play-Doh,
and so we can do all sorts of things.
But the thing I want you know first, before we do anything else,
22. is that what you say in
here stays in here. It's private; it's our stuff we're talking about.
Now, your mom and
dad and I will have some conversations, but I won't say
anything about you behind your
back to them. And I do have to let them know if you were going
to do something
dangerous-- we would talk about that, obviously-- not that I
think that's the case. OK?
Does that make sense?
[A SET OF QUESTIONS APPEARS ONSCREEN]
Reflect on what you just observed. Record your responses in
the boxes provided then
press ‘Continue’.
What is the counselor attempting to do here? Why is he doing
this?
Why did he mention that he wouldn’t say anything without the
client knowing it?
Press the ‘Continue’ button to view the next segment.
[THE SESSION RESUMES]
COUNSELOR: So now let's talk about what kinds of things you
would like to have better
in your life?
TANYA: Like what do you mean?
23. COUNSELOR: Well, like, let's say you had three wishes. And
you can make three wishes,
one about yourself, one about school, one about home. What
would you like to have
different?
TANYA: Can I wish for more wishes?
COUNSELOR: No, but that's a very smart question to ask,
because if you could, you
would have wishes forever, right? So we have a limit on that, so
it's just really only
three: one about you, one about school, one about home.
[A SET OF QUESTIONS APPEARS ONSCREEN]
Reflect on what you just observed. Record your responses in
the boxes provided then
press ‘Continue’.
How effective was this part of the conversation? Why was it
done?
Would you recommend different questions? What questions
would you have asked
the client?
Press the ‘Continue’ button to view the next segment.
[THE SESSION RESUMES]
TANYA: Yeah, well, I wish I would never have any more
homework. And I wish my
24. parents would get off my case about playing too many computer
games. And I wish I
could be invisible and get away with whatever I want without
annoying anybody.
COUNSELOR: Wow, that is a perfect response. So you'd get rid
of homework, you'd
make it so your parents wouldn't be on your case about video or
computer games, and
you would be invisible. You could get away with anything.
[ONE QUESTION APPEARS ONSCREEN]
Reflect on what you just observed. Record your response in the
box provided then
press ‘Continue’.
What technique did the counselor use here and why did he use
it?
Press the ‘Continue’ button to view the next segment.
[THE SESSION RESUMES]
COUNSELOR: So Tanya, I'm just interested-- it sounds like you
would use a whole wish--
and you've only got three-- on homework.
TANYA: Yep. No more homework the rest of my life, and my
life would be, like, way
better.
COUNSELOR: Getting rid of homework would make your life
25. better. And that makes me
think maybe homework is pretty miserable and feels kind of
awful right now.
TANYA: Yep. So poof- I'd make it disappear.
[A SET OF QUESTIONS APPEARS ONSCREEN]
Describe one skill, technique, or attribute the counselor
exhibited which fostered the
therapeutic relationship with the client in the counseling
session and explain why.
Describe one skill you might teach and reinforce with the
client in the counseling
session, and explain why.
Press the ‘Review’ button to review your comments.
Review
Review and edit your comments within each of the text boxes.
When ready, you can copy and paste your comments to your
computer by pressing the
‘Copy’ button, or by downloading them to your desktop as a
text file by pressing the
‘Download’ button.
Pressing the ‘Save’ button will record your comments to this
computer so that you may
return later to edit your responses.
26. COUN 6346
Child and Adolescent Counseling
Week 4 – Withdrawn Child
Disruptive Behaviors
Select one child or adolescent with a disruptive behavior. Then
critically observe the
counseling sessions for that particular child or adolescent.
You will be prompted with questions during your critical
observation.
There will be an opportunity to record your responses within the
media. It will be saved
directly to the computer that you are using. It is important to
view and respond to the
questions in their entirety, as your recorded responses will only
be saved to this
computer. If you change computers, your recorded responses
will not be saved.
Press the ‘Review’ button to see your recorded responses.
[FOUR CASE FILES APPEAR WITH A PHOTOGRAPH OF
EACH OF THE CHILDREN
PAPERCLIPPED, ONE ON EACH OF THE FOUR
INDIVIDUAL MANILLA FOLDERS]
27. Withdrawn Child
GREG: I don't have any problems. I'm fine.
COUNSELOR: That's OK, Greg. I mean, everybody has
problems and it's normal to have
problems. And I know it's hard to talk about, so just be honest
and let me know.
GREG: Really, I'm fine. I don't have any problems or anything
to talk about.
COUNSELOR: Actually, I've heard from your mom and your
teacher that you do have
problems, and so I just think we should talk about it.
GREG: That's because they're stupid, and they're the ones with
the problems. Can I go
now?
[A SET OF QUESTIONS APPEARS ONSCREEN]
Reflect on what you just observed. Record your responses in
the boxes provided then
press ‘Continue’.
What approach did the counselor employ?
Was it effective? Why or why not?
What approach or technique could the counselor have used to
28. create a therapeutic
relationship with this client and why would it be successful?
Press the ‘Continue’ button to view the next segment.
[INSTRUCTIONS BOX APPEARS]
You will now observe a different approach with the same client.
Look for differences in
counseling techniques compared to the earlier session.
Click the ‘Continue’ button to start the session.
COUNSELOR: You know, Greg, we met before, your mom and
yourself and me. And we
decided that it would be nice, maybe, for you and I to spend
some time, just the two of
us so you can get a chance to talk. But before you say anything,
I just want to let you
know that the kinds of things you say in here are private. Now,
we will check in with
your mom afterwards, but I don't need to tell her any details of
the things that we talk
about, unless you sort of talked about something that you
wanted to do that was
dangerous, which then, of course, I would share that with your
mom. But other than
that, what we talk about here is private. So you can just go
ahead.
GREG: I don't have any problems. I'm fine.
COUNSELOR: Well, you know what's interesting, Greg, is that
we don't have to talk
about problems. It doesn't matter to me. We can talk about good
29. things. We can talk
about things that are going well.
GREG: Like what?
COUNSELOR: Well, like if you think about at home or at
school, there may be some
things you like, there may be some things that are going well.
Like at school, you might
have some things that you like about school.
GREG: I like recess at school.
COUNSELOR: Cool. Well, what do you like about recess?
GREG: I really like kickball.
COUNSELOR: You like to play kickball. So you're a pretty
physical guy?
GREG: Yeah.
[INSTRUCTIONS BOX APPEARS]
You will now watch this session again. At key moments, you
will be asked to reflect on
what you observed and to answer specific questions.
It is important to view and respond to the questions in their
entirety, as your recorded
responses will only be saved to this computer. If you change
computers your recorded
responses will not be saved.
30. Record your responses in the boxes provided.
Click the ‘Continue’ button to start the session.
[THE SESSION STARTS AGAIN]
COUNSELOR: You know, Greg, we met before, your mom and
yourself and me. And we
decided that it would be nice, maybe, for you and I to spend
some time, just the two of
us, so you can get a chance to talk. But before you say anything,
I just want to let you
know that the kinds of things you say in here are private. Now,
we will check in with
your mom afterwards, but I don't need to tell her any details of
the things that we talk
about unless you sort of talk about something that you wanted
to do that was
dangerous, which, then of course, I would share that with your
mom.
[A SET OF QUESTIONS APPEARS ONSCREEN]
Reflect on what you just observed. Record your responses in
the boxes provided then
press ‘Continue’.
How effective was this part of the conversation? Why was it
done?
What would you recommend should have been done?
Press the ‘Continue’ button to view the next segment.
[THE SESSION RESUMES]
31. COUNSELOR: But other than that, what we talk about here is
private, so you can just go
ahead.
GREG: I don't have any problems. I'm fine.
COUNSELOR: Well, you know what's interesting, Greg, is that
we don't have to talk
about problems. It doesn't matter to me. We can talk about good
things. We can talk
about things that are going well.
[ONE QUESTION APPEARS ONSCREEN]
Reflect on what you just observed. Record your response in the
box provided then
press ‘Continue’.
What technique did the counselor use here and why did he use
it?
Press the ‘Continue’ button to view the next segment.
[THE SESSION RESUMES]
GREG: Like what?
COUNSELOR: Well, like if you think about at home or at
school, there may be some
things you like, there may be some things that are going well.
Like at school, you might
have some things that you like about school.
32. GREG: I like recess at school.
[A SET OF QUESTIONS APPEARS ONSCREEN]
Reflect on what you just observed. Record your responses in
the boxes provided then
press ‘Continue’.
How effective was this part of the conversation? Why was it
done?
Would you recommend different questions? What questions
would you have asked
the client?
Press the ‘Continue’ button to view the next segment.
[THE SESSION RESUMES]
COUNSELOR: Cool. Well, what do you like about recess?
GREG: I really like kickball.
COUNSELOR: You like to play kickball. So you're a pretty
physical guy.
GREG: Yeah.
[A SET OF QUESTIONS APPEARS ONSCREEN]
Describe one skill, technique, or attribute the counselor
exhibited which fostered the
33. therapeutic relationship with the client in the counseling
session and explain why.
Describe one skill you might teach and reinforce with the
client in the counseling
session and explain why.
Press the ‘Review’ button to review your comments.
Review
Review and edit your comments within each of the text boxes.
When ready, you can copy and paste your comments to your
computer by pressing the
‘Copy’ button, or by downloading them to your desktop as a
text file by pressing the
‘Download’ button.
Pressing the ‘Save’ button will record your comments to this
computer so that you may
return later to edit your responses.
34. Disruptive Behaviors
Disruptive Behaviors
Program Transcript
[MUSIC PLAYING]
NARRATOR: Disruptive behaviors vary from child to
adolescent. Their causes
are just as varied. Doctors John Sommers-Flanagan and Eliana
Gil discuss
disruptive behaviors and therapeutic approaches that can be
utilized.
ELIANA GIL: I think of disruptive behaviors as the child's
action language. And
I'm always happy when they can do that, because it is a way that
they're showing
the world that I need something, and I need something to
happen soon. And they
kind of escalate if they're not given the attention or the help
35. that they need.
The most disruptive behaviors that we get are kids who are
basically disregulated
in school. So they get up and down from their chairs. They don't
listen. They
won't follow the directions of the teachers. They go into recess,
and they're
completely aggressive with other children. They're pushing
children down.
So they are kids that become real control issues for those that
are trying to
maintain the control in the classroom; so the aggressive
behaviors, definitely, the
kicking, and punching, and biting, and those kinds of things.
And then again, the
kids who just don't pay attention, and cannot be re-directed,
those kids get a lot
of attention as well. So those are the referrals we most typically
get.
JOHN SOMMERS-FLANAGAN: So what you're saying is that
the behavior is
communicating something important. Do you have some
examples that you can
think of that might be related to a child you worked with or an
adolescent you
worked with who was behaving in a disruptive way, and that it
was
communicating something in particular?
ELIANA GIL: I think that one of the things that I find most
frequently is that the
kids need more limits, that they need more structure, and that
they aren't being
37. Disruptive Behaviors
So I think that what they're looking for is their parents to really
coregulate them,
and to say to them, you're really tired right now. You haven't
eaten. You're going
to feel better later. You probably need to go to sleep. You need
to take a little nap
right now.
And so the parent kind of coregulates, and explains, and helps
the kids, and
holds them close to them. And eventually the kids calm down.
This foundation is really important, not only because it shows
the child that they
can trust someone, but also it teaches internal controls, so that
eventually as the
kids grow older, they know, “When I feel this big feeling, now I
understand that
sometimes I can make it smaller, that sometimes going to my
mom will make it
smaller.”
38. If that isn't set early on, the kids just kind of are all over the
place. And that's what
happens in the schools. They get in there, and they cannot be
contained.
There's just a disregulation that is not working for them. And
there's no way for
them to reach out to others or to go inside. And so I think what
it's communicating
is, I need someone to help me regulate myself. I need someone
to show me what
to do with these big emotions. And that's pretty classic.
We had a case recently where there's a little six-year-old child.
And the parents
are leaning towards a very permissive approach to the child,
partly because
they're new at parenting. It's an adopted child.
And the child is saying pretty clearly, I'm going to go urinate on
the floor
whenever you tell me I can't do something. And the child says
it, and says, “No I
don't want to do that. I'm going to go pee.” And the parents say
nothing. And the
child does it. And then they clean it up.
So what's going on there? It's a very disruptive behavior. But
the child is needing
something from them. And I think what he needs is more
structure, someone who
says, “No, that's not OK for you to do that,” someone who, if
the child does it,
says, “Now you need to clean that up.” So you're beginning to
teach the internal
40. Disruptive Behaviors
So I'm always thinking that these are children who need
something, and that my
job is to figure out exactly what that is, and to engage the
people who can
provide that for them. And that may be the parents.
And it might also be talking to the teachers and saying, “You
know your response
to this particular disruptive behavior actually escalates it
sometimes.” So if they
get into an altercation with the child, where the child yells and
they yell back. And
the child yells back more, and so forth and so on.
That isn't going to help. But I also understand that for teachers,
to have a child
who is present daily with these kinds of provocative behaviors
can also really
wear you down.
JOHN SOMMERS-FLANAGAN: So it really may be a call for
coregulation or
limits that the child needs, which reminds me of Diana
Baumrind's old model of
the permissive parents and the authoritarian parent on both
extremes, and your
example of the permissive parents, who maybe doesn't set those
limits, and then
maybe the authoritarian teacher, who just gets in a yelling
match, you know, it's
my way or the highway.
41. And I think it's so hard for parents and teachers to operate from
the middle. I've
done a fair amount of parent education. And one of the lessons
that I try to get
through is, it's OK to set a limit and show empathy at the same
time, to say, “I
know you really want that second piece of cotton candy, but you
can't.” It's hard
though. I know it's hard.
And then the child, of course, will roll around in the saw dust at
the fair grounds,
and throw a tantrum. And yet there still needs to be that firm
limit with empathy at
same time.
ELIANA GIL: Exactly. And I think that, again, systemically
what ends up
happening, is that often the parents are doing the best they can.
But they may
not have the tools. And they may have a history behind them
that hasn't really
allowed them to develop those tools. So we really can't work
with these issues in
isolation from the families and those primary caretakers who
need to do whatever
they can, I think, to assist the children.
There's a wonderful model called circle of security, which is an
attachment-based
model. And I've found that some of the basic principles that
they communicate
are very helpful to parents.
But one is, when do you step in, and when do you take control,
43. Disruptive Behaviors
kind of sign that the child doesn't like them or-- Parents'
perceptions of that can
be pretty critical, in terms of what they're then able to provide
to the child.
JOHN SOMMERS-FLANAGAN: I have heard of the circle of
security model. And
I think it does provide parents with this nice practical
foundation for how to
intervene and when not to intervene. I also know, as we speak
diagnostically for
just a couple of minutes, that the disruptive behavior disorders
that we're talking
about probably include ADHD and its variants, as well as
oppositional defiant
disorder, and conduct disorder.
And one of the things that my impression about the research is,
that there's a
little bit of a developmental trajectory if a child with maybe
some challenging
temperamental qualities, parents have trouble setting limits, and
maybe there's a
little bit of a difficult family process that reinforces
misbehavior. And then you see
this evolution of behavior moving out of the attention deficit
sort of behaviors, into
oppositional behaviors, and then maybe into more serious
misconduct, where
there's a systematic violation of interpersonal rules, and legal
boundaries, and
those kinds of things.
44. And I’m wondering, in your practice I know you do a fair
amount of play therapy,
I'm wondering if you've seen that more extensive misbehavior
that you might
associate with conduct disorder, and how that gets manifest in
your experience?
ELIANA GIL: Yes, we definitely get a lot of kids along that
continuum that you
just described with conduct disorders, ADHD-- at least the
question of ADHD,
because I think that that sometimes gets a little bit over-
diagnosed-- impulse
control problems. And these kids are very difficult to contain in
a therapy setting.
The play therapy that we do is a combination of the non-
directive play therapies.
But I think in this particular instance, with any of the
behavioral problems, we
need to bring in more of the cognitive behavioral play therapy.
We need to bring
in much more attention, with the kids, to assessing their own
affective state.
So for example, we have a little piece of paper that we give kids
when they come
in. And we say to them, point to the feeling you feel right now.
And so we give
them choices. But they also get to draw one in.
And then once they point to it, we go to a second page that has
the smaller little
face, and then growing all the way to a big one. So it's kind of
like a Likert Scale.
But it's very visible. And then we say, “What size is that feeling
46. Disruptive Behaviors
So that already begins to really work on the cognitive
behavioral piece, where
you're looking at the relationship between what they think, what
they feel, and
what they do. So we spend a little bit more time doing that and
being more
directive when kids have behavioral problems, particularly that
are getting them
identified for negative attention from others, that that's
affecting their own self
esteem, where they're beginning to say very negative things to
themselves like, “I
can't do anything right, and nobody likes me,” and those kinds
of things.
I think the integrated approach there becomes much more
beneficial. The non-
directive play therapy alone, I think has its limitations
sometimes, with these very
disregulated disruptive behaviors.
So I always use a little bit of that, just to kind of assess the
child's ability to
regulate self. But they can come in, and pretty much destroy
your office, or try to
throw things out the window, or break things just to break them.
They have to have limits. And after that, thinking a little bit
more about, “So what
was going on right before you took that and broke it,” and
having those kind of
47. discussions about the behavior when the kids calm down.
I mean I've gotten to the point with some disruptive behaviors
where I have to
stop the session. And the child just isn't able to really respond
to a container.
I've started trying not to use the word resistant. I'm trying to say
to myself, they're
ambivalent or they're hesitant. And somehow that makes a little
bit of a difference
to me, because there's less of an emotional charge to just saying
the child is
resistant to you.
But I notice that they're very ambivalent about being in a
contained place or
having the structure in anything that they do. And of course that
manifests itself
in the therapy situation.
With the older kids, it's interesting. Sometimes they just come
in, and they say,
“I'm not talking to you. I don't want to be here. Forget about it.”
And that's an
interesting thing for me, because as a non-directive play
therapist, or as
someone who's trained in that, I can say to them, “That's OK.
You don't have to
talk.“
And then I say something like, “But go find something”-- and I
give them a whole
bunch of miniatures—“that shows kind of what's on your mind
today. And you
don't have to talk to me about it. Just find something.”
49. And I don't push them to say anything. And sometimes even
slightly paradoxical
interventions where, I don't really want to hear about it. It's just
what you're
getting from that. And that's what's important.
But sometimes that takes away this power and control
differential that sometimes
kids feel, especially the older kids, because I think they're
getting a lot of that
from their environments, whether it's at school or at home. And
so I try to create
a different kind of a space for them. And sometimes that can
work as well.
JOHN SOMMERS-FLANAGAN: Yeah, I'm hearing kind of a
combination of some
non-directive play therapy, maybe that's a little more
expressive, as well as some
focus in cognitive behavioral realm of skill building. How do
we really build up
these skills?
ELIANA GIL: Exactly. And the combination is, I think, what's
really the best,
because sometimes engaging kids can be best done through
some of the
expressive therapies. So I've started, for example, doing drama
therapy
techniques. Art therapy is wonderful, sometimes music therapy.
All of these are designed to kind of move something in a
different direction, take
away the expectations that kids have of therapy-- that they're
going to come in
50. and get a Q&A from the therapist or the counselor-- and their
hesitancy about
that.
And so inviting them to do other things, and taking away that
expectation that this
is going to be really horrible for me, that's the engagement
process. Now once
they're engaged, then we go back to, OK, let's figure out what's
going on.
How are you going to monitor that particular reaction that you
have, and how you
make it smaller, what the alternatives are to that behavior. So
what can you do
instead of that? And so then we really begin to do some of the
work.
And again systemically, I always come back to that, because the
kids are always
in an environment that's really necessary to become involved
with.
JOHN SOMMERS-FLANAGAN: Sure, and so if they're not
engaged, obviously,
you can't even do any productive work. And now you just
mentioned the systems
issue. And I want to just get to that before we stop this segment.
And that is, how
do you decide whether to intervene individually with a child or
adolescent versus
family counseling?
ELIANA GIL: To me, it's never an either or. It's always I will
do both. And I know
that from the outset. The only distinction for me is when to do
52. beginning, and I advise them of that. I usually call myself a
family play therapist,
because it's the combination of those two major theories. And I
say, “So there's
going to be times I'll invite all of you in. Sometimes I'll invite
some of you in
together, dyads together. Sometimes I'll invite you to do some
play activities or
some expressive activities. And other times we'll be doing
conversations.”
And then it's a question of what suits that child best, and also
what needs that
child has immediately from their system. It may be that this
child needs to know
directly from the parent, immediately, “I don't want you to die.
I love you. I don't
want to have you gone from my life. I need you to be safe.”
And that sounds really like an intuitive, automatic kind of thing.
But sometimes
the parents have obstacles to actually expressing that directly.
Or they'll say
things like, “Oh you know he doesn't mean that stuff,” or “He
knows we love him.”
And that's not enough.
And so getting them immediately to do that in that situation
would be, I need you
guys, the parents, in here. And I need you in here today. And
this is what I need
you to say. And make that to the extent that they can talk with
me, about making
that as genuine as they can. That's the important thing to do.
And there may be another case where I really need to build
55. COUN 6346
Child and Adolescent Counseling
Week 4 – Blaming Adolescent
Disruptive Behaviors
Select one child or adolescent with a disruptive behavior. The n
critically observe the
counseling sessions for that particular child or adolescent.
You will be prompted with questions during your critical
observation.
There will be an opportunity to record your responses within the
media. It will be saved
directly to the computer that you are using. It is important to
view and respond to the
questions in their entirety, as your recorded responses will only
be saved to this
computer. If you change computers, your recorded responses
will not be saved.
Press the ‘Review’ button to see your recorded responses.
[FOUR CASE FILES APPEAR WITH A PHOTOGRAPH OF
EACH OF THE CHILDREN
PAPERCLIPPED, ONE ON EACH OF THE FOUR
INDIVIDUAL MANILLA FOLDERS]
Blaming Adolescent
56. COUNSELOR: So David, I know we were just in the other room
with your mom, and we
are talking about counseling and stuff. And we decided that it
would make sense for you
and l to have some time just to talk one-on-one. But before we
start, I just wanted to let
you know that what you say here is private, personal
information. I certainly won't be
sharing it with anyone unless there's a possibility that you might
be planning or doing
something dangerous to yourself or someone else. And if that's
the case, then we'll have
to get with your mom and talk about how to deal with that. But
before you say
anything, I just want to make sure that you know that. And so
now you're welcome to
start wherever you'd like.
DAVID: I already told you. It's my parents' fault. They should
be here in counseling, not
me. And if it wasn't one of the kids at school who told me about
taking the gym
teacher's car for a drive, I wouldn't even be here.
COUNSELOR: So you did take your gym teacher's car for a
drive? That's what you're
saying, right?
DAVID: Yeah. It was cool, but I mean, he set it up. He left his
keys in the car, so it's his
own fault.
COUNSELOR: But you're the one who got in trouble.
57. DAVID: But I shouldn't be in trouble. The guy left his keys in
the car. And if it wasn't for
that one jerk who told on me, I would have pulled it off.
COUNSELOR: Now, I'm not sure if you're blaming your
parents, or if you're blaming the
gym teacher for leaving his keys in his car, or if you're blaming
the other kid for narcing
on you, but one thing you're not doing, is you're not taking
personal responsibility for
the actual behaviors that have gotten you in trouble in here.
DAVID: You're just trying to make me feel bad for a joke that
went wrong. I mean, if my
dumb gym teacher hadn't left his keys in the car, it wouldn't
have happened. It's totally
lame. If you were my age, you would have done the same thing,
or something like it.
COUNSELOR: Well, I might have wanted to take the car for a
drive, but I would have
thought about the consequences, and then I would have done the
right thing because I
wouldn't have gotten in trouble, and the bottom line is, you
know, David, if you keep on
doing these kinds of things and you don't take responsibility for
it, you're just going to
get in trouble over and over and over again. And that's what we
need to work on here in
counseling, is to make it so you stop getting in trouble.
DAVID: Well, that's just totally stupid. You're pathetic.
58. [A SET OF QUESTIONS APPEARS ONSCREEN]
Reflect on what you just observed. Record your responses in
the boxes provided then
press ‘Continue’.
What approach did the counselor employ?
Was it effective? Why or why not?
What approach or techniques could the counselor have used to
create a therapeutic
relationship with this client and why would it be successful?
Press the ‘Continue’ button to view the next segment.
[INSTRUCTIONS BOX APPEARS]
You will now observe a different approach with the same client.
Look for differences in
counseling techniques compared to the earlier session.
Click the ‘Continue’ button to start the session.
COUNSELOR: So David, I know we were just in the other room
meeting with your mom,
and that we decided that it would be nice for just you and I to
speak separately. And I
just want to let you know before you say anything that what you
say here with me is
private, personal information. What you say here stays here. As
you know, I think, from
the paperwork, there are exceptions to that; kind of the standard
59. thing, that if you were
to be a danger to someone or yourself or some kind of risky
thing, then I would need to-
- well, we'd need to talk to your mom together about that. Not
that I suspect that's
going to be the case, but I wanted to let you know before you
said anything that was the
way things worked.
And so you're welcome to start wherever you'd like.
DAVID: I already told you. It's my parents' fault. They should
be here in counseling, not
me. And if it wasn't for one of the kids at school who told me
about taking the gym
teacher's car for a drive, I wouldn't even be here. We wouldn't
even be here.
COUNSELOR: OK. Well, thank you for telling me that again.
And I guess I'm wondering
what would you rather talk about first? Would you want to talk
about your parents and
why they should be in counseling, or would you like to talk
about the gym teacher's car
thing?
DAVID: I thought you knew all about what happened with the
gym teacher's car thing.
COUNSELOR: Well, I know a little bit about it, and I do know
some of what other people
say, but I've never really heard your side. I'd love to hear it
straight from you, your own
perspective of what happened.
DAVID: All right. Well, my gym teacher's a jerk. But he has a
60. sweet car, and he left his
keys in it and I saw that, so I waited until he went inside, and I
hopped in, and I went for
a short ride. It was nothing much.
COUNSELOR: What kind of car does he have?
DAVID: A Porsche; very cool. But I never trashed it; just a
short, 10 minute ride.
COUNSELOR: So really, a very cool car; and when you think
about this, you think, “Well, I
never trashed it, so what was the harm?”
DAVID: And that's what I'm thinking. And I don't get what the
big fuss about this is for.
COUNSELOR: Yeah, I guess a lot of other people are getting
fussed up about it, but from
your perspective it's like, "Nothing bad, nothing happened,
really," right?
DAVID: Well, I guess I could have gotten in a wreck, but I'm a
good driver.
COUNSELOR: When you stopped to think about it just now,
you said, it's possible you
could have gotten in a wreck, but you're an excellent driver, so
the likelihood is no. But
there was that possibility.
DAVID: [NODDING HEAD AFFIRMATIVELY]
61. [INSTRUCTIONS BOX APPEARS]
You will now watch this session again. At key moments, you
will be asked to reflect on
what you observed and to answer specific questions.
It is important to view and respond to the questions in their
entirety, as your recorded
responses will only be saved to this computer. If you change
computers your recorded
responses will not be saved.
Record your responses in the boxes provided.
Click the ‘Continue’ button to start the session
[THE SESSION STARTS AGAIN]
COUNSELOR: So David, I know that we were just in the other
room meeting with your
mom, and that we decided that it would be nice for just you and
I to speak separately.
And I just want to let you know before you say anything, that
what you say here with me
is private, personal information. What you say here stays here.
As you know, I think,
from the paperwork, there are exceptions to that; it's kind of the
standard thing that if
you were to be a danger to someone or yourself or some kind of
risky thing, then I
would need to-- well, we'd need to talk to your mom together
about that. Not that I
suspect that's going to be the case, but I wanted to let you know
before you said
62. anything that that was the way things worked.
And so you're welcome to start wherever you'd like.
DAVID: I already told you. It's my parents' fault. They should
be here in counseling, not
me. And if it wasn't for one of the kids at school who told me
about taking the gym
teacher's car for a drive, I wouldn't even be here. We wouldn't
even be here.
COUNSELOR: OK.
[A SET OF QUESTIONS APPEARS ONSCREEN]
Reflect on what you just observed. Record your responses in
the boxes provided then
press ‘Continue’.
How effective was this part of the conversation? Why was it
done?
What would you recommend should have been done?
Press the ‘Continue’ button to view the next segment.
[THE SESSION RESUMES]
COUNSELOR: Well, thank you for telling me that again. And I
guess I'm wondering, what
would you rather talk about first? Would you want to talk about
your parents and why
they should be in counseling, or would you like to talk about the
63. gym teacher's car
thing?
DAVID: I thought you knew all about what happened with the
gym teacher's car thing.
COUNSELOR: I know a little bit about it, and I do know some
of what other people say,
but I've never really heard your side. I'd love to hear it straight
from you, your own
perspective of what happened.
[ONE QUESTION APPEARS ONSCREEN]
Reflect on what you just observed. Record your response in the
box provided then
press ‘Continue’.
What technique did the counselor use here and why did he use
it?
Press the ‘Continue’ button to view the next segment.
[THE SESSION RESUMES]
DAVID: All right. Well, my gym teacher's a jerk. But he has a
sweet car, and he left his
keys in it and saw that, so I waited until he went inside, and I
hopped in, and I went for a
short ride. It was nothing much.
COUNSELOR: What kind of car does he have?
DAVID: A Porsche; very cool. But I never trashed it; just a
short, 10 minute ride.
64. COUNSELOR: So really, a very cool car, and when you think
about this, you think, “Well, I
never trashed it, so what was the harm?”
DAVID: And that's what I'm thinking. And I don't get what the
big fuss about this is for.
COUNSELOR: Yeah, I guess a lot of other people are being
fussed up about it, but from
your perspective, it's like, "Nothing bad, nothing happened,
really," right?
[A SET OF QUESTIONS APPEARS ONSCREEN]
Reflect on what you just observed. Record your responses in
the boxes provided then
press ‘Continue’.
How effective was this part of the conversation? Why was it
done?
Would you recommend different questions? What questions
would you have
asked the client?
Press the ‘Continue’ button to view the next segment.
[THE SESSION RESUMES]
DAVID: Well, I guess I could have gotten in a wreck, but I'm a
good driver.
COUNSELOR: When you stopped to think about it, just now,
65. you said, it's possible you
could have gotten in a wreck. But you're an excellent driver, so
the likelihood is no. But
there was that possibility.
DAVID: [NODDING AFFIRMATIVELY].
COUNSELOR: OK.
[A SET OF QUESTIONS APPEARS ONSCREEN]
Describe one skill, technique, or attribute the counselor
exhibited which fostered the
therapeutic relationship with the client in the counseling
session and explain why.
Describe one skill you might teach and reinforce with the
client in the counseling
session and explain why.
Press the ‘Review’ button to review your comments.
Review
Review and edit your comments within each of the text boxes.
When ready, you can copy and paste your comments to your
computer by pressing the
‘Copy’ button, or by downloading them to your desktop as a
text file by pressing the
‘Download’ button.
66. Pressing the ‘Save’ button will record your comments to this
computer so that you may
return later to edit your responses.
COUN 6346
Child and Adolescent Counseling
Week 4 – Sample Clients Introductions
Disruptive Behaviors
Four disruptive behavior demonstrations are shown. Critically
analyze each of them. At
the end of each clip, you will be prompted to answer several
questions based on what
you just observed.
There will be an opportunity to record your responses within the
media. It will be saved
directly to the computer you are using. It is important to view
and respond to the
questions in their entirety, as your recorded responses will only
be saved to this
computer. If you change computers, your recorded responses
will not be saved.
Press the ‘Review’ button to see your recorded responses.
[FOUR CASE FILES APPEAR WITH A PHOTO OF EACH OF
THE CHILDREN PAPERCLIPPED
ON ONE OF EACH OF THE FOUR INDIVIDUAL MANILLA
67. FOLDER]
Angry Adolescent
MELISSA: You are a horrible counselor. I hate being here, and
I hate talking to you. This
is worthless. And you're stupid. There is no point to this
because you don't know
anything about me. And I'll never tell you anything about me.
[FOUR QUESTIONS APPEAR ONSCREEN]
Angry Adolescent
Reflect on what you just observed. Record your responses in
the boxes provided then
press the ‘Continue’ button.
What is your initial reaction to the behavior?
How might you respond to the child with this behavior?
How would you like to respond to the child with this behavior?
How might your reaction impact the counseling process?
Withdrawn Child
GREG: I don't have any problems. I'm fine.
[FOUR QUESTIONS APPEAR ONSCREEN]
68. Withdrawn Child
Reflect on what you just observed. Record your responses in
the boxes provided then
press the ‘Continue’ button.
What is your initial reaction to the behavior?
How might you respond to the child with this behavior?
How would you like to respond to the child with this behavior?
How might your reaction impact the counseling process?
Blaming Adolescent
DAVID: I already told you. It's my parents' fault. They should
be in here in counseling,
not me. And if it wasn't for one of the kids at school who told
me about taking the gym
teacher's car for a drive, I wouldn't even be here.
[FOUR QUESTIONS APPEAR ONSCREEN]
Blaming Adolescent
Reflect on what you just observed. Record your responses in
the boxes provided then
press the ‘Continue’ button.
What is your initial reaction to the behavior?
How might you respond to the child with this behavior?
How would you like to respond to the child with this behavior?
69. How might your reaction impact the counseling process?
Hyperactive Child
TANYA: Ooh, I used to have one of these action figures at
home. That's cool. Have you
ever played Halo? How about Grand Theft Auto? That's another
one of my favorite
games. Do you have any other games we could play here?
[FOUR QUESTIONS APPEAR ONSCREEN]
Hyperactive Child
Reflect on what you just observed. Record your responses in
the boxes provided then
press the ‘Continue’ button.
What is your initial reaction to the behavior?
How might you respond to the child with this behavior?
How would you like to respond to the child with this behavior?
How might your reaction impact the counseling process?
[Record your responses, and then continue to the next disruptive
behavior until you
have completed viewing all four examples.]
70. ASSIGNMENT
Post by Day 4, a brief description of the child or adolescent
whom you may be most
comfortable counseling, and which child or adolescent whom
you may be least
comfortable counseling, and explain why.
Then, explain one way that your reactions might positively or
negatively influence the
development of a therapeutic relationship with the children or
adolescents whom you
chose.
Finally, explain one way that you might transform a negative
reaction into an
appropriate therapeutic response and how. Be specific and use
examples.
1
Disruptive Behaviors
In the DSM-IV, attention deficit and disruptive behaviors were
grouped as a category within the
classifications of disorders usually first diagnosed in infancy,
childhood, and adolescence.
Though it is true that these disorders are generally first
diagnosed during these stages, the
classifications of these disorders has been reconceptualized to
71. reflect their similarities in
manifestation, as well as considerations for the impact on social
functioning. ADHD, for
example, is grouped in the DSM-5 with neurodevelopmental
disorders; research has supported a
strong biological basis for this disorder as well as for others
found in this classification (see
“Exceptionalities” in Week 11 of this course). However,
because the expression of ADHD often
includes behaviors that can be disruptive to the child’s social
environment, it will be included
with the topics for this week.
Other disorders addressed this week are those now included in a
new chapter of the DSM-5:
disruptive, impulse-control, and conduct disorders. This new
grouping of diagnoses reflects a
recognition of the similarities of these diagnoses—all of these
are associated with an intrusion
upon the rights, property, or physical safety of others. In
addition, individuals with these
disorders generally act against societal expectations and norms
and show a significant inability to
control behavioral or emotional impulses.
Disruptive, Impulse-Control, and Conduct Disorders
This new DSM-5 chapter includes oppositional defiant disorder,
intermittent explosive disorder,
conduct disorder, antisocial personality disorder (also listed in
the personality disorders chapter),
pyromania, kleptomania, other specified disruptive, impulse-
control, and conduct disorders, and
unspecified disruptive, impulse-control, and conduct disorders.
72. Two of these diagnoses are new to the DSM-5: other specified
disruptive, impulse-control, and
conduct disorders, and unspecified disruptive, impulse-control,
and conduct disorders. These
take the place of disruptive behavior disorder NOS in the DSM-
IV, which has been removed.
Both of these diagnoses represent significant clinical distress or
impairment based on criteria for
disruptive, impulse-control, and conduct disorders, but do not
meet full criteria for a specific
diagnosis in this class. Clinicians should use other specified
disruptive, impulse-control, and
conduct disorders and add the specific reason for the more
general diagnosis (e.g., falling short
of duration or frequency criteria). The latter diagnosis—
unspecified disruptive, impulse-control,
and conduct disorders—is used when clinicians cannot (or
choose not to) identify reasons for the
inability to make a more specific diagnosis, yet clearly observe
multiple criteria from the
disruptive, impulse-control, and conduct disorder classification.
The following is a summary of key changes to diagnostic
criteria for this group of disorders.
Oppositional Defiant Disorder
Criterion A has been revised in several ways. First, the
symptoms have been grouped into
categories relating to mood, behavior, and malicious intent.
Second, the duration, persistence,
and frequency requirements have been more clearly described,
with considerations made for
73. 2
differences related to age, developmental level, gender, and
culture. Lastly, a severity rating
associated with pervasiveness has been included in the
specifiers for this disorder.
Intermittent Explosive Disorder
The criteria for this diagnosis have been considerably revised in
the DSM-5. Criterion A has
been expanded with more specific detail added, including the
inclusion of verbal aggression and
non-destructive aggressive behavior. Language has also been
added regarding intensity and
frequency of the outbursts that are key components of this
diagnosis. In addition, the minimum
age for this diagnosis is now 6 years old; this change helps to
distinguish the diagnostic criteria
from normal temper and behavioral variations in very young
children.
Conduct Disorder
The DSM-5 criteria for a conduct disorder diagnosis is similar
to that found in the DSM-IV.
However, an important addition has been made: The DSM-5
includes a specifier for observed
limitations in socially appropriate emotional response. This may
be exemplified by deficits in
empathy, remorse, or guilt. This may also be reflected in a
general lack of concern over impact
of behaviors and decreased expressive affect.
Neurodevelopmental Disorders
75. 20 possible points for final papers
There are four primary quality indicators. All written
assignments will be scored on the first three indicators
(Responsiveness, Content, and Quality). The final indicator
(Research, Scholarship, and Professional Style) applies to the
Final Paper only and is worth double points for each criterion.
12mSix-Day Clinical Residency Evaluation Scoring Guide
Grading Rubric
Criteria
1
Emerging
2
Progressing
3
Meets Standard
4
Exemplary
RESPONSIVENESS
(AS ASSIGNED OR AS SELECTED BY THE STUDENT IF
INSTRUCTIONS ALLOW)
(Did the student respond adequately to the paper or writing
assignment?)
(4 points)
Paper or writing assignment is unresponsiveto the requirements
given in the instructions. The content misses the point of the
assigned or selected topic; and/or relies primarily on anecdotal
evidence (e.g., largely composed of student opinion); and/or
76. contains little or no evidence that the student has read, viewed,
and considered the Learning Resources in the course and that
the paper topic connects in a meaningful way to the course
content.
Paper or writing assignment is somewhat responsive to the
requirements given in the instructions. Content is somewhat
misses the point of the assigned or selected topic; and/or lacks
in substance, relying more on anecdotal than scholarly evidence
(e.g., largely composed of student opinion); and/or contains
minimal evidence that the student has read, viewed, and
considered the Learning Resources in the course and that the
paper topic connects in a meaningful way to the course content.
Paper or writing assignment is responsive to and meetsthe
requirements given in the instructions. It responds to the
assigned or selected topic; is substantive and evidence based;
demonstrates clearly that the student has read, viewed, and
considered the Learning Resources in the course and that the
paper topic connects in a meaningful way to the course content.
Paper or writing assignment is responsive to and exceedsthe
requirements given in the instructions. It responds to assigned
or selected topic; demonstrates insight beyond what is required
in some meaningful way (e.g., ideas contribute a new dimension
to what is known about the topic, unearths something
unanticipated, etc.); is substantive and evidence based;
demonstrates that the student has read, viewed, and considered
the learning resources in the course and that the paper topic
connects in a meaningful way to the course content.
Criteria
1
Emerging
2
Progressing
3
Meets Standard
4
Exemplary
77. CONTENT KNOWLEDGE
(Does the content in the paper or writing assignment
demonstrate an understanding of the important knowledge the
paper/assignment is intended to demonstrate?)
(4 points)
Paper or writing assignment demonstrates/provides a lack of
understanding and little or no application of the concepts and
issues presented in the course and/or application is inaccurate
and contains many omissions and/or errors; and/or no examples
or irrelevant examples; and/or no thought-provoking ideas or
original thinking; and/or no critical thinking; and/or many
critical errors when applying knowledge, skills, or strategies
presented in the course.
Paper or writing assignment demonstrates/provides minimal
understanding and little application of concepts and issues
presented in the course, and, while generally accurate, displays
some omissions and/or errors; and/or few and/or irrelevant
examples; and/or few if any thought-provoking ideas, little
original thinking; and/or “regurgitated” knowledge rather than
critical thinking; little mastery of skills and/or numerous errors
when using the knowledge, skills or strategies presented in the
course.
Paper or writing assignment demonstrates/provides basic
understanding and application of the concepts and issues
presented in the course demonstrating that the student has
absorbed the general principles and ideas presented; relevant
examples; thought-provoking ideas and interpretations, some
original thinking; and critical thinking; and mastery and
application of knowledge and skills or strategies presented in
the course.
Paper or writing assignment demonstrates/provides: in-depth
understanding and application of concepts and issues presented
in the course (e.g., insightful interpretations or analyses;
accurate and perceptive parallels, ideas, opinions, and
conclusions) showing that the student has absorbed the general
principles and ideas presented and makes inferences about the
78. concepts/issues or connects to them to other ideas; rich and
relevant examples; thought-provoking ideas and interpretations,
original thinking, new perspectives; original and critical
thinking; and mastery and thoughtful/accurate application of
knowledge and skills or strategies presented in the course.
Criteria
1
Emerging
2
Progressing
3
Meets Standard
4
Exemplary
QUALITY OF WRITING
Does the student demonstrate graduate-level writing in papers
and written assignments?
(4 points)
Writing is wellbelow graduate-level writing expectations: The
paper: uses unclear and inappropriate language; and/or has
many errors in spelling, grammar, and syntax; and/or lacks
organization in a way that creates confusion for the reader;
and/or contains many direct quotes from original source
materials and/or consistently and poorly paraphrases rather than
using original language; and/or lacks information about a source
when citing or paraphrasing it significant problems adhering to
APA style (application papers).
Writing is somewhat below graduate-level writing expectations:
The paper: uses language that is unclear and/or inappropriate;
and/or has more than occasional errors in spelling, grammar,
and syntax; and/or is poorly organized, is at times unclear and
confusing, and has some problems with logical flow; and/or
79. reflects an underuse of original language and an overuse of
direct quotes and paraphrases; and/or sometimes lacks
information about a source when citing or paraphrasing it;
problems adhering to APA style (application papers).
Writing is scholarly and meetsgraduate-level writing
expectations. The paper: uses language that is clear; has a few
errors in spelling, grammar, and syntax; is well organized,
logical, and clear; uses original language and uses direct quotes
when necessary and/or appropriate; provides information about
a source when citing or paraphrasing it; adheres to APA style
with few mistakes (application papers).
Writing is scholarly and exceeds graduate-level writing
expectations. The paper: uses language that is clear, concise,
and appropriate; has few if any errors in spelling, grammar, and
syntax; is extremely well organized, logical, clear, and never
confuses the reader; uses a preponderance of original language
and uses direct quotes only when necessary and/or appropriate;
provides information about a source when citing or paraphrasing
it; adheres to APA style with few or no mistakes (application
papers).
Criteria
2
Emerging
4
Progressing
6
Meets Standard
8
Exemplary
RESEARCH, SCHOLARSHIP, AND PROFESSIONAL STYLE
(use for final papers ONLY)
Does thepaper meet graduate-level expectations for research,
scholarship, and professional style?
(8 points)
80. The paper is substantially below graduate-level expectations for
research, scholarship, and professional style. Paper content:
demonstrates no insight and does not contribute to knowledge in
the field; paper content, for the most part, is unsupported by
current (within the past 5 years), primary, and pertinent
research/evidence from a variety of peer-reviewed books and
journals; and/or does not use or contains pervasive errors (final
paper) in APA style (including citations, references, use of
nonbiased language, clear organization, good editorial style,
etc.).
The paper is somewhat below graduate-level expectations for
research, scholarship, and professional style. Paper content:
demonstrates little insight and does little to contribute to
knowledge in the field; is often supported by older-than-5-year-
old research, secondary sources (textbooks and websites), and
sources that lack in variety; and/or uses APA form and style
(including citations, references, use of nonbiased language,
clear organization, good editorial style, etc.), but has frequent
errors (Final Paper).
The paper meets graduate-level expectations for research,
scholarship, and professional style. Paper content: demonstrates
insight and contributes to knowledge in the field; is supported
by current and pertinent research/evidence (within the previous
5 years, except for seminal, original research where
appropriate) from a variety of peer-reviewed books and journals
(rather than textbooks and websites); uses Correct APA form
and style (including citations, references, use of nonbiased
language, clear organization, good editorial style, etc.) with
only a few errors (Final Paper).
The paper represents exceptional research, scholarship, and
professional style. Paper content: demonstrates significant
insight and significantly contributes to the knowledge in the
field; is well supported by current and pertinent
research/evidence (within the previous 5 years, except for
seminal, original research where appropriate) from a variety of
primarily primary, peer-reviewed sources (rather than textbooks
81. and websites); and consistently uses correct APA form and style
(including citations, references, use of nonbiased language,
clear organization, good editorial style, etc.) with very few or
no errors (Final Paper).