Preventing violence
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The document discusses several strategies for reducing violence: 1) Self-control exercises were found to decrease aggressive behavior by limiting impulses. 2) Yoga increased self-control and reduced stress and aggression in prisoners. 3) Empathy training reduced aggression in children by helping them understand others' perspectives. 4) However, anti-bullying programs were found to be ineffective and may increase victimization. 5) A multi-pronged program addressing empathy, skills, and family issues reduced violence, but only in some communities. Overall sociocultural factors strongly influence the success of intervention programs.
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Respond to at least two colleagues by doing all of the following:
Name first and references after every person
Indicate strengths of their needs assessment plan that will enable the needs assessments to yield support for the program that they want to develop.
Offer suggestions to improve the needs assessment plan in areas such as:
Defining the extent and scope of the need
Obtaining important information about the target population
Identifying issues that might affect the target population’s ability to access the program or services
Instructor wants lay out like this:
Respond to at least two colleagues ( 2 peers posts are provided) by doing all of the following:
Identify strengths of your colleagues’ analyses and areas in which the analyses could be improved.
Your response
Address his or her evaluation of the efficacy and applicability of the evidence-based practice,
Your response
[Evaluate] his or her identification of factors that could support or hinder the implementation of the evidence-based practice,
Your response
And [evaluate] his or her solution for mitigating those factors.
Your response
Offer additional insight to your colleagues by either identifying additional factors that may support or limit implementation of the evidence-based practice or an alternative solution for mitigating one of the limitations that your colleagues identified.
Your response
References
Your response
Peer 1: McKenna Bull
RE: Discussion - Week 8
COLLAPSE
Top of Form
Needs assessments are a form of research conducted to gather information about the needs of a population or a group in a community (Tutty & Rothery, 2010, p. 149). One purpose of a needs assessment is to explore in more depth whether a new program within an organization or agency is needed (Dudley, 2014, p. 117). Key questions of this type of needs assessment may revolve around: (1) whether there are enough prospective clients to warrant this type of program, (2) the different activities or programs that the respondents would be interested in using, priorities for some activities over others, (3) importance of the activities, and (4) times in which this program would be desired and used (Dudley, 2014, p. 117). Potential barriers for the implementation of a new program should also be assessed to ensure the best possible outcome. Some barriers to services could include factors such as: location, costs, potential need for fees, and possible psychological issues related to such things. The following is an assessment of an intensive outpatient program for youth, and a potential need that is currently being unmet.
Post a needs assessment plan for a potential program of your choice that meets a currently unmet need. Describe the unmet need and how current information supports your position that a needs assessment is warranted.
The intensive outpatient program (IOP) at Provo Canyon Behavioral H.
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Program Evaluation
Name __Bob Smith Date _January 26, 2015______________
Program Name _____Program X__________________
1) Please provide a brief overview of the program. (This may be 1-2 sentences.)
Program X is a program which promotes cognitive reconstruction, problem
solving skills and social skills for offenders. The objective in implementing this program
is to change the offenders thinking and in turn change the offender’s behavior in a
positive manner.
2) What, in your opinion, makes this program effective?
The program has multiple qualities which makes it effective. The first of which is
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attempts to affect the offender’s cognitive thinking. This quality of the program seems to
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problem solving skills and social skills. Therefore this program goes directly to the
source of human behavior, cognitive reconstruction.
Another way in which this program is effective is the fact that it focuses on
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solving skills are directly related to crime especially in cases of violent crime. Many
deviant acts could be prevented if individuals had better problem solving skills.
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provide various distractions while the trainers are administering the program. For
instance, if one trainer was attempting to teach a group of fifteen offenders. Let’s say
only five of the fifteen offenders graduated high school and five had a GED or high
school diploma equivalent. The five offenders who do not have a high school education
will probably be very difficult to control and even more so keep their attention. This
could provide for an ineffective learning environment even for those who truly want to
learn. I understand the participants (offenders) will be pre-screened and selected, but it
would be very difficult to avoid the above situation described in every program session.
4) Name one thing you would change about the program.
One thing I would change about Program X would be the selection of offenders
who will attempt to complete the program. The pre-screening process would be very
strict on who can participate in the program. Only offenders who attributed a desire to
better their cognitive reconstruction, problem solving skills and social skills would be
chosen. The reason I would change this is because offenders who do no.
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Case Study: Stephen
Stephen is a young boy with autism who receives most of his education in an inclusive classroom. He speaks in one-and two-word utterances and can say “book,” “food,” “more,” “hi,” and “drink.” However, his main mode of communication is a picture-exchange system.
Although Stephen has demonstrated that he really enjoys group activities, he has lately begun biting his fellow students. In addition, he has begun pinching his teacher during one-on-one instruction. After he engages in one of these behaviors, he yells, “It hurts!” and starts laughing.
A behavior analyst has conducted a structured interview as part of a functional behavior assessment for Stephen. The teacher and parents’ responses indicate that the function of Stephen’s aggressive behaviors is to seek attention. Keeping this information in mind, the analyst needs to directly assess Stephen’s behavior.
Stephen’s general education teacher, Ms. Gonzales, has recorded data regarding the frequency of his behaviors, but with inconsistency as she is the only adult in the classroom. The special education teacher, Mr. Kuchar, has not been able to spend much time in the inclusion classroom to support Stephen and Ms. Gonzales and to observe Stephen’s behavior. Ms. Gonzales has requested a meeting with the Child Study Team to discuss the possibility of changing Stephen’s placement.
Ms. Gonzales frequently communicates with Stephen’s parents and has mentioned a possible placement change to them. Stephen’s parents do not want him to be pulled out of the inclusion classroom even though other students are being hurt. Currently, there are five other students in the inclusion classroom who receive special education services for behavior issues. Stephen’s behaviors are the most severe. Ms. Gonzales does not feel she can effectively meet Stephen’s needs with regards to his behaviors and keep the other students from being hurt.
Mr. Kuchar agrees that Stephen needs to be placed in a different classroom to better fit his needs; however, he has realized that there is inconsistent data collected thus far to support this need. The school principal also agrees with the suggestion of a placement change and has asked Mr. Kuchar to set up a meeting to discuss this with Stephen’s parents.
© 2018 Grand Canyon University. All Rights Reserved.
Part 2: The Technical Elements
Part 2: The Technical Elements
Program Transcript
SANDRA HARRIS: Hi, I'm Dr. Sandra Harris. This assignment requires you to
address technical elements of the strategic plan. The technical elements includes
developing strategic goals, developing strategies for implementing goals,
addressing issues of accountability, describing leading indicators of success,
identifying performance targets, and developing action plans for each year of the
strategic plan. You will find additional instructions for the assignment in the
weekly resource.
© 2016 Laureate Education, Inc. 1
(Week 7) Assignment: Capston.
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Syllabus
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Chapter 2
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Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
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Chapter 6
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Preventing violence
- 2. Learning Outcome HR.3.B - Discuss the relative effectiveness of two strategies for reducing violence.
- 3. Strategy #1: Self-Control Duffy and Finkel (2009) Aim: To investigate whether self-control exercises would decrease aggressive behavior in interpersonal relationships. Method: Had individuals take a survey about their likely reactions to upsetting situations. (Cheating, Insults, etc.) Half then participated in a self-control exercise for two week. (Off hand use, or verbal alterations) Results: Those who practiced self-control were less likely to display aggressive responses on the following survey than the control group. Conclusion: Self-control exercises help limit violent behavior. Critical Thinking?
- 4. Strategy #2: Yoga Bilderbeck et al (2013) Aim: To investigate the impact of Yoga on inmates’ aggressive behaviors. Method: Studied 100 prisoners from 7 U.K. Prisons. Half were assigned to a 10-week Yoga program and the other half were a control. Results/Conclusions: Yoga increased self-control and attentiveness and self-reported less aggressiveness towards other inmates and less stress. Critical Thinking? The Horizon Story - Urban Yoga
- 5. Strategy #3: Empathy Training Feshbach and Feshbach (1982) Aim: To investigate the impact of empathy on childhood violence rates. Method: Trained children (8-12 years old) to imagine how they would feel in other children’s circumstances, to recognize the feelings of others, and to try to share their emotions. Findings/Results: Empathy trained students displayed less aggressive behavior on the playground than the control group. Critical Thinking?
- 6. Strategy #4: Anti-Bullying Programs Jeong and Lee (2013) Aim: To determine if anti-bullying programs are effective in reducing violence. Method: Analyzed results from 7000 students from all 50 states. Findings: Students in schools which employed anti- bullying programs are more likely to experience peer victimization. Conclusion: Anti-bullying programs are ineffective at reducing violence in schools. Critical Thinking? Are Anti-Bullying Programs Working?
- 7. Strategy #5: The Metropolitan Area Child Study Research Group (2007) Overview of program: A Classroom Program: Empathy training and Problem-Solving Skills. Training in Social Skills: Small group sessions with peers focusing on problem solving. Family Counseling: Lessons and family specific discussions on issues.
- 8. The Effectiveness of MACS MACs found that their program was successful in limiting violence to certain subgroups (moderate resource communities) but were ineffective working with low resource communities.
- 9. Evaluation of the MACS Program Geurra et al (2006) If aggression and violence is seen as normal in a community and it pays off (increased attention from authority and peer status) it is likely to continue in spire of intervention programs.
- 10. Anti-Violence Program Proposal Overview In your groups, you will develop a plan designed to help reduce violence in communities around the nation. You can focus on inner city communities, Tualatin, or general communities. Try to develop a plan that would be realistic, effective, and that would meet the needs of the communities that you are focusing on. Be sure to apply psychological concepts as you plan your program. Be prepared to share your program. You may (and likely should) perform outside research in addition to what we have discussed in class. You may focus on issues such as violent crime in inner cities, interpersonal violence, bullying, etc.
- 11. Group Assessment: Anti-Violence Plan Proposal Your group will create a proposal for your program. The proposal must include… 1. An overview of the features of your proposed plan. Provide a Goal Statement, Give your Program a name, and identify your target communities. 2. An explanation about the sociocultural causes of violence and why your plan effectively combats these. 3. An introduction on the impact that violence has on teens living in these communities. Explain how your plan will address these issues and help combat them. 4. An explanation and evaluation of the strategies your program employs to combat violence. 5. Defend why your plan will be effective and realistic.
- 12. An Example Program: Crushers Club Vice News on the Vice News on the Crushers ClubClub Crushers Club Website Is this program effective? If so, what psychological concepts help explain why this program seems to work?
- 13. Group Planning Suggestions Create a Group Brainstorm. Split outside research between members. What format will your group proposal be? Google Slides? Prezi? Video? Posters? Plan your presentation and assign roles in the groups.