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Example Slide 1
Yeung Yi: Yeung Yi is a Gifted and Talented student from an educated and
economically well-off family. Both of his parents are doctors, and they hold high
expectations for Yeung Yi. The family has toured Harvard while on vacation and
discusses college regularly. Yeung Yi’s grades are outstanding, and he stays busy
participating in art club, orchestra, National Geography Bee, baseball, and UIL
academic competitions. He puts a lot of pressure on himself because he wants to
get into a highly selective college after high school. Though he loves playing his
cello, he has had a few panic attacks while practicing his solo. He has told his
mother that he isn’t good enough to have a solo, though his teacher believes
differently. When he makes a grade he feels is unacceptable, he gets very upset
and may hit the wall with his hand.
Example Slide 2
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700.2PBP The Learner: Performance-Based Assessment
TNT 700.2P KNOWLEDGE OF STUDENTS AND STUDENT NEEDS Effective teaching begins with understanding your students: how they learn, their background and issues that they might face. In the course, TCR 300 Meet Your Students, you were introduced to twenty-four students who are representative of the students in Texas. Several of these students have significant academic issues and/or emotional issues that may impact their performance. This performance-based assessment requires you to identify and research the societal or cultural issues that are faced by four of these students and how they impact their achievement.
Using PowerPoint or Google Slides, you are to create a presentation appropriate for use with other educators or parents. In this presentation you are to do the following:
• Identify each student and the issue he or she is facing.
• Identify the developmental impact of each issue. You will need to include the research that is directly related to the issues and aligned to the developmental goals for the students. For example, you might include a statement such as “According to
Dr. I. M. Expert, cyber-bullying is detrimental to a student’s development because it makes students feel unsafe.”
• Research and provide resources that are directly related to the issue and are aligned to the developmental goals for students. These are resources a parent or teacher could use to learn more about the issue and how to address the impact of the issue. These are resources that may be available in your community, such as food banks, language lessons for parents, etc. You may also choose to include resources that are available from federal, state, and local governments. These are NOT the resources used in your research.
• You will suggest supports teachers can use in the classroom to mitigate the impacts of the issue. • Your presentation should be at least 11 slides long. You are expected to have an introductory slide, two slides per student, and a clo.
In this assignment, you will analyze a fictional scenario and identi.docxmecklenburgstrelitzh
In this assignment, you will analyze a fictional scenario and identify the possible disorders involved. All the information needed for this assignment can be found in the textbook.
Review the following vignettes:
Behavioral Disorder—Male Vignette
Joe, a thirteen-year-old Asian-American boy, is enrolled in ninth grade at a public high school located in the inner city of a large metropolitan area. Since kindergarten, his teachers have reported increasing levels of concern about his behavior. In elementary school, he was described by his teachers as immature and argumentative with authority figures. In middle school, his behavior escalated to include verbal and physical aggression toward classmates.
Recent reports indicate that he disrupts the classroom often by arguing with his teacher, talking excessively and loudly, and disobeying classroom rules. During breaks or when outside the classroom, Joe associates with a group of boys who tend to get into trouble. He tends to become angry often and easily and has gotten into many fights. Some of his classmates have reported that Joe has threatened them. He does not seem to feel guilty when he gets into trouble. He rarely finishes his schoolwork and is getting poor grades. Beginning this year, Joe’s teacher has reported that he seems easily distracted.
Testing completed by the school psychologist indicates that Joe is intelligent and creative. Results do not support the presence of a learning disability or a developmental disability. The school psychologist indicates that Joe lacks sufficient motivation or desire to complete his work thoroughly or carefully. Joe’s parents report that he refuses to follow rules at home, is often angry, and tends to blame his siblings when he gets into trouble.
Behavioral Disorder—Female Vignette
Maria is an eight-year-old daughter of Mexican-American parents who recently immigrated to the United States. They speak some English, and Maria is fluent in both English and Spanish. She is enrolled in third grade at the local public elementary school. Since second grade, her parents have reported concerns about her difficulty in paying attention or maintaining her concentration. They indicate that she has significant difficulty in completing her homework because she daydreams and is easily distracted by sounds and activities in the home. Maria has the same problem in the classroom, so she often has to bring unfinished classroom work home to complete. Maria gets frustrated at school and during homework time, often stating that she “can’t do” the work and referring to herself as “dumb” or “not smart enough.”
Maria’s frustration with her schoolwork has led to some irritability lately, as well as some desire to avoid school. She tends to have more of a temper at home recently and expresses hopelessness at times. She is most content playing soccer or video games. She tends to concentrate very well during those activities.
Standardized testing completed by all children in the.
Discussion—Sociological Causes of CrimeNatalie will be one of the .docxjameywaughj
Discussion—Sociological Causes of Crime
Natalie will be one of the first in her family to earn a college degree. She is determined to earn her bachelor’s degree in psychology and then possibly go on to a master’s degree, or even a doctorate. However, these dreams need to deal with reality. She has two children to raise on her own, and has to stay active with work as well as her children’s lives. She is proud of her accomplishments and hopes that her children will go as far, if not further with their education.
Natalie’s two brothers did not seem to have the same chances. Her oldest brother seems to have the most difficult time. He was always angry as a teenager and got suspended from school on a number of occasions due to fights. Once, he got into an altercation with a teacher and hit the teacher pretty hard; he was expelled from school. He took his GED at a boys’ boot camp run by the sheriff’s office. When he was released at the age of eighteen, he had a difficult time landing a job and worked on and off as a day laborer. He was later arrested for stealing tools from a construction site and sent back to jail. This only seemed to increase his anger towards everyone. Natalie stopped visiting him and now keeps in touch sporadically. The last she heard, he was working odd jobs and relying on alcohol and drugs.
Natalie wonders why her brother has turned out so different. Of course, they all had the same childhood, and their father was an abusive alcoholic. But all the more reason, she thought, her brothers would choose a different path. She wondered if they had the same choices as she did. Did being a male make life harder? She always thought men had it easier in life. She wondered if her brothers were to blame for their decisions and life choices, or if they ever had a real choice at all. She felt frustrated that, with all her psychology courses, she still could not tell why her brothers turned out so differently.
Research theories related to gender and crime using the textbook, the Argosy University online library resources, and the Internet. Identify scholarly, peer-reviewed sources for use in this assignment.
Based on the scenario, your readings and research, respond to the following:
Select at least two different, contemporary theories that would apply to the case.
Employ the theories to explain why Natalie and her brothers have chosen different paths in life.
Give reasons in support of your responses.
Write your initial response in 4–6 paragraphs. Apply APA standards to citation of sources.
By
Saturday, November 15, 2014
, post your response to the appropriate
Discussion Area
. Through
Wednesday, November 19, 2014
, review and comment on at least two peers’ responses.
Grading Criteria and Rubric
.
image1.png
image2.png
Example Slide 1
Yeung Yi: Yeung Yi is a Gifted and Talented student from an educated and
economically well-off family. Both of his parents are doctors, and they hold high
expectations for Yeung Yi. The family has toured Harvard while on vacation and
discusses college regularly. Yeung Yi’s grades are outstanding, and he stays busy
participating in art club, orchestra, National Geography Bee, baseball, and UIL
academic competitions. He puts a lot of pressure on himself because he wants to
get into a highly selective college after high school. Though he loves playing his
cello, he has had a few panic attacks while practicing his solo. He has told his
mother that he isn’t good enough to have a solo, though his teacher believes
differently. When he makes a grade he feels is unacceptable, he gets very upset
and may hit the wall with his hand.
Example Slide 2
image1.png
image2.png
700.2PBP The Learner: Performance-Based Assessment
TNT 700.2P KNOWLEDGE OF STUDENTS AND STUDENT NEEDS Effective teaching begins with understanding your students: how they learn, their background and issues that they might face. In the course, TCR 300 Meet Your Students, you were introduced to twenty-four students who are representative of the students in Texas. Several of these students have significant academic issues and/or emotional issues that may impact their performance. This performance-based assessment requires you to identify and research the societal or cultural issues that are faced by four of these students and how they impact their achievement.
Using PowerPoint or Google Slides, you are to create a presentation appropriate for use with other educators or parents. In this presentation you are to do the following:
• Identify each student and the issue he or she is facing.
• Identify the developmental impact of each issue. You will need to include the research that is directly related to the issues and aligned to the developmental goals for the students. For example, you might include a statement such as “According to
Dr. I. M. Expert, cyber-bullying is detrimental to a student’s development because it makes students feel unsafe.”
• Research and provide resources that are directly related to the issue and are aligned to the developmental goals for students. These are resources a parent or teacher could use to learn more about the issue and how to address the impact of the issue. These are resources that may be available in your community, such as food banks, language lessons for parents, etc. You may also choose to include resources that are available from federal, state, and local governments. These are NOT the resources used in your research.
• You will suggest supports teachers can use in the classroom to mitigate the impacts of the issue. • Your presentation should be at least 11 slides long. You are expected to have an introductory slide, two slides per student, and a clo.
In this assignment, you will analyze a fictional scenario and identi.docxmecklenburgstrelitzh
In this assignment, you will analyze a fictional scenario and identify the possible disorders involved. All the information needed for this assignment can be found in the textbook.
Review the following vignettes:
Behavioral Disorder—Male Vignette
Joe, a thirteen-year-old Asian-American boy, is enrolled in ninth grade at a public high school located in the inner city of a large metropolitan area. Since kindergarten, his teachers have reported increasing levels of concern about his behavior. In elementary school, he was described by his teachers as immature and argumentative with authority figures. In middle school, his behavior escalated to include verbal and physical aggression toward classmates.
Recent reports indicate that he disrupts the classroom often by arguing with his teacher, talking excessively and loudly, and disobeying classroom rules. During breaks or when outside the classroom, Joe associates with a group of boys who tend to get into trouble. He tends to become angry often and easily and has gotten into many fights. Some of his classmates have reported that Joe has threatened them. He does not seem to feel guilty when he gets into trouble. He rarely finishes his schoolwork and is getting poor grades. Beginning this year, Joe’s teacher has reported that he seems easily distracted.
Testing completed by the school psychologist indicates that Joe is intelligent and creative. Results do not support the presence of a learning disability or a developmental disability. The school psychologist indicates that Joe lacks sufficient motivation or desire to complete his work thoroughly or carefully. Joe’s parents report that he refuses to follow rules at home, is often angry, and tends to blame his siblings when he gets into trouble.
Behavioral Disorder—Female Vignette
Maria is an eight-year-old daughter of Mexican-American parents who recently immigrated to the United States. They speak some English, and Maria is fluent in both English and Spanish. She is enrolled in third grade at the local public elementary school. Since second grade, her parents have reported concerns about her difficulty in paying attention or maintaining her concentration. They indicate that she has significant difficulty in completing her homework because she daydreams and is easily distracted by sounds and activities in the home. Maria has the same problem in the classroom, so she often has to bring unfinished classroom work home to complete. Maria gets frustrated at school and during homework time, often stating that she “can’t do” the work and referring to herself as “dumb” or “not smart enough.”
Maria’s frustration with her schoolwork has led to some irritability lately, as well as some desire to avoid school. She tends to have more of a temper at home recently and expresses hopelessness at times. She is most content playing soccer or video games. She tends to concentrate very well during those activities.
Standardized testing completed by all children in the.
Discussion—Sociological Causes of CrimeNatalie will be one of the .docxjameywaughj
Discussion—Sociological Causes of Crime
Natalie will be one of the first in her family to earn a college degree. She is determined to earn her bachelor’s degree in psychology and then possibly go on to a master’s degree, or even a doctorate. However, these dreams need to deal with reality. She has two children to raise on her own, and has to stay active with work as well as her children’s lives. She is proud of her accomplishments and hopes that her children will go as far, if not further with their education.
Natalie’s two brothers did not seem to have the same chances. Her oldest brother seems to have the most difficult time. He was always angry as a teenager and got suspended from school on a number of occasions due to fights. Once, he got into an altercation with a teacher and hit the teacher pretty hard; he was expelled from school. He took his GED at a boys’ boot camp run by the sheriff’s office. When he was released at the age of eighteen, he had a difficult time landing a job and worked on and off as a day laborer. He was later arrested for stealing tools from a construction site and sent back to jail. This only seemed to increase his anger towards everyone. Natalie stopped visiting him and now keeps in touch sporadically. The last she heard, he was working odd jobs and relying on alcohol and drugs.
Natalie wonders why her brother has turned out so different. Of course, they all had the same childhood, and their father was an abusive alcoholic. But all the more reason, she thought, her brothers would choose a different path. She wondered if they had the same choices as she did. Did being a male make life harder? She always thought men had it easier in life. She wondered if her brothers were to blame for their decisions and life choices, or if they ever had a real choice at all. She felt frustrated that, with all her psychology courses, she still could not tell why her brothers turned out so differently.
Research theories related to gender and crime using the textbook, the Argosy University online library resources, and the Internet. Identify scholarly, peer-reviewed sources for use in this assignment.
Based on the scenario, your readings and research, respond to the following:
Select at least two different, contemporary theories that would apply to the case.
Employ the theories to explain why Natalie and her brothers have chosen different paths in life.
Give reasons in support of your responses.
Write your initial response in 4–6 paragraphs. Apply APA standards to citation of sources.
By
Saturday, November 15, 2014
, post your response to the appropriate
Discussion Area
. Through
Wednesday, November 19, 2014
, review and comment on at least two peers’ responses.
Grading Criteria and Rubric
.
Assignment 2 LASA 1 Case Study of Behavioral DisordersIn this as.docxchandaronald
Assignment 2: LASA 1: Case Study of Behavioral Disorders
In this assignment, you will analyze a fictional scenario and identify the possible disorders involved. All the information needed for this assignment can be found in the textbook.
Review the following vignettes:
Behavioral Disorder—Male Vignette
Joe, a thirteen-year-old Asian-American boy, is enrolled in ninth grade at a public high school located in the inner city of a large metropolitan area. Since kindergarten, his teachers have reported increasing levels of concern about his behavior. In elementary school, he was described by his teachers as immature and argumentative with authority figures. In middle school, his behavior escalated to include verbal and physical aggression toward classmates.
Recent reports indicate that he disrupts the classroom often by arguing with his teacher, talking excessively and loudly, and disobeying classroom rules. During breaks or when outside the classroom, Joe associates with a group of boys who tend to get into trouble. He tends to become angry often and easily and has gotten into many fights. Some of his classmates have reported that Joe has threatened them. He does not seem to feel guilty when he gets into trouble. He rarely finishes his schoolwork and is getting poor grades. Beginning this year, Joe’s teacher has reported that he seems easily distracted.
Testing completed by the school psychologist indicates that Joe is intelligent and creative. Results do not support the presence of a learning disability or a developmental disability. The school psychologist indicates that Joe lacks sufficient motivation or desire to complete his work thoroughly or carefully. Joe’s parents report that he refuses to follow rules at home, is often angry, and tends to blame his siblings when he gets into trouble.
Behavioral Disorder—Female Vignette
Maria is an eight-year-old daughter of Mexican-American parents who recently immigrated to the United States. They speak some English, and Maria is fluent in both English and Spanish. She is enrolled in third grade at the local public elementary school. Since second grade, her parents have reported concerns about her difficulty in paying attention or maintaining her concentration. They indicate that she has significant difficulty in completing her homework because she daydreams and is easily distracted by sounds and activities in the home. Maria has the same problem in the classroom, so she often has to bring unfinished classroom work home to complete. Maria gets frustrated at school and during homework time, often stating that she “can’t do” the work and referring to herself as “dumb” or “not smart enough.”
Maria’s frustration with her schoolwork has led to some irritability lately, as well as some desire to avoid school. She tends to have more of a temper at home recently and expresses hopelessness at times. She is most content playing soccer or video games. She tends to concentrate very well during those activitie.
Personal Self-Assessment of Non-Discriminatory Behavior ChecklistAlleneMcclendon878
Personal Self-Assessment of Non-Discriminatory Behavior Checklist
Directions:
1. Rate yourself on the following criteria. Try to be as honest with yourself as possible.
2. When you have completed the checklist, make a list of areas you think need improvement.
3. Create specific goals for becoming more non-discriminatory.
Self-Discriminatory Behavior:
Rate yourself - Use rating scale from 1 (lowest) to 5 (highest)
1.
I educate myself about the culture and experience of other racial/religious/ethnic/economic groups by attending classes, workshops, cultural events, reading, etc.
2.
I spend time reflecting on my own childhood/upbringing to analyze where and how I received racist, sexist, anti-Semitic, heterosexist or other prejudiced messages.
3.
4.
I look at my own attitudes and behaviors as an adult to determine how I am colluding with or combating racism in our society.
5.
I evaluate my own use of language to see if I use terms or phrases that are degrading or hurtful to another group.
6.
I avoid stereotyping and generalizing about person based on their group identity, gender, etc.
7.
I value cultural differences and avoid statements such as "I never think of you as a [blank],” which discredits differences.
8.
I am aware of, and can explore and discuss with comfort, issues of racism and pluralism.
9.
I am open to having someone of another race point out ways in which my behavior may be insensitive.
10.
I give equal attention to all staff whom I supervise regardless of race, religion, socioeconomic class, or physical ability.
11.
I am comfortable giving constrictive criticism to someone of another race, gender, age or physical ability.
12.
I include material about all racial/religious/ethnic/economic groups in my programs even though other groups may not be represented, because pluralistic program material is important for all.
13.
I take special efforts in my job to develop practices that are, inclusive, such as scheduling meetings, locating meetings, and changing participation costs, when needed.
14.
I consciously monitor TV programs, newspapers and advertising for biased content.
15.
I monitor the environment in my home, my office, my house of worship and my children's school for multicultural visuals and request such materials if they are lacking.
16.
I feel free to ask persons who are using discriminatory language and behavior to refrain, and am comfortable stating my reasons.
17.
I am willing to be proactive within my organization to achieve diversity goals in hiring and programming.
18.
...
Assignment 3 Case Study Analysis IThe first step in understanding.docxastonrenna
Assignment 3: Case Study Analysis I
The first step in understanding the behaviors that are associated with mental disorders is to be able to differentiate the potential symptoms of a mental disorder from the everyday fluctuations or behaviors that we observe. Read the following brief case histories.
Case Study 1:
Bob is a very intelligent, 25-year-old member of a religious organization based on Buddhism. Bob’s working for this organization has caused considerable conflict between him and his parents, who are devout Baptists. Recently, Bob has experienced acute spells of nausea and fatigue that have prevented him from working and have forced him to return home to live with his parents. Various medical tests are being conducted, but as yet, no physical causes for his problems have been found.
Case Study 2:
Mary is a 30-year-old musician who is very dedicated and successful in her work as a teacher in a local high school and as a part-time member of local musical groups. Since her marriage five years ago, which ended in divorce after six months, she has dated very few men. She often worries about her time running out for establishing a good relationship with a man, getting married, and raising a family. Her friends tell her she gets way too anxious around men, and, in general, she needs to relax a little.
Case Study 3:
Jim was vice-president of the freshmen class at a local college and played on the school’s football team. Later that year, he dropped out of these activities and gradually became more and more withdrawn from friends and family. Neglecting to shave and shower, he began to look dirty and unhealthy. He spent most of his time alone in his room and sometimes complained to his parents that he heard voices in the curtains and in the closet. In his sophomore year, he dropped out of school entirely. With increasing anxiety and agitation, he began to worry that the Nazis were plotting to kill his family and kidnap him.
Case Study 4:
Larry, a 37-year-old gay man, has lived for three years with his partner, whom he met in graduate school. Larry works as a psychologist in a large hospital. Although competent in his work, he often feels strained by the pressures of his demanding position. An added source of tension on the job is his not being out with his co-workers, and, thus, he is not able to confide in anyone or talk about his private life. Most of his leisure activities are with good friends who are also part of the local gay community.
For each case, identify the individual's behaviors that seem to be problematic for the patient.
For each case study, explain from the biological, psychological, or socio-cultural perspective your decision-making process for identifying the behaviors that may or may not have been associated with the symptoms of a mental disorder.
Based on your course and text readings, provide an explanation why you would consider some of these cases to exhibit behaviors that may be associated with problems that occur in eve.
Case Study of a Child with Autism John an only child was b.pdfagmbro1
Case Study of a Child with Autism
John, an only child, was born after normal pregnancy and delivery. As an infant, he was easy to
breast-feed, the transition to solid foods posed no difficulties, and he slept well. At first, his mother
and father were delighted at how easy he was: he seemed happy and content to lie in his cot for
hours. He sat unsupported at six months (this is within the normal range), and soon after he
crawled energetically. His parents considered him independent and willful. However, his
grandmother was puzzled by his independence. To her mind, he showed an undue preference for
his own company: it was as if he lacked interest in people. John walked on his first birthday, much
to the delight of his parents; yet during his second year, he did not progress as well as expected.
At 3 years old. Although he made sounds, he did not use words indeed; his ability to communicate
was so limited that even when he was three years old his mother still found herself trying to guess
what he wanted. Often, she tried giving him a drink or some food in the hope that she had
guessed his needs correctly. Occasionally he would grab hold of her wrist and drag her to the sink,
yet he never said anything like drink, or he would just point to the tap. This was obviously a source
of concern in itself: but at about this time his parents became concerned about the extreme of his
independence. For example, even if he fell down, he would not come to his parents to show them
he had hurt himself. At times, they even felt he was uninterested in them, because he never
became upset when his mother had to go out and leave him with a friend or relative. In fact, he
seemed to be more interested in playing with his bricks than spending time with people. He made
long straight lines of bricks repeatedly. He spends an extraordinary number of hours lining them
up in exactly the same way and in precisely the same sequence of colors. From time to time, his
parents also worried about his hearing and wondered if he were deaf, particularly as he often
showed no response when they called his name. At other times, however, his hearing seemed to
be very acute, he would turn his head to the slightest sound of a plane or a fire engine in the
distance. In the weeks following his birthday, they became increasingly concerned, despite
reassurances from health professionals. He was not using any words to express himself, and he
showed no interest in playing with other children. For example, he did not wave bye bye or show
any real joy when they tried to play peek-a-boo. His mother agonized about her relationship with
john, because he always wriggled away from her cuddles, and only seemed to like rough and
tumble play with his father. She worried that she had done something wrong as a mother, and felt
depressed, rejected and guilty.
When he was three and a half years old, the family General Practitioner referred John to a
specialist. The specialist, a child psychiatrist, told the p.
Assessing Mood DisordersMood problems often constitute a pri.docxfestockton
Assessing Mood Disorders
Mood problems often constitute a primary reason why parents seek professional help for their children or adolescents. Most often, mood problems include irritability, sadness, or anger. A certain amount of moodiness and impulsivity is normal during childhood and adolescence; therefore, it makes it exceptionally difficult to diagnose children and adolescents with conditions such as clinical depression or bipolar disorders. One of the most challenging elements in counseling is objectively assessing whether a child or adolescent has a mood disorder. Cultural and family factors are one reason this is challenging. At times, these factors are directly the cause of the mood disorder or contribute to the stress or distress of children and adolescents. Therefore, it is important to use a systematic, objective, and dispassionate procedure for gathering data about children and adolescents when conducting assessments.
For this Discussion and subsequent Discussions, consider these questions: a) Where does the child’s or adolescent’s problem originate from, and b) Does the problem stem from the child or adolescent, or is it the family or other factors? By asking these questions, you can more accurately assess a child’s or adolescent’s problems and create evidence-based interventions to address the right problem effectively. Select a case study from the Child and Adolescent Counseling Cases: Mood Disorders and Self-harm document from this week’s resources and consider the child’s or adolescent’s presenting problem and where the presenting problem may originate. Conduct an Internet search or a Walden Library search and select one peer-reviewed article related to the interventions that might be used to address the child or adolescent in your case.
With these thoughts in mind:
Post a brief description of the presenting symptoms of the child or adolescent in the case study you selected. Then, explain one possible reason the child’s or adolescent’s problem exists and why. Finally, explain one evidence-based intervention you might use to address the child/adolescent in this case study and how it will be used. Be specific and support your response using the week’s resources and your research.
These are the Cases below choose one
Child and Adolescent Counseling Cases:
Mood Disorders and Self-Harm
Case 1
Salena is a 16-year-old Native American girl who is a sophomore at a local high school. Her mother, who accompanied her to the initial session, referred her for counseling. During the first session, you spent about 25 minutes with Salena and her mother and then about 25 minutes with Salena alone. While you are interviewing Salena along with her mother, you observe that they appear to have a reasonably good relationship. Her mother is worried about her and primarily attributes Salena’s symptoms to the fact they recently moved from the Indian reservation to a more urban area. She believes Salena is having trouble adjusting to the new sch ...
Ella is a 15-year old high-school freshman. She lives in a small sub.pdfartimagein
Ella is a 15-year old high-school freshman. She lives in a small suburban town with her younger
brother, Brody, and her parents, Minka and Bruce. In the past, Ella was always a straight-A
student. She loved school and had many close friends. She was actively involved in cheerleading
and drama club. Ella\'s parents report that over the last 6 months, Ella\'s grades have dropped
significantly. She decided that cheerleading is \"not cool\" and she does not want to be in the
drama club any more. She lost about 15 pounds and is often arguing with her brother and her
family. She does not like to socialize with her friends anymore and is always on the computer but
will not share what she is doing. Ella\'s parents recently reconciled after a 4-month separation.
Bruce was just discharged from a substance-use inpatient center where he was receiving
treatment for alcohol dependence. Her mother carries a diagnosis for anorexia nervosa but has
not displayed any symptoms for 5 years. Both of her parents have been actively engaged in
family counseling and individual therapy as well.
Based on this scenario, answer the following:
What additional information would be helpful for you to effectively form a diagnosis?
What theory of adolescent development would you use to gain an understanding of what is
happening with Ella? Remember, it is often necessary to consider and even apply more than one
theory when working with an adolescent.
How would you compare and contrast the development of Ella\'s issues from a cognitive, social,
and psychodynamic perspective?
Which theory best supports the behaviors that we are currently seeing with Ella?
Solution
The additional information that is required is whethere ella has gone for depression checkups or
has been detected with depression and if she has received therapies.
The theory is the ecological theory which tells about the interaction between indisvisual and the
environment.This is given by URIE BRONFENBRENNER.This theory tells about yow the
adolescents are influenced by family, peers, religion, schools, the media, community, and world
events.
Ella\'s case is the case of depression causes due to social anxiety as she doesnt want to meet
people and her family was seprated for 4 months. She is going through phases but it doesnt
include cognitive anxiety.
The theory of social cognitive learning is very important for her to understand the relations and
society..
Short Answer 1Q1.You are the director of Fun Start Day Car.docxmanningchassidy
Short Answer 1
Q1.
You are the director of Fun Start Day Care, a culturally and socioeconomically diverse early childhood care center in an urban area. You observe John, an early childhood professional in one of your classrooms. John is a young, white, Christian, and a recent college graduate from a small town. One of the white children in John’s classroom asks one of the black children why his skin is so dirty for the whole class to hear. John does not answer the question. Instead he replies, “People may look different, but everyone has a mommy and daddy at home who love them no matter what they look like.”
You are concerned by this and begin to visit his classroom more often. You recognize over time that the majority of the material John presents to the children reflects only mainstream cultural practices and identities. The children in the classroom begin to behave in ways that reflect this bias as well. John never discusses racial discrimination or sensitivity, and instead, chooses to ignore the diverse nature of his classroom in favor of a model that assumes that all the children are the same and have the same needs.
Explain how the following key concepts apply to the classroom situation described in the scenario: in-group bias, racial socialization, and culturally-responsive teaching.
Short Answer 2
Q2.
A 4-year-old girl named Wadja, who is a recent immigrant from Afghanistan, recently enrolled in the early childhood care center near a U.S. military base. Wadja will be placed in Miss Shauna’s class. Miss Shauna has read about Afghanistani culture, has seen many acts of violence on the news taking place in Afghanistan, and is worried about the class accepting Wadja and how she will adjust to her new environment.
Upon meeting the family and Wadja, Miss Shauna realized that she was very well adjusted, a bit shy, but was becoming more curious about the other children. After a few weeks, Miss Shauna noticed that Wadja started to take her headscarf off after her parents dropped her off in the morning. Wadja also seemed a bit self-conscious about the food her parents packed for her, resulting in Wadja sitting alone or sometimes saying she was not hungry and did not want to eat.
Many of the children in Miss Shauna’s classroom have relatives who are serving in the military, with some stationed in Afghanistan. One boy in class told Wadja that his uncle killed people in Afghanistan. One of the other children recently made a comment directed toward Wadja that “all Muslims are bad.” He later revealed that he had heard his grandfather say this a few times recently.
Explain how the following key concepts apply to the classroom situation described in the scenario: acceptance; discrimination based on race, religion, or gender; acculturation; and privilege and power.
Short Answer 3
Q3.
Rosa is a new administrator at Building Blocks Day Care, an early childhood care center. She is 25 years old and arrives at the center at 5:00 a.m. t ...
The first step in understanding the behaviors that are associated wi.docxssuser454af01
The first step in understanding the behaviors that are associated with mental disorders is to be able to differentiate the potential symptoms of a mental disorder from the everyday fluctuations or behaviors that we observe. Read the following brief case histories.
Case Study 1:
Bob is a very intelligent, 25-year-old member of a religious organization based on Buddhism. Bob’s working for this organization has caused considerable conflict between him and his parents, who are devout Baptists. Recently, Bob has experienced acute spells of nausea and fatigue that have prevented him from working and have forced him to return home to live with his parents. Various medical tests are being conducted, but as yet, no physical causes for his problems have been found.
Case Study 2:
Mary is a 30-year-old musician who is very dedicated and successful in her work as a teacher in a local high school and as a part-time member of local musical groups. Since her marriage five years ago, which ended in divorce after six months, she has dated very few men. She often worries about her time running out for establishing a good relationship with a man, getting married, and raising a family. Her friends tell her she gets way too anxious around men, and, in general, she needs to relax a little.
Case Study 3:
Jim was vice-president of the freshmen class at a local college and played on the school’s football team. Later that year, he dropped out of these activities and gradually became more and more withdrawn from friends and family. Neglecting to shave and shower, he began to look dirty and unhealthy. He spent most of his time alone in his room and sometimes complained to his parents that he heard voices in the curtains and in the closet. In his sophomore year, he dropped out of school entirely. With increasing anxiety and agitation, he began to worry that the Nazis were plotting to kill his family and kidnap him.
Case Study 4:
Larry, a 37-year-old gay man, has lived for three years with his partner, whom he met in graduate school. Larry works as a psychologist in a large hospital. Although competent in his work, he often feels strained by the pressures of his demanding position. An added source of tension on the job is his not being out with his co-workers, and, thus, he is not able to confide in anyone or talk about his private life. Most of his leisure activities are with good friends who are also part of the local gay community.
For each case, identify the individual's behaviors that seem to be problematic for the patient.
For each case study, explain from the biological, psychological, or socio-cultural perspective your decision-making process for identifying the behaviors that may or may not have been associated with the symptoms of a mental disorder.
Based on your course and text readings, provide an explanation why you would consider some of these cases to exhibit behaviors that may be associated with problems that occur in everyday life, while others could be as.
Middle Childhood and Counseling SpecializationsThe purpose of th.docxendawalling
Middle Childhood and Counseling Specializations
The purpose of this discussion is to consider how different specializations within counseling might address issues of school-age development. Use the readings in this unit, along with the ones you found in your own independent research, to help you think through and write about these issues.
For your initial post, choose one of the cases below and address the following in relation to that case:
Identify the challenges that the student, family, or individual client may be experiencing, based on your specialization.
Identify any psychosocial conflicts that may be present and the transitions related to middle childhood that may be considered.
Choose one theory of personality development and explain how that theory helps you understand this student's behavior.
Describe specific ways of helping the student, family, or individual client from your professional perspective.
Tracy, 10-Year-Old Student
Tracy is a 10-year-old student who is heavily influenced by his parents regarding his academic activities. The pressure that he is receiving at home has caused him to withdraw from all pleasurable activities at school, including his passion for writing, arithmetic, and friends. He was once an A student but now is maintaining a C average. He has disengaged from regular activities and sits alone when he is not required to participate in group activities. It is known that the family has had some major stressors last year that has resulted in Tracy's parents contemplating divorce.
Sonia, 9-Year-Old Student
Sonia is 9 years old, and she reports feeling lonely all the time. She seems to be isolated from her peers and reports feeling different from everyone around her. She says that she does not like the feeling of being vulnerable and has a hard time opening up to others. She reports hating school and only wants to stay at home with her mother. She cries every morning when her mother gets her ready for school. She will also cry each time the teacher indicates that the next upcoming subject is math. Sonia's parents are concerned for their daughter and are unable to ask for assistance because of a language barrier.
.
STUDIESThe cases you are about to view all depict children aged .docxflorriezhamphrey3065
STUDIES
The cases you are about to view all depict children aged 6. This is a transitional time in which learners can explore early childhood development and how it impacts middle childhood development. View all the case studies and select one as the focus of your assignment in unit 6.
ROSA - DEVELOPMENT ACROSS CULTURES (IMMIGRANT)
Rosa at age 6 is at the transition stage between early and middle childhood. Her family came to work in the U.S. as migrant workers when Rosa was a toddler. Her father had worked in the U.S. for an extended time previous to marrying Rosa's mother. As a family they continue to struggle economically. She lives with her extended family including her mother, father, maternal grandmother and two siblings. She did not participate in formal early childhood preschool experiences but was in the care of her maternal grandmother while her parents worked. Rosa has completed a year of all-day kindergarten in a southwestern state. Her family had previously made many moves, but has been in the same local area for more than a year. The primary language spoken at home is Spanish. Several issues have emerged as Rosa is making the transition to first grade.
The kindergarten teacher completed a checklist/profile of Rosa's development in the areas of Cognitive, Language, Physical and Social Development.
The results indicated that compared to expected development at age 6:
· Rosa is not demonstrating cognitive development skills expected for her age. She struggles with early literacy concepts linked to reading and writing.
· Rosa has the ability to "code-switch" in speaking Spanish or English based on the context of those in her environment. She converses with her grandmother and mother and father primarily in Spanish and with her teacher and classmates in English, although her father does speak with Rosa and her siblings in English as well as Spanish.
· Rosa is small in stature. Her health history, including her prenatal records, does not indicate any significant issues. She is average in her gross and fine motor abilities. She is reluctant to engage in group physical activities.
· Rosa is often observed playing near other children, immersed in her own activities. She does not appear to reach out to other children to become involved in their play. Her teacher describes her as slow to warm up in social situations.
EMMA - DEVELOPMENT ACROSS FAMILY CONTEXTS (FOSTER CARE)
Emma at age 6 is at the transition stage between early and middle childhood. She is bi-racial child whose mother is Caucasian and father, whom she has never met, is Filipino. Emma lived with her single mother until she was a toddler, when her maternal grandparents became her primary caregivers. This was a voluntary placement. There were no official reports of abuse or neglect on file; however the grandparents raised concerns that Emma was being neglected while in their adult daughter's care. They expressed a concern that Emma may have been left strapped into her high ch.
· Describe strategies to build rapport with inmates and offenders .docxgerardkortney
· Describe strategies to build rapport with inmates and offenders in a correctional treatment or supervision program.
· Describe the effect of group dynamics on facilitating programs.
· Describe techniques for establishing a therapeutic environment.
Generalist Case Management
Woodside and McClam
https://phoenix.vitalsource.com/books/9781483342047/pageid/44
https://phoenix.vitalsource.com/#/books/9781323128800
https://phoenix.vitalsource.com/#/books/9781483342047
https://phoenix.vitalsource.com/#/books/9781133795247
https://phoenix.vitalsource.com/#/books/1259760413
Use book and two outside sources.
At least 100 words per question
THANKS
1 The Role of the Correctional Counselor CHAPTER OBJECTIVES After reading this chapter, you will be able to: 1. Identify the functions and parameters of the counseling process. 2. Discuss the competing interests between security and counseling in the correctional counseling process. 3. Know common terms and concerns associated with custodial corrections. 4. Understand the role of the counselor as facilitator. 5. Identify the various personal characteristics associated with effective counselors. 6. Be aware of the impact that burnout can have on a counselor’s professional performance. 7. Identify the various means of training and supervision associated with counseling. PART ONE: A BRIEF INTRODUCTION TO COUNSELING AND CORRECTIONS There are many myths concerning the concept of counseling. Although the image of the counseling field has changed dramatically over the past two or three decades, much of society still views counseling and therapy as a mystic process reserved for those who lack the ability to handle life issues effectively. While the concept of counseling is often misunderstood, the problem is exacerbated when attempting to introduce the idea of correctional counseling. Therefore, the primary goal of this chapter is to provide a working definition of correctional counseling that includes descriptions of how and when it is carried out. In order to understand the concept of correctional counseling, however, the two words that derive the concept must first be defined: “corrections” and “counseling.” In addition, a concerted effort is made to identify the myriad of legal and ethical issues that pertain to counselors working with offenders. It is very difficult to identify a single starting point for the counseling profession. In essence, there were various movements occurring simultaneously that later evolved into what we now describe as counseling. One of the earliest connections to the origins of counseling took place in Europe during the Middle Ages (Brown & Srebalus, 2003). The primary objective was assisting individuals with career choices. This type of counseling service is usually described by the concept of “guidance.” In the late 1800s Wilhelm Wundt and G. Stanley Hall created two of the first known psychological laboratories aimed at studying and treating individuals with psychological and e.
· Debates continue regarding what constitutes an appropriate rol.docxgerardkortney
· Debates continue regarding what constitutes an appropriate role for the judiciary. Some argue that federal judges have become too powerful and that judges “legislate from the bench.”
1. What does it mean for a judge to be an activist?
2. What does it mean for a judge to be a restrainist?
· Although conservatives had long complained about the activism of liberal justices and judges, in recent years conservative judges and justices have been likely to overturn precedents and question the power of elected institutions of government.
3. When is judicial activism appropriate? Explain.
· To defenders of the right to privacy, it is implicitly embodied in the Constitution in the First, Fourth, Fifth, Ninth, and Fourteenth Amendments. To opponents, it is judge-made law because there is no explicit reference to it under the Constitution. The right to privacy dates back to at least 1890, when Boston attorneys Samuel Warren and Louis Brandeis equated it with the right to be left alone from journalists who engaged in yellow journalism.
4. In short, do you believe a right to privacy exists in the federal Constitution. Why or why not?
.
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Assignment 2 LASA 1 Case Study of Behavioral DisordersIn this as.docxchandaronald
Assignment 2: LASA 1: Case Study of Behavioral Disorders
In this assignment, you will analyze a fictional scenario and identify the possible disorders involved. All the information needed for this assignment can be found in the textbook.
Review the following vignettes:
Behavioral Disorder—Male Vignette
Joe, a thirteen-year-old Asian-American boy, is enrolled in ninth grade at a public high school located in the inner city of a large metropolitan area. Since kindergarten, his teachers have reported increasing levels of concern about his behavior. In elementary school, he was described by his teachers as immature and argumentative with authority figures. In middle school, his behavior escalated to include verbal and physical aggression toward classmates.
Recent reports indicate that he disrupts the classroom often by arguing with his teacher, talking excessively and loudly, and disobeying classroom rules. During breaks or when outside the classroom, Joe associates with a group of boys who tend to get into trouble. He tends to become angry often and easily and has gotten into many fights. Some of his classmates have reported that Joe has threatened them. He does not seem to feel guilty when he gets into trouble. He rarely finishes his schoolwork and is getting poor grades. Beginning this year, Joe’s teacher has reported that he seems easily distracted.
Testing completed by the school psychologist indicates that Joe is intelligent and creative. Results do not support the presence of a learning disability or a developmental disability. The school psychologist indicates that Joe lacks sufficient motivation or desire to complete his work thoroughly or carefully. Joe’s parents report that he refuses to follow rules at home, is often angry, and tends to blame his siblings when he gets into trouble.
Behavioral Disorder—Female Vignette
Maria is an eight-year-old daughter of Mexican-American parents who recently immigrated to the United States. They speak some English, and Maria is fluent in both English and Spanish. She is enrolled in third grade at the local public elementary school. Since second grade, her parents have reported concerns about her difficulty in paying attention or maintaining her concentration. They indicate that she has significant difficulty in completing her homework because she daydreams and is easily distracted by sounds and activities in the home. Maria has the same problem in the classroom, so she often has to bring unfinished classroom work home to complete. Maria gets frustrated at school and during homework time, often stating that she “can’t do” the work and referring to herself as “dumb” or “not smart enough.”
Maria’s frustration with her schoolwork has led to some irritability lately, as well as some desire to avoid school. She tends to have more of a temper at home recently and expresses hopelessness at times. She is most content playing soccer or video games. She tends to concentrate very well during those activitie.
Personal Self-Assessment of Non-Discriminatory Behavior ChecklistAlleneMcclendon878
Personal Self-Assessment of Non-Discriminatory Behavior Checklist
Directions:
1. Rate yourself on the following criteria. Try to be as honest with yourself as possible.
2. When you have completed the checklist, make a list of areas you think need improvement.
3. Create specific goals for becoming more non-discriminatory.
Self-Discriminatory Behavior:
Rate yourself - Use rating scale from 1 (lowest) to 5 (highest)
1.
I educate myself about the culture and experience of other racial/religious/ethnic/economic groups by attending classes, workshops, cultural events, reading, etc.
2.
I spend time reflecting on my own childhood/upbringing to analyze where and how I received racist, sexist, anti-Semitic, heterosexist or other prejudiced messages.
3.
4.
I look at my own attitudes and behaviors as an adult to determine how I am colluding with or combating racism in our society.
5.
I evaluate my own use of language to see if I use terms or phrases that are degrading or hurtful to another group.
6.
I avoid stereotyping and generalizing about person based on their group identity, gender, etc.
7.
I value cultural differences and avoid statements such as "I never think of you as a [blank],” which discredits differences.
8.
I am aware of, and can explore and discuss with comfort, issues of racism and pluralism.
9.
I am open to having someone of another race point out ways in which my behavior may be insensitive.
10.
I give equal attention to all staff whom I supervise regardless of race, religion, socioeconomic class, or physical ability.
11.
I am comfortable giving constrictive criticism to someone of another race, gender, age or physical ability.
12.
I include material about all racial/religious/ethnic/economic groups in my programs even though other groups may not be represented, because pluralistic program material is important for all.
13.
I take special efforts in my job to develop practices that are, inclusive, such as scheduling meetings, locating meetings, and changing participation costs, when needed.
14.
I consciously monitor TV programs, newspapers and advertising for biased content.
15.
I monitor the environment in my home, my office, my house of worship and my children's school for multicultural visuals and request such materials if they are lacking.
16.
I feel free to ask persons who are using discriminatory language and behavior to refrain, and am comfortable stating my reasons.
17.
I am willing to be proactive within my organization to achieve diversity goals in hiring and programming.
18.
...
Assignment 3 Case Study Analysis IThe first step in understanding.docxastonrenna
Assignment 3: Case Study Analysis I
The first step in understanding the behaviors that are associated with mental disorders is to be able to differentiate the potential symptoms of a mental disorder from the everyday fluctuations or behaviors that we observe. Read the following brief case histories.
Case Study 1:
Bob is a very intelligent, 25-year-old member of a religious organization based on Buddhism. Bob’s working for this organization has caused considerable conflict between him and his parents, who are devout Baptists. Recently, Bob has experienced acute spells of nausea and fatigue that have prevented him from working and have forced him to return home to live with his parents. Various medical tests are being conducted, but as yet, no physical causes for his problems have been found.
Case Study 2:
Mary is a 30-year-old musician who is very dedicated and successful in her work as a teacher in a local high school and as a part-time member of local musical groups. Since her marriage five years ago, which ended in divorce after six months, she has dated very few men. She often worries about her time running out for establishing a good relationship with a man, getting married, and raising a family. Her friends tell her she gets way too anxious around men, and, in general, she needs to relax a little.
Case Study 3:
Jim was vice-president of the freshmen class at a local college and played on the school’s football team. Later that year, he dropped out of these activities and gradually became more and more withdrawn from friends and family. Neglecting to shave and shower, he began to look dirty and unhealthy. He spent most of his time alone in his room and sometimes complained to his parents that he heard voices in the curtains and in the closet. In his sophomore year, he dropped out of school entirely. With increasing anxiety and agitation, he began to worry that the Nazis were plotting to kill his family and kidnap him.
Case Study 4:
Larry, a 37-year-old gay man, has lived for three years with his partner, whom he met in graduate school. Larry works as a psychologist in a large hospital. Although competent in his work, he often feels strained by the pressures of his demanding position. An added source of tension on the job is his not being out with his co-workers, and, thus, he is not able to confide in anyone or talk about his private life. Most of his leisure activities are with good friends who are also part of the local gay community.
For each case, identify the individual's behaviors that seem to be problematic for the patient.
For each case study, explain from the biological, psychological, or socio-cultural perspective your decision-making process for identifying the behaviors that may or may not have been associated with the symptoms of a mental disorder.
Based on your course and text readings, provide an explanation why you would consider some of these cases to exhibit behaviors that may be associated with problems that occur in eve.
Case Study of a Child with Autism John an only child was b.pdfagmbro1
Case Study of a Child with Autism
John, an only child, was born after normal pregnancy and delivery. As an infant, he was easy to
breast-feed, the transition to solid foods posed no difficulties, and he slept well. At first, his mother
and father were delighted at how easy he was: he seemed happy and content to lie in his cot for
hours. He sat unsupported at six months (this is within the normal range), and soon after he
crawled energetically. His parents considered him independent and willful. However, his
grandmother was puzzled by his independence. To her mind, he showed an undue preference for
his own company: it was as if he lacked interest in people. John walked on his first birthday, much
to the delight of his parents; yet during his second year, he did not progress as well as expected.
At 3 years old. Although he made sounds, he did not use words indeed; his ability to communicate
was so limited that even when he was three years old his mother still found herself trying to guess
what he wanted. Often, she tried giving him a drink or some food in the hope that she had
guessed his needs correctly. Occasionally he would grab hold of her wrist and drag her to the sink,
yet he never said anything like drink, or he would just point to the tap. This was obviously a source
of concern in itself: but at about this time his parents became concerned about the extreme of his
independence. For example, even if he fell down, he would not come to his parents to show them
he had hurt himself. At times, they even felt he was uninterested in them, because he never
became upset when his mother had to go out and leave him with a friend or relative. In fact, he
seemed to be more interested in playing with his bricks than spending time with people. He made
long straight lines of bricks repeatedly. He spends an extraordinary number of hours lining them
up in exactly the same way and in precisely the same sequence of colors. From time to time, his
parents also worried about his hearing and wondered if he were deaf, particularly as he often
showed no response when they called his name. At other times, however, his hearing seemed to
be very acute, he would turn his head to the slightest sound of a plane or a fire engine in the
distance. In the weeks following his birthday, they became increasingly concerned, despite
reassurances from health professionals. He was not using any words to express himself, and he
showed no interest in playing with other children. For example, he did not wave bye bye or show
any real joy when they tried to play peek-a-boo. His mother agonized about her relationship with
john, because he always wriggled away from her cuddles, and only seemed to like rough and
tumble play with his father. She worried that she had done something wrong as a mother, and felt
depressed, rejected and guilty.
When he was three and a half years old, the family General Practitioner referred John to a
specialist. The specialist, a child psychiatrist, told the p.
Assessing Mood DisordersMood problems often constitute a pri.docxfestockton
Assessing Mood Disorders
Mood problems often constitute a primary reason why parents seek professional help for their children or adolescents. Most often, mood problems include irritability, sadness, or anger. A certain amount of moodiness and impulsivity is normal during childhood and adolescence; therefore, it makes it exceptionally difficult to diagnose children and adolescents with conditions such as clinical depression or bipolar disorders. One of the most challenging elements in counseling is objectively assessing whether a child or adolescent has a mood disorder. Cultural and family factors are one reason this is challenging. At times, these factors are directly the cause of the mood disorder or contribute to the stress or distress of children and adolescents. Therefore, it is important to use a systematic, objective, and dispassionate procedure for gathering data about children and adolescents when conducting assessments.
For this Discussion and subsequent Discussions, consider these questions: a) Where does the child’s or adolescent’s problem originate from, and b) Does the problem stem from the child or adolescent, or is it the family or other factors? By asking these questions, you can more accurately assess a child’s or adolescent’s problems and create evidence-based interventions to address the right problem effectively. Select a case study from the Child and Adolescent Counseling Cases: Mood Disorders and Self-harm document from this week’s resources and consider the child’s or adolescent’s presenting problem and where the presenting problem may originate. Conduct an Internet search or a Walden Library search and select one peer-reviewed article related to the interventions that might be used to address the child or adolescent in your case.
With these thoughts in mind:
Post a brief description of the presenting symptoms of the child or adolescent in the case study you selected. Then, explain one possible reason the child’s or adolescent’s problem exists and why. Finally, explain one evidence-based intervention you might use to address the child/adolescent in this case study and how it will be used. Be specific and support your response using the week’s resources and your research.
These are the Cases below choose one
Child and Adolescent Counseling Cases:
Mood Disorders and Self-Harm
Case 1
Salena is a 16-year-old Native American girl who is a sophomore at a local high school. Her mother, who accompanied her to the initial session, referred her for counseling. During the first session, you spent about 25 minutes with Salena and her mother and then about 25 minutes with Salena alone. While you are interviewing Salena along with her mother, you observe that they appear to have a reasonably good relationship. Her mother is worried about her and primarily attributes Salena’s symptoms to the fact they recently moved from the Indian reservation to a more urban area. She believes Salena is having trouble adjusting to the new sch ...
Ella is a 15-year old high-school freshman. She lives in a small sub.pdfartimagein
Ella is a 15-year old high-school freshman. She lives in a small suburban town with her younger
brother, Brody, and her parents, Minka and Bruce. In the past, Ella was always a straight-A
student. She loved school and had many close friends. She was actively involved in cheerleading
and drama club. Ella\'s parents report that over the last 6 months, Ella\'s grades have dropped
significantly. She decided that cheerleading is \"not cool\" and she does not want to be in the
drama club any more. She lost about 15 pounds and is often arguing with her brother and her
family. She does not like to socialize with her friends anymore and is always on the computer but
will not share what she is doing. Ella\'s parents recently reconciled after a 4-month separation.
Bruce was just discharged from a substance-use inpatient center where he was receiving
treatment for alcohol dependence. Her mother carries a diagnosis for anorexia nervosa but has
not displayed any symptoms for 5 years. Both of her parents have been actively engaged in
family counseling and individual therapy as well.
Based on this scenario, answer the following:
What additional information would be helpful for you to effectively form a diagnosis?
What theory of adolescent development would you use to gain an understanding of what is
happening with Ella? Remember, it is often necessary to consider and even apply more than one
theory when working with an adolescent.
How would you compare and contrast the development of Ella\'s issues from a cognitive, social,
and psychodynamic perspective?
Which theory best supports the behaviors that we are currently seeing with Ella?
Solution
The additional information that is required is whethere ella has gone for depression checkups or
has been detected with depression and if she has received therapies.
The theory is the ecological theory which tells about the interaction between indisvisual and the
environment.This is given by URIE BRONFENBRENNER.This theory tells about yow the
adolescents are influenced by family, peers, religion, schools, the media, community, and world
events.
Ella\'s case is the case of depression causes due to social anxiety as she doesnt want to meet
people and her family was seprated for 4 months. She is going through phases but it doesnt
include cognitive anxiety.
The theory of social cognitive learning is very important for her to understand the relations and
society..
Short Answer 1Q1.You are the director of Fun Start Day Car.docxmanningchassidy
Short Answer 1
Q1.
You are the director of Fun Start Day Care, a culturally and socioeconomically diverse early childhood care center in an urban area. You observe John, an early childhood professional in one of your classrooms. John is a young, white, Christian, and a recent college graduate from a small town. One of the white children in John’s classroom asks one of the black children why his skin is so dirty for the whole class to hear. John does not answer the question. Instead he replies, “People may look different, but everyone has a mommy and daddy at home who love them no matter what they look like.”
You are concerned by this and begin to visit his classroom more often. You recognize over time that the majority of the material John presents to the children reflects only mainstream cultural practices and identities. The children in the classroom begin to behave in ways that reflect this bias as well. John never discusses racial discrimination or sensitivity, and instead, chooses to ignore the diverse nature of his classroom in favor of a model that assumes that all the children are the same and have the same needs.
Explain how the following key concepts apply to the classroom situation described in the scenario: in-group bias, racial socialization, and culturally-responsive teaching.
Short Answer 2
Q2.
A 4-year-old girl named Wadja, who is a recent immigrant from Afghanistan, recently enrolled in the early childhood care center near a U.S. military base. Wadja will be placed in Miss Shauna’s class. Miss Shauna has read about Afghanistani culture, has seen many acts of violence on the news taking place in Afghanistan, and is worried about the class accepting Wadja and how she will adjust to her new environment.
Upon meeting the family and Wadja, Miss Shauna realized that she was very well adjusted, a bit shy, but was becoming more curious about the other children. After a few weeks, Miss Shauna noticed that Wadja started to take her headscarf off after her parents dropped her off in the morning. Wadja also seemed a bit self-conscious about the food her parents packed for her, resulting in Wadja sitting alone or sometimes saying she was not hungry and did not want to eat.
Many of the children in Miss Shauna’s classroom have relatives who are serving in the military, with some stationed in Afghanistan. One boy in class told Wadja that his uncle killed people in Afghanistan. One of the other children recently made a comment directed toward Wadja that “all Muslims are bad.” He later revealed that he had heard his grandfather say this a few times recently.
Explain how the following key concepts apply to the classroom situation described in the scenario: acceptance; discrimination based on race, religion, or gender; acculturation; and privilege and power.
Short Answer 3
Q3.
Rosa is a new administrator at Building Blocks Day Care, an early childhood care center. She is 25 years old and arrives at the center at 5:00 a.m. t ...
The first step in understanding the behaviors that are associated wi.docxssuser454af01
The first step in understanding the behaviors that are associated with mental disorders is to be able to differentiate the potential symptoms of a mental disorder from the everyday fluctuations or behaviors that we observe. Read the following brief case histories.
Case Study 1:
Bob is a very intelligent, 25-year-old member of a religious organization based on Buddhism. Bob’s working for this organization has caused considerable conflict between him and his parents, who are devout Baptists. Recently, Bob has experienced acute spells of nausea and fatigue that have prevented him from working and have forced him to return home to live with his parents. Various medical tests are being conducted, but as yet, no physical causes for his problems have been found.
Case Study 2:
Mary is a 30-year-old musician who is very dedicated and successful in her work as a teacher in a local high school and as a part-time member of local musical groups. Since her marriage five years ago, which ended in divorce after six months, she has dated very few men. She often worries about her time running out for establishing a good relationship with a man, getting married, and raising a family. Her friends tell her she gets way too anxious around men, and, in general, she needs to relax a little.
Case Study 3:
Jim was vice-president of the freshmen class at a local college and played on the school’s football team. Later that year, he dropped out of these activities and gradually became more and more withdrawn from friends and family. Neglecting to shave and shower, he began to look dirty and unhealthy. He spent most of his time alone in his room and sometimes complained to his parents that he heard voices in the curtains and in the closet. In his sophomore year, he dropped out of school entirely. With increasing anxiety and agitation, he began to worry that the Nazis were plotting to kill his family and kidnap him.
Case Study 4:
Larry, a 37-year-old gay man, has lived for three years with his partner, whom he met in graduate school. Larry works as a psychologist in a large hospital. Although competent in his work, he often feels strained by the pressures of his demanding position. An added source of tension on the job is his not being out with his co-workers, and, thus, he is not able to confide in anyone or talk about his private life. Most of his leisure activities are with good friends who are also part of the local gay community.
For each case, identify the individual's behaviors that seem to be problematic for the patient.
For each case study, explain from the biological, psychological, or socio-cultural perspective your decision-making process for identifying the behaviors that may or may not have been associated with the symptoms of a mental disorder.
Based on your course and text readings, provide an explanation why you would consider some of these cases to exhibit behaviors that may be associated with problems that occur in everyday life, while others could be as.
Middle Childhood and Counseling SpecializationsThe purpose of th.docxendawalling
Middle Childhood and Counseling Specializations
The purpose of this discussion is to consider how different specializations within counseling might address issues of school-age development. Use the readings in this unit, along with the ones you found in your own independent research, to help you think through and write about these issues.
For your initial post, choose one of the cases below and address the following in relation to that case:
Identify the challenges that the student, family, or individual client may be experiencing, based on your specialization.
Identify any psychosocial conflicts that may be present and the transitions related to middle childhood that may be considered.
Choose one theory of personality development and explain how that theory helps you understand this student's behavior.
Describe specific ways of helping the student, family, or individual client from your professional perspective.
Tracy, 10-Year-Old Student
Tracy is a 10-year-old student who is heavily influenced by his parents regarding his academic activities. The pressure that he is receiving at home has caused him to withdraw from all pleasurable activities at school, including his passion for writing, arithmetic, and friends. He was once an A student but now is maintaining a C average. He has disengaged from regular activities and sits alone when he is not required to participate in group activities. It is known that the family has had some major stressors last year that has resulted in Tracy's parents contemplating divorce.
Sonia, 9-Year-Old Student
Sonia is 9 years old, and she reports feeling lonely all the time. She seems to be isolated from her peers and reports feeling different from everyone around her. She says that she does not like the feeling of being vulnerable and has a hard time opening up to others. She reports hating school and only wants to stay at home with her mother. She cries every morning when her mother gets her ready for school. She will also cry each time the teacher indicates that the next upcoming subject is math. Sonia's parents are concerned for their daughter and are unable to ask for assistance because of a language barrier.
.
STUDIESThe cases you are about to view all depict children aged .docxflorriezhamphrey3065
STUDIES
The cases you are about to view all depict children aged 6. This is a transitional time in which learners can explore early childhood development and how it impacts middle childhood development. View all the case studies and select one as the focus of your assignment in unit 6.
ROSA - DEVELOPMENT ACROSS CULTURES (IMMIGRANT)
Rosa at age 6 is at the transition stage between early and middle childhood. Her family came to work in the U.S. as migrant workers when Rosa was a toddler. Her father had worked in the U.S. for an extended time previous to marrying Rosa's mother. As a family they continue to struggle economically. She lives with her extended family including her mother, father, maternal grandmother and two siblings. She did not participate in formal early childhood preschool experiences but was in the care of her maternal grandmother while her parents worked. Rosa has completed a year of all-day kindergarten in a southwestern state. Her family had previously made many moves, but has been in the same local area for more than a year. The primary language spoken at home is Spanish. Several issues have emerged as Rosa is making the transition to first grade.
The kindergarten teacher completed a checklist/profile of Rosa's development in the areas of Cognitive, Language, Physical and Social Development.
The results indicated that compared to expected development at age 6:
· Rosa is not demonstrating cognitive development skills expected for her age. She struggles with early literacy concepts linked to reading and writing.
· Rosa has the ability to "code-switch" in speaking Spanish or English based on the context of those in her environment. She converses with her grandmother and mother and father primarily in Spanish and with her teacher and classmates in English, although her father does speak with Rosa and her siblings in English as well as Spanish.
· Rosa is small in stature. Her health history, including her prenatal records, does not indicate any significant issues. She is average in her gross and fine motor abilities. She is reluctant to engage in group physical activities.
· Rosa is often observed playing near other children, immersed in her own activities. She does not appear to reach out to other children to become involved in their play. Her teacher describes her as slow to warm up in social situations.
EMMA - DEVELOPMENT ACROSS FAMILY CONTEXTS (FOSTER CARE)
Emma at age 6 is at the transition stage between early and middle childhood. She is bi-racial child whose mother is Caucasian and father, whom she has never met, is Filipino. Emma lived with her single mother until she was a toddler, when her maternal grandparents became her primary caregivers. This was a voluntary placement. There were no official reports of abuse or neglect on file; however the grandparents raised concerns that Emma was being neglected while in their adult daughter's care. They expressed a concern that Emma may have been left strapped into her high ch.
Similar to Page 1 of 2 Child, Family, and Community Relationships .docx (20)
· Describe strategies to build rapport with inmates and offenders .docxgerardkortney
· Describe strategies to build rapport with inmates and offenders in a correctional treatment or supervision program.
· Describe the effect of group dynamics on facilitating programs.
· Describe techniques for establishing a therapeutic environment.
Generalist Case Management
Woodside and McClam
https://phoenix.vitalsource.com/books/9781483342047/pageid/44
https://phoenix.vitalsource.com/#/books/9781323128800
https://phoenix.vitalsource.com/#/books/9781483342047
https://phoenix.vitalsource.com/#/books/9781133795247
https://phoenix.vitalsource.com/#/books/1259760413
Use book and two outside sources.
At least 100 words per question
THANKS
1 The Role of the Correctional Counselor CHAPTER OBJECTIVES After reading this chapter, you will be able to: 1. Identify the functions and parameters of the counseling process. 2. Discuss the competing interests between security and counseling in the correctional counseling process. 3. Know common terms and concerns associated with custodial corrections. 4. Understand the role of the counselor as facilitator. 5. Identify the various personal characteristics associated with effective counselors. 6. Be aware of the impact that burnout can have on a counselor’s professional performance. 7. Identify the various means of training and supervision associated with counseling. PART ONE: A BRIEF INTRODUCTION TO COUNSELING AND CORRECTIONS There are many myths concerning the concept of counseling. Although the image of the counseling field has changed dramatically over the past two or three decades, much of society still views counseling and therapy as a mystic process reserved for those who lack the ability to handle life issues effectively. While the concept of counseling is often misunderstood, the problem is exacerbated when attempting to introduce the idea of correctional counseling. Therefore, the primary goal of this chapter is to provide a working definition of correctional counseling that includes descriptions of how and when it is carried out. In order to understand the concept of correctional counseling, however, the two words that derive the concept must first be defined: “corrections” and “counseling.” In addition, a concerted effort is made to identify the myriad of legal and ethical issues that pertain to counselors working with offenders. It is very difficult to identify a single starting point for the counseling profession. In essence, there were various movements occurring simultaneously that later evolved into what we now describe as counseling. One of the earliest connections to the origins of counseling took place in Europe during the Middle Ages (Brown & Srebalus, 2003). The primary objective was assisting individuals with career choices. This type of counseling service is usually described by the concept of “guidance.” In the late 1800s Wilhelm Wundt and G. Stanley Hall created two of the first known psychological laboratories aimed at studying and treating individuals with psychological and e.
· Debates continue regarding what constitutes an appropriate rol.docxgerardkortney
· Debates continue regarding what constitutes an appropriate role for the judiciary. Some argue that federal judges have become too powerful and that judges “legislate from the bench.”
1. What does it mean for a judge to be an activist?
2. What does it mean for a judge to be a restrainist?
· Although conservatives had long complained about the activism of liberal justices and judges, in recent years conservative judges and justices have been likely to overturn precedents and question the power of elected institutions of government.
3. When is judicial activism appropriate? Explain.
· To defenders of the right to privacy, it is implicitly embodied in the Constitution in the First, Fourth, Fifth, Ninth, and Fourteenth Amendments. To opponents, it is judge-made law because there is no explicit reference to it under the Constitution. The right to privacy dates back to at least 1890, when Boston attorneys Samuel Warren and Louis Brandeis equated it with the right to be left alone from journalists who engaged in yellow journalism.
4. In short, do you believe a right to privacy exists in the federal Constitution. Why or why not?
.
· Critical thinking paper · · · 1. A case study..docxgerardkortney
· Critical thinking paper
·
·
· 1.
A case study.
Deborah Shore, aged 45, works for a small corporation in the Research and Development department.
When she first became a member of the department 15 years ago, Deborah was an unusually creative and productive researcher; her efforts quickly resulted in raises and promotions within the department and earned her the respect of her colleagues. Now, Deborah finds herself less interested in doing research; she is no longer making creative contributions to her department, although she is making contributions to its administration.
She is still respected by the coworkers who have known her since she joined the firm, but not by her younger coworkers.
Analyze the case study from the psychoanalytic, learning, and contextual perspectives: how would a theorist from each perspective explain Deborah's development? Which perspective do you believe provides the most adequate explanation, and why?
2. Interview your mother (and grandmothers, if possible), asking about experiences with childbirth. Include your own experiences if you have had children. Write a paper summarizing these childbirth experiences and comparing them with the contemporary experiences described in the text.
3. Identify a "type" of parent (e.g., single parent, teenage parent, low-income parent, dual-career couple) who is most likely to be distressed because an infant has a "difficult" temperament. Explain why you believe that this type of parent would have particular problems with a difficult infant. Write an informational brochure for the selected type of parent. The brochure should include an explanation of temperament in general and of the difficult temperament in particular, and give suggestions for parents of difficult infants.
4. Plan an educational unit covering nutrition, health, and safety for use with preschoolers and kindergartners. Take into account young children's cognitive and linguistic characteristics. The project should include (1) an outline of the content of the unit; and (2) a description of how the content would be presented, given the intellectual abilities of preschoolers. For example, how long would each lesson be? What kinds of pictures or other audiovisual materials would be used? How would this content be integrated with the children's other activities in preschool or kindergarten?
5. Visit two day care centers and evaluate each center using the information from the text as a guide. Request a fee schedule from each center. Write a paper summarizing your evaluation of each center.
Note:
Unless you are an actual potential client of the center, contact the director beforehand to explain the actual purpose of the visit, obtain permission to visit, and schedule your visit so as to minimize disruption to the center's schedule.
6. Watch some children's television programs and advertising, examine some children's toys and their packaging, read some children's books, and listen to some children's recor.
· Coronel & Morris Chapter 7, Problems 1, 2 and 3
· Coronel & Morris Chapter 8, Problems 1 and 2
A People’s History of Modern Europe
“A fascinating journey across centuries towards the world as we experience it today. ... It is
the voice of the ordinary people, and women in particular, their ideas and actions, protests
and sufferings that have gone into the making of this alternative narrative.”
——Sobhanlal Datta Gupta, former Surendra Nath Banerjee
Professor of Political Science, University of Calcutta
“A history of Europe that doesn’t remove the Europeans. Here there are not only kings,
presidents and institutions but the pulse of the people and social organizations that shaped
Europe. A must-read.”
——Raquel Varela, Universidade Nova de Lisboa
“Lively and engaging. William A Pelz takes the reader through a thousand years of
European history from below. This is the not the story of lords, kings and rulers. It is the
story of the ordinary people of Europe and their struggles against those lords, kings and
rulers, from the Middle Ages to the present day. A fine introduction.”
——Francis King, editor, Socialist History
“This book is an exception to the rule that the winner takes all. It highlights the importance
of the commoners which often is only shown in the dark corners of mainstream history
books. From Hussites, Levellers and sans-culottes to the women who defended the Paris
Commune and the workers who occupied the shipyards during the Carnation revolution in
Portugal. The author gives them their deserved place in history just like Howard Zinn did
for the American people.”
——Sjaak van der Velden, International Institute of Social History, Amsterdam
“The author puts his focus on the lives and historical impact of those excluded from
power and wealth: peasants and serfs of the Middle Ages, workers during the Industrial
Revolution, women in a patriarchic order that transcended different eras. This focus not
only makes history relevant for contemporary debates on social justice, it also urges the
reader to develop a critical approach.”
——Ralf Hoffrogge, Ruhr-Universität Bochum
“An exciting story of generations of people struggling for better living conditions, and for
social and political rights. ... This story has to be considered now, when the very notions of
enlightenment, progress and social change are being questioned.”
——Boris Kagarlitsky, director of Institute for globalization studies and social
movements, Moscow, and author of From Empires to Imperialism
“A splendid antidote to the many European histories dominated by kings, businessmen
and generals. It should be on the shelves of both academics and activists ... A lively and
informative intellectual tour-de-force.”
——Marcel van der Linden, International Institute of Social History, Amsterdam
A People’s History
of Modern Europe
William A. Pelz
First published 2016 by Pluto Press
345 Archway Road, London N6 5AA
www.pluto.
· Complete the following problems from your textbook· Pages 378.docxgerardkortney
· Complete the following problems from your textbook:
· Pages 378–381: 10-1, 10-2, 10-16, and 10-20.
· Pages 443–444: 12-7 and 12-9.
· Page 469: 13-5.
· 10-1 How would each of the following scenarios affect a firm’s cost of debt, rd(1 − T); its cost of equity, rs; and its WACC? Indicate with a plus (+), a minus (−), or a zero (0) whether the factor would raise, lower, or have an indeterminate effect on the item in question. Assume for each answer that other things are held constant, even though in some instances this would probably not be true. Be prepared to justify your answer but recognize that several of the parts have no single correct answer. These questions are designed to stimulate thought and discussion.
Effect on
rd(1 − T)
rs
WACC
a. The corporate tax rate is lowered.
__
__
__
b. The Federal Reserve tightens credit.
__
__
__
c. The firm uses more debt; that is, it increases its debt ratio.
__
__
__
d. The dividend payout ratio is increased.
__
__
__
e. The firm doubles the amount of capital it raises during the year.
__
__
__
f. The firm expands into a risky new area.
__
__
__
g. The firm merges with another firm whose earnings are countercyclical both to those of the first firm and to the stock market.
__
__
__
h. The stock market falls drastically, and the firm’s stock price falls along with the rest.
__
__
__
i. Investors become more risk-averse.
__
__
__
j. The firm is an electric utility with a large investment in nuclear plants. Several states are considering a ban on nuclear power generation.
__
__
__
· 10-2 Assume that the risk-free rate increases, but the market risk premium
· 10-16COST OF COMMON EQUITY The Bouchard Company’s EPS was $6.50 in 2018, up from $4.42 in 2013. The company pays out 40% of its earnings as dividends, and its common stock sells for $36.00.
· a. Calculate the past growth rate in earnings. (Hint: This is a 5-year growth period.)
· b. The last dividend was D0 = 0.4($6.50) = $2.60. Calculate the next expected dividend, D1, assuming that the past growth rate continues.
· c. What is Bouchard’s cost of retained earnings, rs?
· 10-20WACC The following table gives Foust Company’s earnings per share for the last 10 years. The common stock, 7.8 million shares outstanding, is now (1/1/19) selling for $65.00 per share. The expected dividend at the end of the current year (12/31/19) is 55% of the 2018 EPS. Because investors expect past trends to continue, g may be based on the historical earnings growth rate. (Note that 9 years of growth are reflected in the 10 years of data.)
The current interest rate on new debt is 9%; Foust’s marginal tax rate is 40%, and its target capital structure is 40% debt and 60% equity.
· a. Calculate Foust’s after-tax cost of debt and common equity. Calculate the cost of equity as rs = D1/P0 + g.
· b. Find Foust’s WACC
· 12-7SCENARIO ANALYSIS Huang Industries is considering a proposed project whose estimated NPV is $12 million. This estimate assumes that economic conditions wi.
· Consider how different countries approach aging. As you consid.docxgerardkortney
· Consider how different countries approach aging. As you consider different countries, think about the following:
o Do older adults live with their children, or are they more likely to live in a nursing home?
o Are older adults seen as wise individuals to be respected and revered, or are they a burden to their family and to society?
· Next, select two different countries and compare and contrast their approaches to aging.
· Post and identify each of the countries you selected. Then, explain two similarities and two differences in how the countries approach aging. Be specific and provide examples. Use proper APA format and citation. LSW10
.
· Clarifying some things on the Revolution I am going to say som.docxgerardkortney
· Clarifying some things on the Revolution
I am going to say something, and I want you to hear me.
I am a scholar of the Revolution. That's the topic of my dissertation. Please believe me when I say that I know a lot about it.
I also happen to know--and this is well-supported by historians--that the Revolution was a civil war in which, for the first several years, Revolutionaries and Loyalists were evenly matched.
I will repeat that. Evenly matched. Loyalists were not merely too cowardly to fight, and they were not old fogies who hated the idea of freedom. Most had been in the Colonies for generations. Many of them took up arms for their King and their country. And when they lost, you confiscated their homes and they fled with the clothes on their back to Canada, England, and other places of the Empire. Both sides--both sides--committed unspeakable atrocities against civilians whom they disagreed with.
Now, a lot of you love to repeat some very fervent patriotic diatribe about how great the Revolution was. That's not history. That's propaganda. Know the difference.
History has shades of gray. History is complex and ambiguous. Washington, for instance, wore dentures made from the teeth of his slaves. Benjamin Franklin's son was the last royal governor of New Jersey. Did you know that the net tax rate for Americans--they always conveniently leave this out of the textbooks--was between 1.9 and 2.1%, depending on colony.? And that was if they had paid the extra taxes on tea and paper.
And, wait for it, people who support California independence use the same logic and arguments as they did in 1775. Did you know that the Los Angeles and Washington are only a few hundred miles closer than Boston and London? That many of the same issues, point by point, are repeating here in California? So put yourself in those shoes. How many of you would have sided with the Empire (whether American or British) based on the fact that you don't know how this will shake out? Would you call someone who supports Calexit a Patriot? Revolutionary? Nutcase? Who gets to own that word, anyway?
You can choose that you would have supported the revolutionaries--but think. Think about the other side. They matter, and their experiences got to be cleansed out of history to make you feel better about the way the revolutionaries behaved during the War. Acknowledge that they are there, and that their point of view has merit, even if you not agree with it.
· Clarifying Unit III's assignment
I have noticed a few consistent problems with the letter in the Unit III issue. Here are some pointers to make it better.
1. Read the clarifying note I wrote above. Note that the taxes aren't actually as high as you have been led to believe, but the point is that they should not be assigned at all without your consent.
2. Acknowledge that this is a debate, that a certain percentage are radicalized for independence, but there are is also a law-and-order group who find this horrific, and want .
· Chapter 9 – Review the section on Establishing a Security Cultur.docxgerardkortney
· Chapter 9 – Review the section on Establishing a Security Culture. Review the methods to reduce the chances of a cyber threat noted in the textbook. Research other peer-reviewed source and note additional methods to reduce cyber-attacks within an organization.
· Chapter 10 – Review the section on the IT leader in the digital transformation era. Note how IT professionals and especially leaders must transform their thinking to adapt to the constantly changing organizational climate. What are some methods or resources leaders can utilize to enhance their change attitude?
.
· Chapter 10 The Early Elementary Grades 1-3The primary grades.docxgerardkortney
· Chapter 10: The Early Elementary Grades: 1-3
The primary grades are grades 1-3.
Although educational reform has had an effect on all children, it is most apparent in the early elementary years. Reform and change comes from a number of sources and the chapter begins by reminding you of this. Let’s examine a few of these sources...
Diversity. There has been a rise in the number of racial and ethnic minority students enrolled in the nation's public schools; this number will (most likely) continue to rise. Teaching children from different cultures and backgrounds is an important piece to account for when planning curriculum.
Standards. Standards is a reason for reform. We've already looked at standards; these are something you must keep in mind when planning lessons.
Data-Driven Instruction may sound new, but it is not a new concept to you. We’ve done a great deal of discussing the outcomes of test-taking and assessments. You've probably all heard "teaching to the test."
Technology. Today’s students have had much experience with technology, therefore, it’s important to provide them with opportunities to learn with technology. It may take a while for you to be creative and think of ways to use it in your teaching (if you haven’ t been).
Health and Wellness. Obesity is a major concern in this country. Therefore, it is important to make sure that children have the opportunity to be active. Unfortunately, due to the pressure of academics, many schools have been taking physical education/activity time out of the curriculum.
Violence: One issue that I notice this new edition of the text has excluded is violence. However, I think that this topic is important; we need to keep children safe when they are at school. As a result of 9/11 (and, not to mention that many violent events have happened on school campuses in recent years), many school districts now have an emergency system in place that they can easily use if there is any type of incident in which the children’s safety is at risk.
WHAT ARE CHILDREN IN GRADES ONE TO THREE LIKE?
Your text explains that the best way to think of a child’s development during this time is: slow and steady. During this stage, there is not much difference between boys and girls when it comes to physical capabilities. Although it is always important to not stereotype based on one’s gender, it is especially important during these years. These children are also entering into their "tween" years, thus; being sensitive to the children's and parents' needs in regards to such changes is important.
It is important to remember that children in the primary grades are in the Concrete Operations Stage. This stage is children ages 7 to 12. The term operation refers to an action that can be carried out in thought as well as executed materially and that is mentally and physically reversible.
These children are at an age in which they can compare their abilities to their peers. And, therefore, children may develop learned helplessnes.
· Chap 2 and 3· what barriers are there in terms of the inter.docxgerardkortney
· Chap 2 and 3
· what barriers are there in terms of the interpersonal communication model?
Typically, communication breakdowns result from lack of understanding without clarification; often, there wasn't even an attempt at clarification. If barriers to interpersonal communication are not acknowledged and addressed, workplace productivity can suffer.
Language Differences
Interpersonal communication can go awry when the sender and receiver of the message speak a different language -- literally and figuratively. Not everyone in the workplace will understand slang, jargon, acronyms and industry terminology. Instead of seeking clarification, employees might guess at the meaning of the message and then act on mistaken assumptions. Also, misunderstandings may occur among workers who do not speak the same primary language. As a result, feelings may be hurt, based on misinterpretation of words or of body language.
Cultural Differences
Interpersonal communication may be adversely affected by lack of cultural understanding, mis-perception, bias and stereotypical beliefs. Workers may have limited skill or experience communicating with people from a different background. Many companies offer diversity training to help employees understand how to communicate more effectively across cultures and relate to those who may have different background experiences. Similarly, gender barriers can obstruct interpersonal communication if men and women are treated differently, and held to different standards, causing interpersonal conflicts in the workplace.
Personality Differences
Like any skill, some people are better at interpersonal communication than others. Personality traits also influence how well an individual interacts with subordinates, peers and supervisors. Extraversion can be an advantage when it comes to speaking out, sharing opinions and disseminating information. However, introverts may have the edge when it comes to listening, reflecting and remembering. Barriers to interpersonal communication may occur when employees lack self-awareness, sensitivity and flexibility. Such behavior undermines teamwork, which requires mutual respect, compromise and negotiation. Bullying, backstabbing and cut throat competition create a toxic workplace climate that will strain interpersonal relationships.
Generational Differences
Interpersonal communication can be complicated by generational differences in speech, dress, values, priorities and preferences. For instance, there may be a generational divide as to how team members prefer to communicate with one another. If younger workers sit in cubicles, using social networking as their primary channel of communication, it can alienate them from older workers who may prefer face-to-face communication. Broad generalizations and stereotypes can also cause interpersonal rifts when a worker from one generation feels superior to those who are younger or older. Biases against workers based on age can constitute a form of disc.
· Case Study 2 Improving E-Mail Marketing ResponseDue Week 8 an.docxgerardkortney
· Case Study 2: Improving E-Mail Marketing Response
Due Week 8 and worth 160 points
Read the following case study.
A company wishes to improve its e-mail marketing process, as measured by an increase in the response rate to e-mail advertisements. The company has decided to study the process by evaluating all combinations of two (2) options of the three (3) key factors: E-Mail Heading (Detailed, Generic); Email Open (No, Yes); and E-Mail Body (Text, HTML). Each of the combinations in the design was repeated on two (2) different occasions. The factors studied and the measured response rates are summarized in the following table.
Write a two to three (2-3) page paper in which you:
1. Use the data shown in the table to conduct a design of experiment (DOE) in order to test cause-and-effect relationships in business processes for the company.
2. Determine the graphical display tool (e.g., Interaction Effects Chart, Scatter Chart, etc.) that you would use to present the results of the DOE that you conducted in Question 1. Provide a rationale for your response.
3. Recommend the main actions that the company could take in order to increase the response rate of its e-mail advertising. Provide a rationale for your response.
4. Propose one (1) overall strategy for developing a process model for this company that will increase the response rate of its e-mail advertising and obtain effective business process. Provide a rationale for your response.
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:
. Build regression models for improving business processes.
. Design experiments to test cause-and-effect relationships in business processes.
. Use technology and information resources to research issues in business process improvement.
. Write clearly and concisely about business process improvement using proper writing mechanics.
Read each discussion 1-4 and then write a 200 word response for each.
With your response, you can either expand on the initial post with similar, formally cited, specific examples or additional information regarding the original example(s) (be sure the additional information isn’t simply a re-statement of what has already been posted) or you can respond with a well-supported (based on formally cited information) counter point.
APA FORMAT
Response should have 1 source for each discussion
1. A message in sports is brought to sports economists in Jeremiah 29:11. This verse states, “For I.
· Briefly describe the technologies that are leading businesses in.docxgerardkortney
· Briefly describe the technologies that are leading businesses into the third wave of electronic commerce.
· In about 100 words, describe the function of the Internet Corporation for Assigned Names and Numbers. Include a discussion of the differences between gTLDs and sTLDs in your answer.
· In one or two paragraphs, describe how the Internet changed from a government research project into a technology for business users.
· In about 100 words, explain the difference between an extranet and an intranet. In your answer, describe when you might use a VPN in either.
· Define “channel conflict” and describe in one or two paragraphs how a company might deal with this issue.
· In two paragraphs, explain why a customer-centric Web site design is so important, yet is so difficult to accomplish.
· In about two paragraphs, distinguish between outsourcing and offshoring as they relate to business processes.
· In about 200 words, explain how the achieved trust level of a company’s communications using blogs and social media compare with similar communication efforts conducted using mass media and personal contact.
· Write a paragraph in which you distinguish between a virtual community and a social networking Web site
· Write two or three paragraphs in which you describe the role that culture plays in the development of a country’s laws and ethical standards.
QUESTION 1
Lakota peoples of the Great Plains are notably:
nomadic and followed the buffalo herds
Sedentary farmers, raising corn, northern beans, and potatoes
peaceful people who tried to live in harmony with neighboring tribes and the environment
religious and employed a variety of psychoactive plants during religious ceremonies
QUESTION 2
Tribal peoples of the Great Plains experienced greater ease at hunting and warfare after the introduction of:
Hotchkiss guns
smokeless gunpowder
horses
Intertribal powwows
all of the above
QUESTION 3
The Apaches and Navajos (Dine’) of the southwestern region of North America speak a language similar to their relatives of northern California and western Canada called:
Yuman
Uto-Aztecan
Tanoan
Athabaskan
Algonkian
QUESTION 4
The Navajo lived in six or eight-sided domed earth dwellings called:
wickiups
kivas
hogans
roadhouses
sweat lodge
QUESTION 5
Pueblo Indians, such as the Zuni and Hopi tribes, are descendants of the ancient people known as the:
Anasazi
Ashkenazi
Athabaskan
Aztecanotewa
Atlantean
2 points
QUESTION 6
1. Kachinas, or spirits of nature, were believed to:
Assist in the growth of crops and send rain
Help defend the Navajo against all foreign invaders
Provide medical assistance to the Hopi when doctors were not available
Combat evil spirits such as Skin-walkers or Diablitos
All of the above
2 points
QUESTION 7
1. The preferred dwellings among the Lakota Sioux were:
wickiups
adobe pueblos
pit houses
teepees
buffalo huts
2 points
QUESTION 8
1. Native Americansbenef.
· Assignment List· My Personality Theory Paper (Week Four)My.docxgerardkortney
· Assignment List
· My Personality Theory Paper (Week Four)
My Personality Theory Paper (Week Four)
DUE: May 31, 2020 11:55 PM
Grade Details
Grade
N/A
Gradebook Comments
None
Assignment Details
Open Date
May 4, 2020 12:05 AM
Graded?
Yes
Points Possible
100.0
Resubmissions Allowed?
No
Attachments checked for originality?
Yes
Top of Form
Assignment Instructions
My Personality Theory Paper
Instructions:
For this assignment, you will write a paper no less than 7 pages in length, not including required cover and Reference pages, describing a single personality theory from the course readings that best explains your own personality and life choices. You are free to select from among the several theories covered in the course to date but only one theory may be used.
Your task is to demonstrate your knowledge of the theory you choose via descriptions of its key concepts and use of them to explain how you developed your own personality. It is recommended that you revisit the material covered to date to refresh your knowledge of theory details. This is a "midterm" assignment and you should show in your work that you have studied and comprehended the first four weeks of course material. Your submission should be double-spaced with 1 inch margins on all sides of each page and should be free of spelling and grammar errors. It must include source crediting of any materials used in APA format, including source citations in the body of your paper and in a Reference list attached to the end. Easy to follow guides to APA formatting can be found on the tutorial section of the APUS Online Library.
Your paper will include three parts:
I. A brief description of the premise and key components of the theory you selected. You should be thorough and concise in this section and not spend the bulk of the paper detailing the theory, but rather just give enough of a summary of the key points so that an intelligent but uniformed reader would be able to understand its basics. If you pick a more complicated theory, you should expect explaining its premise and key components to take longer than explaining the same for one of the simpler theories but, in either case, focus on the basics and keep in mind that a paper that is almost all theory description and little use of the theory described to explain your own personality will receive a significant point deduction as will the reverse case of the paper being largely personal experience sharing with little linkage to clearly described key theory components.
II. A description of how your chosen theory explains your personality and life choices with supporting examples.
III. A description of the limitations of the theory in explaining your personality or anyone else’s.
NOTE: Although only your instructor will be reading your paper, you should still think about how much personal information you want to disclose. The purpose of this paper is not to get you to share private information, but rather to bring one .
· Assignment List
· Week 7 - Philosophical Essay
Week 7 - Philosophical Essay
DUE: Mar 22, 2020 11:55 PM
Grade Details
Grade
N/A
Gradebook Comments
None
Assignment Details
Open Date
Feb 3, 2020 12:05 AM
Graded?
Yes
Points Possible
100.0
Resubmissions Allowed?
No
Attachments checked for originality?
Yes
Top of Form
Assignment Instructions
Objective: Students will write a Philosophical Essay for week 7 based on the course concepts.
Course Objectives: 2, 3, & 4
Task:
This 4 - 5 full page (not to exceed 6 pages) Philosophical Essay you will be writing due Week 7 is designed to be a thoughtful, reflective work. The 4 - 5 full pages does not include a cover page or a works cited page. It will be your premier writing assignment focused on the integration and assessment relating to the course concepts. Your paper should be written based on the outline you submitted during week 4 combined with your additional thoughts and instructor feedback. You will use at least three scholarly/reliable resources with matching in-text citations and a Works Cited page. All essays are double spaced, 12 New Times Roman font, paper title, along with all paragraphs indented five spaces.
Details:
You will pick one of the following topics only to do your paper on:
· According to Socrates, must one heed popular opinion about moral matters? Does Socrates accept the fairness of the laws under which he was tried and convicted? Would Socrates have been wrong to escape?
· Consider the following philosophical puzzle: “If a tree falls in the forest and there's no one around to hear it, does it make a sound?” (1) How is this philosophical puzzle an epistemological problem? And (2) how would John Locke answer it?
· Evaluate the movie, The Matrix, in terms of the philosophical issues raised with (1) skepticism and (2) the mind-body problem. Explain how the movie raises questions similar to those found in Plato’s and Descartes’ philosophy. Do not give a plot summary of the movie – focus on the philosophical issues raised in the movie as they relate to Plato and Descartes.
· Socrates asks Euthyphro, “Are morally good acts willed by God because they are morally good, or are they morally good because they are willed by God?” (1) How does this question relate to the Divine Command Theory of morality? (2) What are the philosophical implications associated with each option here?
· Explain (1) the process by which Descartes uses skepticism to refute skepticism, and (2) what first principle does this lead him to? (3) Explain why this project was important for Descartes to accomplish.
Your paper will be written at a college level with an introduction, body paragraphs, a conclusion, along with in-text citations/Works Cited page in MLA formatting. Students will follow MLA format as the sole citation and formatting style used in written assignments submitted as part of coursework to the Humanities Department. Remember - any resource that is listed on the Works Cited page must .
· Assignment 3 Creating a Compelling VisionLeaders today must be .docxgerardkortney
· Assignment 3: Creating a Compelling Vision
Leaders today must be able to create a compelling vision for the organization. They also must be able to create an aligned strategy and then execute it. Visions have two parts, the envisioned future and the core values that support that vision of the future. The ability to create a compelling vision is the primary distinction between leadership and management. Leaders need to create a vision that will frame the decisions and behavior of the organization and keep it focused on the future while also delivering on the short-term goals.
To learn more about organizational vision statements, do an Internet search and review various vision statements.
In this assignment, you will consider yourself as a leader of an organization and write a vision statement and supporting values statement.
Select an organization of choice. This could be an organization that you are familiar with, or a fictitious organization. Then, respond to the following:
· Provide the name and description of the organization. In the description, be sure to include the purpose of the organization, the products or services it provides, and the description of its customer base.
· Describe the core values of the organization. Why are these specific values important to the organization?
· Describe the benefits and purpose for an organizational vision statement.
· Develop a vision statement for this organization. When developing a vision statement, be mindful of the module readings and lecture materials.
· In the vision statement, be sure to communicate the future goals and aspirations of the organization.
· Once you have developed the vision statement, describe how you would communicate the statement to the organizational stakeholders, that is, the owners, employees, vendors, and customers.
· How would you incorporate the communication of the vision into the new employee on-boarding and ongoing training?
Write your response in approximately 3–5 pages in Microsoft Word. Apply APA standards to citation of sources.
Use the following file naming convention: LastnameFirstInitial_M1_A3.doc. For example, if your name is John Smith, your document will be named SmithJ_M1_A3.doc.
By the due date assigned, deliver your assignment to the Submissions Area.
Assignment 3 Grading Criteria
Maximum Points
Chose and described the organization. The description included the purpose of the organization, the products or services the organization provides, and the description of its customer base.
16
Developed a vision statement for the organization. Ensured to accurately communicate the goals and aspirations of the organization in the vision statement.
24
Ensured that the incorporation and communication strategy for the vision statement is clear, detailed, well thought out and realistic.
28
Evaluated and explained which values are most important to the organization.
24
Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate r.
· Assignment 4
· Week 4 – Assignment: Explain Theoretical Perspectives for Real-life Scenarios
Assignment
Updated
Top of Form
Bottom of Form
For each of the following three scenarios, use a chart format to assess how each traditional theoretical perspective would best explain the situation that a social worker would need to address. You may create your charts in Word or another software program of your choice. An example chart follows the three scenarios.
Scenario 1
You are a hospital social worker who is working with a family whose older adult relative is in end-stage renal failure. There are no advanced directives and the family is conflicted over what the next steps should be.
Scenario 2
You are a caseworker in a drug court. Your client has had three consecutive dirty urine analyses. She is unemployed and has violated her probation order.
Scenario 3
You are a school social worker. A teacher sends her 9-year-old student to you because he reports that he has not eaten in 2 days and there are no adults at home to take care of him.
Chart Example:
Your client, an 11-year-old girl, was removed from home because of parental substance abuse. She is acting out in her foster home, disobeying her foster parents and not following their rules.
Theory
Explanation for Scenario – please respond to the questions below in your explanation
Systems Theory
What systems need to be developed or put in place to support the child? Would Child Protective Services need to become involved? What other systems would support her and a successful outcome for being in foster care?
Generalist Theory
What is the best intervention or therapy to use based on this child’s situation? Given her circumstances, how could you best improve her functioning?
Behavioral Theory
What behaviors are being reinforced? What behaviors are being ignored or punished? What would you suggest to maintain this placement? Would this involve working with the foster parents?
Cognitive Theory
How would you help your client to examine her thinking, emotions, and behavior? What would this entail from a cognitive developmental framework?
Support your assignment with a minimum of three resources.
Length: 3 charts, not including title and reference pages
Your assignment should demonstrate thoughtful consideration of the ideas and concepts presented in the course by providing new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA standards where appropriate. Be sure to adhere to Northcentral University's Academic Integrity Policy.
Assignement 3
State the function of each of the following musculoskeletal system structures: Describe the structures of the musculoskeletal system.
Skeletal muscle
Tendons
Ligaments
Bone
Cartilage
Describe each of the following types of joints:
Ball-and-socket
Hinge
Pivot
Gliding
Saddle
Condyloid
Newspaper Rubric
CATEGORY
4
3
2
1
Headline & Byline & images
16 points
Article has a .
· Assignment 2 Leader ProfileMany argue that the single largest v.docxgerardkortney
· Assignment 2: Leader Profile
Many argue that the single largest variable in organizational success is leadership. Effective leadership can transform an organization and create a positive environment for all stakeholders. In this assignment, you will have the chance to evaluate a leader and identify what makes him/her effective.
Consider all the leaders who have affected your life in some way. Think of people with whom you work—community leaders, a family member, or anyone who has had a direct impact on you.
· Choose one leader you consider to be effective. This can be a leader you are personally aware of, or someone you don’t know, but have observed to be an effective leader. Write a paper addressing the following:
· Explain how this leader has influenced you and why you think he or she is effective.
· Analyze what characteristics or qualities this person possesses that affected you most.
· Rate this leader by using a leadership scorecard. This can be a developed scorecard, or one you develop yourself. If you use a developed scorecard, please be sure to cite the sources of the scorecard. Once you have identified your scorecard, rate your leader. You decide what scores to include (for example, scale of 1–5, 5 being the highest) but be sure to assess the leader holistically across the critical leadership competencies you feel are most important (for example, visioning, empowering, strategy development and communication).
· Critique this individual’s skills against what you have learned about leadership so far in this course. Consider the following:
· How well does he/she meet the practices covered in your required readings?
· How well has he/she adapted to the challenges facing leaders today?
· If you could recommend changes to his/her leadership approach, philosophy, and style, what would you suggest? Why?
· Using the assigned readings, the Argosy University online library resources, and the Internet including general organizational sources like the Wall Street Journal, BusinessWeek, or Harvard Business Review, build a leadership profile of the leader you selected. Include information from personal experiences as well as general postings on the selected leader from Internet sources such as blogs. Be sure to include 2–3 additional resources not already included in the required readings in support of your leadership profile.
Write a 3–5-page paper in Word format. Apply APA standards to citation of sources. Use the following file naming convention: LastnameFirstInitial_M2_A2.doc.
By the due date assigned, deliver your assignment to the Submissions Area.
Assignment 2 Grading Criteria
Maximum Points
Explained how this leader has been influential and why you think the leader is effective showing analysis of the leader’s characteristics or qualities.
16
Analyzed the characteristics or qualities the leader possesses that have affected you most..
16
Rated your leader using a leadership scorecard and supported your rationale for your rating.
32
Criti.
· Assignment 1 Diversity Issues in Treating AddictionThe comple.docxgerardkortney
· Assignment 1: Diversity Issues in Treating Addiction
The complexities of working with diverse populations in treating disorders, such as addictions, require special considerations. Some approaches work better with some populations than with others. For example, Alcoholics Anonymous (AA) programs are spiritually based and focus on a higher power. Some populations have difficulty with these concepts and are averse to participating in such groups.
Select a population—for example, African Americans; Native Americans; or lesbians, gays, or bisexual individuals. Research your topic by using articles from the supplemental readings for this course or from other resources such as the Web, texts, experience, or other journal articles related to diversity issues and addictions.
Write a three- to five-page paper discussing the following:
· Some specific considerations for working with your chosen population in the area of addiction treatment
· Whether your research indicates that 12-step groups work with this population
· Any special problems associated with this population that make acknowledging the addiction and seeking treatment more difficult
· Any language or other barriers that this population faces when seeking treatment
Prepare your paper in Microsoft Word document format. Name your file M4_A1_LastName_Research.doc, and submit it to the Submissions Area by the due date assigned Follow APA guidelines for writing and citing text.
Assignment 1 Grading Criteria
Maximum Points
Discussed some specific considerations for working with your chosen population in the area of addiction.
8
Discussed whether your research indicates that 12-step groups work with your chosen population.
8
Discussed any special problems associated with this population that make acknowledging the addiction and seeking treatment more difficult .
8
Discussed any language or other barriers that this population faces when seeking treatment.
8
Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources, displayed accurate spelling, grammar, and punctuation.
4
Total:
36
· M4 Assignment 2 Discussion
Discussion Topic
Top of Form
Due February 9 at 11:59 PM
Bottom of Form
Assignment 2: Discussion Questions
Your facilitator will guide you in the selection of two of the three discussion questions. Submit your responses to these questions to the appropriate Discussion Area by the due date assigned. Through the end of the module, comment on the responses of others.
All written assignments and responses should follow APA rules for attributing sources.
You will be attempting two discussion questions in this module; each worth 28 points. The total number of points that can be earned for this assignment is 56.
Minority Groups
Many minority groups experience stress secondary to their social surroundings. For example, a family living in poverty may face frequent violence. Limited income makes meeting the day-to-day need.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
2. occasionally has some problems with a lisp. Her parents were
hesitant about Brandy being pulled out of
class, but when she reported she was getting picked on at school
by some classmates, they agreed to the
speech therapy.
At home, she has a supportive family and siblings (younger and
older) with whom she gets along well.
Occasionally she will get into trouble for lying, but most often
feels pretty badly about it once she is caught.
Her father also has a master’s degree with a full-time job, and
she and her siblings attend an after-school
daycare program for a couple hours. She plays with the
neighborhood kids and her siblings; however
sometimes Brandy has communication struggles with others due
to her lisp. She loves sports, and just
finished playing soccer and is set to start t-ball within the next
week or two.
Case study 2:
Brandon is an African-American eight-year-old child in third
grade, who is in danger of having to repeat the
grade. He continues to struggle with being able to concentrate
in class, and says he is “bored” when
students have to just sit and read; sometimes he talks and walks
around the class and other times he draws
pictures and pays no attention at all. He frequently gets sent to
the principal’s office for this behavior, but
does not seem to mind because the principal lets him play and
gives him snacks (as he always complains
about being hungry). Often the principal compliments him on
his artwork.
When his parents were told about his behavior, they were
4. he keeps relating what he reads to his own life situation and
problems. He tends to be alone most of the
time, although he is very curious about people and watches
others interact. Jay has a social immaturity
about him that prevents him from making many friends. If he
complains about not getting along with others,
his father reminds him he is not in school to socialize but to
succeed in life.
He feels like he does not fit in anywhere at the school because
his few acquaintances are not in the
accelerated honors program. This adds to the stress at home
because he has no outlets from the constant
pressure and criticism from his father. He is often reminded that
if his mother were still alive, she’d be a
resource and a buffer from his father.
Recently, he had to volunteer at a local community center as
part of a course assignment, and chose to
work with the local Boys and Girls Club. He enjoyed this so
much that he has decided to continue
volunteering even when the class ends.
Case study 4:
Soo-Kyung (or “Sue”) is a sixteen-year-old Korean student,
with a history of self-harm, drug abuse, and
theft. She has to go to counseling at the school as a condition of
her probation, and to have any chance of
having her record expunged when she is an adult.
Sue is usually shabbily dressed, has bad body odor, is hostile
and refuses to open up or discuss anything
at length with her counselor. She has been seen around school
with one kid and was seen talking to that
5. kid in the hall before she came into your office. You have found
some information in her school file that
apprises you of some pertinent details of her past experiences:
You learn that she had an alcoholic mother,
who was in and out of a series of relationships when Sue was a
child, resulting in frequent moves and a
string of different schools. A period of sexual abuse by one of
her mother’s boyfriends at the age of 14 led
Sue to attempt suicide. Subsequently, she has frequently
inflicted injuries on herself.
She finally moved out of her mother’s house and is living with
an aunt, who although she does not have a
drug problem, works three jobs to provide for Sue and her five
nieces and nephews, and is rarely home.
Sue loves helping out with the kids and likes her aunt. Her aunt
comes to the school occasionally for
parent-teacher conferences, and will ask for suggestions or help,
stating that she is trying to help Sue, but
has limited resources in terms of time and money.
Some ideas were used from Psychology Applied Learning
Scenarios (PALS): A practical introduction to
problem-based learning using vignettes for psychology lecturers
by Lin Norton funded by LTSN
Psychology. “All the materials provided in this pack are free to
use in their original format or can be
adapted, giving acknowledgment to LTSN Psychology.”
When One Is Company and Two Is a Crowd: Why
Some Children Prefer Solitude
6. Robert J. Coplan, Laura L. Ooi, and Gabriella Nocita
Carleton University
ABSTRACT—In this article, we examine research on con-
ceptualizing and assessing individual differences in chil-
dren’s preference for solitude. Social withdrawal is
typically defined as the process whereby a child removes
himself or herself from opportunities for social interaction
with peers. Most research has focused on shy children
(whose retreat into solitude is driven by social fear or anx-
iety), but some children may instead prefer solitary activi-
ties. We aim to clarify the distinction between
unsociability (i.e., a nonfearful affinity for solitude) and
social avoidance (i.e., a preference for solitude driven by
actively avoiding social interaction). We also provide sug-
gestions for further research, drawing on related perspec-
tives from personality and clinical psychology.
KEYWORDS—solitude; social withdrawal; unsociability;
avoidance
The experience of solitude is ubiquitous across life and
research-
ers have examined the causes, consequences, and costs/benefits
of spending time alone (1). One area of focus for developmental
psychologists has been social withdrawal, the process whereby
some children spend more time in solitude than their age mates
because they tend to remove themselves from opportunities to
interact with peers (in contrast with being actively excluded by
peers; 2). Given that the peer group is an important and unique
context for children’s social, emotional, cognitive, and moral
development, children who spend more time alone may lack
interactions with peers that are appropriate for their age (2).
However, social withdrawal itself is a multidimensional con-
7. struct, reflecting different underlying motivational and
emotional
substrates (3). In short, children have different reasons for
choos-
ing solitude—and these in turn apparently yield different
implica-
tions for children’s well-being. The most widely used
theoretical
model (4) identifies three subtypes of social withdrawal, distin-
guished by distinct combinations of children’s social approach
and social avoidance motivations: (a) shyness (high approach,
high
avoidance); (b) unsociability (low approach, low avoidance);
and
(c) social avoidance (low approach, high avoidance).
Most research has focused on shyness, which is characterized
by an internal social approach-avoidance conflict (5). Thus,
although shy children may want to play with others, they with-
draw socially because of heightened fear of social novelty and
social-evaluative concerns. Starting in early childhood, extre-
mely shy children are at increased risk for concurrent and later
adjustment difficulties (2).
In contrast, we know considerably less about children who may
prefer to play alone (most empirical studies on this phenomenon
have been published in the last 5 years). In this article, we
exam-
ine in detail the construct of preference for solitude in
childhood.
In particular, we aim to distinguish between unsociability (a
non-
fearful preference for solitary activities) and social avoidance (a
preference for solitude driven by the direct circumvention of
social interaction). We review research pertaining to the
9. CHILD DEVELOPMENT PERSPECTIVES
conceptually with the long-studied adult personality trait of
introversion (6; see 7, for a recent review). Unsociable children
are described as content to play alone, and as neither desiring
nor fearing peer interaction. Moreover, although they may not
often choose to initiate social exchanges, unsociable children
are also considered capable of engaging in competent social
actions when called upon and would not be expected to actively
reject attractive social bids (8). Accordingly, unsociability is
thought to represent a comparatively benign subtype of social
withdrawal, particularly in early childhood when solitary play
among peers is age normative (9). Consistent with this notion,
in
empirical studies, unsociability has not generally been associ-
ated with socioemotional difficulties in young children (e.g., 5).
Researchers have also speculated that unsociability becomes
increasingly maladaptive among older children, when age-
driven
norms and demands for social interaction might render all forms
of social withdrawal progressively deviant (8). However,
empiri-
cal studies of children at different developmental stages have
not supported this assertion. For example, in one study (10),
unsociable 6- to 8-year-olds did not differ from shy or nonwith-
drawn children in their loneliness, liking of school, or
internaliz-
ing problems. However, unsociable boys (but not girls) were
rated by parents and teachers as having more peer problems
than nonwithdrawn boys. Similarly, in another study (11),
although unsociable 10- and 11-year-olds were excluded more
often by peers than their nonwithdrawn counterparts, they were
10. just as likely to say they had a mutual best friend and their
friendships were just as stable over a school year.
Unsociable 9- to 12-year-olds did not differ significantly from
a nonwithdrawn comparison group in terms of measures of
inter-
nalizing problems such as social anxiety, negative affect, and
symptoms of depression (12). Consistent with these findings,
unsociability among young adolescents (13–14 years) in India
was not significantly associated with social difficulties (i.e.,
exclusion, rejection, victimization) or loneliness after
controlling
for other subtypes of social withdrawal (13). Finally, in another
study, unsociable young adults did not differ significantly from
comparison nonwithdrawn young adults in self-esteem, fear of
negative evaluation, social comparisons, emotional dysregula-
tion, self-harm, and suicidal ideation (14).
In all of these studies of unsociability, a nonfearful preference
for solitude is inferred based on a low social approach motiva-
tion. From a somewhat different perspective, researchers have
also highlighted the increasingly adaptive function of an
affinity
for aloneness1 (i.e., comfort with being alone) in adolescence
(e.g., 15, 16). Affinity for aloneness was associated negatively
with both sociability and extraversion, was related positively to
the desire to spend time alone for self-reflection and concentra-
tion, and was unrelated to indices of internalizing problems.
In this regard, researchers have argued that during adoles-
cence and early adulthood, solitude emerges as a constructive
domain of expertise, with time spent alone becoming critical for
developmental tasks such as individuation and identity forma-
tion (15). In support of this notion, in a larger cross-sectional
study of youth from early adolescence to early adulthood,
youth’s
11. mean-level positive attitudes toward aloneness increased with
age (17).
Another study (18) examined age differences in the implica-
tions of youth’s affinity for aloneness: Whereas young adoles-
cents identified as high in affinity for aloneness reported
lower self-esteem than their peers, older adolescents who pre-
ferred solitude did not differ from the comparison group. Simi-
larly, in another study (19), preference for solitude was
associated with internalizing problems (e.g., anxiety, depres-
sion, emotion dysregulation, low self-esteem) in eighth graders
(13–14 years) but not in twelfth graders (17–18 years). How-
ever, as acknowledged by the authors of this study, the self-
reported measure of “preference for solitude” developed for
the study contained items conceptually related to social avoid-
ance (e.g., “I spend time alone because I want to be alone
more than I want to be with other kids”), a construct we will
discuss in greater detail.
Thus, unsociability, in and of itself, does not appear to grow
increasingly problematic with age. Why? Unsociable children
may have just enough social interactions with peers to curtail
many of the negative concomitants of social isolation (13).
Alter-
natively, although unsociable children may be prone to a some-
what heightened degree of peer exclusion, they do not appear to
be particularly bothered by these experiences (12). Indeed, per-
haps the strongest argument for leaving unsociable children
“alone” is that although unsociable children spend more time
by themselves than their nonwithdrawn counterparts, they do
not report being more lonely.
These findings notwithstanding, the importance of peer inter-
action for children’s development cannot be discounted, and
continued deviation from age-related social norms may come at
a cost for children (2). Although playing alone among peers is
12. relatively common in early childhood (5), in one observational
study, 9- to 12-year-olds engaged in interactions with a peer or
peers more than 90% of the time during recess and lunch (20).
Moreover, the small group of children in this study who
engaged
most frequently in solitary activities also experienced the most
socioemotional difficulties.
Along with developmental effects, researchers may want to
consider the role of gender. For example, shyness appears to
have more negative social implications for boys than for girls
(although these findings vary by age and type of assessment),
perhaps because it violates gender norms related to male social
assertion and dominance (see 21, for a review). A similar effect
has been seen for unsociability, with stronger links between
unsociability and difficulties with peers reported for boys than
for girls (10, 22).
1Although we hesitate to introduce another term into an
already-overcrowded
and complex nomenclature, affinity for aloneness appears to
represent clearly and
succinctly the underlying conceptualization of this construct.
Child Development Perspectives, Volume 9, Number 3, 2015,
Pages 133–137
134 Robert J. Coplan, Laura L. Ooi, and Gabriella Nocita
Researchers should also consider the role of culture. For
example, whereas Western countries may value the desire to
play alone as an autonomous expression of personal choice,
many non-Western cultures emphasize interdependence and
social affiliation. In a collectivistic society like China, unsocia-
13. bility may conflict with cultural norms regarding group orienta-
tion and be viewed as selfish and deviant (23). In recent studies
in Mainland China (24, 25), unsociability was related to socio-
emotional and school difficulties among school-aged children.
Finally, the ways unsociability is operationalized and
assessed vary considerably. Subtle differences in the wording of
items across studies may contribute to differential results. For
example, measures of unsociability in different studies include
items that describe a tolerance for solitude (e.g., “I don’t really
mind spending time alone”), an overt preference for solitude
(e.g., “I want to be alone”), and the lack of social approach
motivations (e.g., “I don’t have a strong need to be with other
kids”; 5, 13, 14, 16). The source of these assessments is also
important: Since unsociability reflects internal states (e.g.,
moti-
vations), parents’ reports may be more appropriate for younger
children and self-reports may be more effective for older chil-
dren. Observations of solitary-passive behaviors (i.e., playing
quietly alone) apparently are insufficient for discriminating
unsociability from other subtypes of social withdrawal (5, 12).
Moreover, researchers disagree on how to measure unsociability
across sources of assessment (22). Improvements in assessment
may come with a more explicit distinction between unsociability
and other reasons children prefer to be alone (i.e., social avoid-
ance).
SOCIAL AVOIDANCE IN CHILDHOOD: “I DON’T WANT
TO PLAY WITH YOU. . .”
The term socially avoidant is used to describe socially with-
drawn children with low social approach and high social avoid-
ance motivations (4). Similar to their unsociable counterparts,
avoidant children are also less prone to initiate interactions with
peers. However, whereas unsociable children appear to be will-
ing and capable of engaging in peer exchanges as warranted
14. (e.g., in response to an attractive social invitation), avoidant
children actively seek to circumvent social interaction (e.g.,
overtly turning down social requests). Although researchers
have
speculated for almost 25 years that avoidant children might be
at the highest risk for the most pervasive socioemotional
difficul-
ties (compared to unsociable and shy children; 4), little was
known about this form of social withdrawal until recently.
The few empirical studies that have assessed social avoidance
suggest that it is a particularly maladaptive form of social with-
drawal. For example, in one study, socially avoidant elementary
school-aged children reported more internalizing problems than
groups of shy, unsociable, and nonwithdrawn children (12).
Sim-
ilarly, in another study, social avoidance in adolescence
uniquely predicted peer exclusion and loneliness, after control-
ling for shyness and unsociability (13). Finally, in another
study,
socially avoidant young adults reported more internalizing prob-
lems and relationship difficulties than their unsociable and non-
withdrawn counterparts, but did not differ significantly from
shy
young adults (14).
These findings leave a basic question unanswered: How does
social avoidance develop? Social avoidance may simply repre-
sent an extreme form of shyness (i.e., social anxiety), whereby
consistent and frequent experiences of fear and anxiety during
social situations eventually extinguish some shy children’s
desire to approach others (26). It has also been suggested that
social avoidance could be an early manifestation of the develop-
ment of depression in childhood (3). Supporting both of these
possibilities, in one study, avoidant children reported greater
15. social anxiety and symptoms of depression than shy and unso-
ciable children (12).
Is social avoidance in childhood a marker of later-developing,
more serious clinical disorders? Extreme shyness in childhood
predicts the development of social anxiety disorder, a debilitat-
ing condition characterized by excessive or persistent fear of
social situations involving unfamiliar others or social
evaluation
(27). Moreover, socially anxious individuals use behavioral
avoidance to cope with distressing social situations (28).
Extreme shyness may also serve as an antecedent of avoidant
personality disorder, a pervasive pattern of social inhibition,
feel-
ings of social inadequacy, and unrealistic standards for personal
behavior (29). This disorder often leads to hypersensitivity
toward negative evaluations from others and a tendency to avoid
interpersonal contact. Individuals with social anxiety and avoi-
dant personality disorder desire social acceptance but avoid
interactions to elude potential rejection or humiliation. Thus,
the desire to avoid negative social outcomes appears to trump
the need to interact with others (30).
Drawing on the clinical literature, we postulate that social
avoidance in childhood could represent an early manifestation
of social anhedonia, the reduced capacity to derive pleasure
from social interactions (31). This indifference toward social
interaction is also characteristic of some personality disorders
(e.g., schizoid personality disorder; 32). Although social
anhedo-
nia has been studied primarily among adults diagnosed with
depression and schizophrenia-spectrum disorders, it may also be
an identifiable personality trait in individuals without psychiat-
ric diagnoses (33). For example, elevated social anhedonia
among undergraduate students has been associated with
increased time alone, greater preference for solitude, and
16. greater
disengagement during social contact (34). The empirical link
between social avoidance and social anhedonia in childhood
remains unexplored.
Negative social experiences may also play a role in the devel-
opment of social avoidance. Shy (anxious-solitary) children who
experience heightened peer exclusion may be prone to develop-
ing later depression (e.g., 35). Relatedly, negative peer experi-
ences appear to exacerbate the association between shyness and
Child Development Perspectives, Volume 9, Number 3, 2015,
Pages 133–137
Preference for Solitude 135
young children’s preference for solitary activities (36). In other
words, poor peer relations may attenuate shy children’s social
approach motivations, leading to social avoidance.
Finally, researchers have conceptualized and measured
social avoidance differently across the few empirical studies.
In some, avoidant children were identified based on combina-
tions of aspects of approach and avoidance (e.g., 12, 37). This
method could be strengthened by adapting more direct mea-
sures of social approach and avoidance from studies of adult
personality (e.g., 38). In other studies, specific items were
added to measures of shyness and unsociability to measure
social avoidance directly (e.g., 13). Assessing avoidance in
this manner could be further strengthened by adapting mea-
sures of relevant constructs from the clinical literature (e.g.,
social anhedonia).
More effective measurement should also help clarify our
17. understanding of the etiology of social avoidance in childhood.
If anything, preliminary results raise the possibility of
equifinali-
ty—with differential developmental pathways leading uniquely
to later social avoidance. We also need to understand the mean-
ing and implications of social avoidance in non-Western cul-
tures. The first study of social avoidance in China suggests
similar negative implications for young children in this culture
(39). However, social avoidance may also have culturally
specific manifestations, such as the phenomenon of hikikomori,
an extreme form of self-imposed social isolation among
Japanese
youth (40).
CONCLUSIONS
Although research on children’s preference for solitude has
advanced, much remains to be done. Aside from measurement
issues, the field needs longitudinal studies to elucidate the etio-
logical pathways more effectively and to explore directly the
implications of solitude at different developmental stages.
Finally, researchers are studying solitude within the context
of an expanding and increasingly connected global social com-
munity (1). The meaning and implications of solitary endeavors
vary considerably across cultural contexts. However, the contin-
ued emergence of technologies intended to connect us more eas-
ily and quickly to social and informational online networks
raises questions about the very nature of what it now means to
be alone.
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