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This document provides a list of 16 references related to research on mentoring programs and positive youth development. The references were published between 1952 and 2009 and include journal articles, reports, and books. They examine mentoring approaches and their effectiveness for influencing behaviors, social and emotional development, and drug prevention for adolescents. Key areas explored include characteristics of mentoring relationships, benefits of mentoring, and factors that promote positive youth development through family, school, and community involvement.
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Week 8 6446 Anger, Aggression, and Violence Readings
Week 8 6446
Anger, Aggression, and Violence
Readings
· Duffy, A. L., Penn, S., Nesdale, D., & Zimmer-Gembeck, M. J. (2017). Popularity: Does it magnify associations between popularity prioritization and the bullying and defending behavior of early adolescent boys and girls?.
Social Development
,
26
(2), 263-277.
· Howard, K. A. S., Budge, S. L., & McKay, K. M. (2010). Youth exposed to violence: The role of protective factors.
Journal of Community Psychology
,
38
(1), 63–79.
· Liu, J. (2011). Early health risk factors for violence: Conceptualization, evidence, and implications.
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16
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· Copeland-Linder, N., Lambert, S. F., & Ialongo, N. S. (2010). Community violence, protective factors, and adolescent mental health: A profile analysis.
Journal of Clinical Child and Adolescent Psychology
,
39
(2), 176–186.
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Youth Violence And Juvenile
Justice
,
16
(2), 190-207.
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Media
· Laureate Education (Producer). (2014a).
Aiden Carter reverse timeline
[Interactive media]. Baltimore, MD: Author.
Assignment
Application: Reverse Timeline The Assignment (2–3 pages):
· Select
one
childhood age in Aiden’s timeline. Describe
one
intervention that, if implemented at that age, might have potentially changed the course of events and explain how.
· Select
one
adolescent age in Aiden’s timeline. Describe
one
intervention that, if implemented at that age, might have potentially changed the course of events and explain how.
· Describe
two
parent/guardian interventions that, if implemented, may have potentially changed the course of events and explain how.
· Justify your choice of interventions using the week’s resources and the current literature.
Support your Assignment with specific references to all resources used in its preparation. You are asked to provide a reference list for all resources, including those in the week’s resources for this course.
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Anger, Aggression, and Violence
Readings
· Duffy, A. L., Penn, S., Nesdale, D., & Zimmer-Gembeck, M. J. (2017). Popularity: Does it magnify associations between popularity prioritization and the bullying and defending behavior of early adolescent boys and girls?.
Social Development
,
26
(2), 263-277.
· Howard, K. A. S., Budge, S. L., & McKay, K. M. (2010). Youth exposed to violence: The role of protective factors.
Journal of Community Psychology
,
38
(1), 63–79.
· Liu, J. (2011). Early health risk factors for violence: Conceptualization, evidence, and implications.
Aggression and Violent Behavior
,
16
(1), 63–73.
· Copeland-Linder, N., Lambert, S. F., & Ialongo, N. S. (2010). Community violence, protective factors, and adolescent mental health: A profile analysis.
Journal of Clinical Child and Adolescent Psychology
,
39
(2), 176–186.
· Patchin, J. W., & Hinduja, S. (2018). Deterring Teen Bullying: Assessing the Impact of Perceived Punishment From Police, Schools, and Parents.
Youth Violence And Juvenile
Justice
,
16
(2), 190-207.
· Richardson Jr, J. B., & Vil, C. S. (2016). ‘Rolling dolo’: Desistance from delinquency and negative peer relationships over the early adolescent life-course.
Ethnography
,
17
(1), 47- 71.
Media
· Laureate Education (Producer). (2014a).
Aiden Carter reverse timeline
[Interactive media]. Baltimore, MD: Author.
Assignment
Application: Reverse Timeline The Assignment (2–3 pages):
· Select
one
childhood age in Aiden’s timeline. Describe
one
intervention that, if implemented at that age, might have potentially changed the course of events and explain how.
· Select
one
adolescent age in Aiden’s timeline. Describe
one
intervention that, if implemented at that age, might have potentially changed the course of events and explain how.
· Describe
two
parent/guardian interventions that, if implemented, may have potentially changed the course of events and explain how.
· Justify your choice of interventions using the week’s resources and the current literature.
Support your Assignment with specific references to all resources used in its preparation. You are asked to provide a reference list for all resources, including those in the week’s resources for this course.
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Week 6 Qualitative Research Methods Resources
Week 6
Qualitative Research Methods
Resources
Readings
Yegidis, B. L., Weinbach, R. W., & Myers, L. L. (2018).
Research methods for social workers
(8th ed.). New York, NY: Pearson.
o Chapter 6, “Qualitative Research” (pp. 126-145)
Lietz, C. A., & Zayas, L. E. (2010). Evaluating qualitative research for social work practitioners.
Advances in Social Work
,
11
(2), 188-202. Retrieved
from https://journals.iupui.edu/index.php/advancesinsocialwork/ article/viewFile/589/1790
Plummer, S.-B., Makris, S., & Brocksen S. M. (Eds.). (2014).
Social work case studies: Foundation year.
Baltimore, MD: Laureate International Universities Publishing. [Vital Source e- reader].
o SocialWorkResearch:ProgramEvaluation
Choose Two:
o Browne, D., & Moloney, A. (2002). Contact irregular: A qualitative analysis of the impact of visiting patterns of natural parents on foster placement.
Child and Family Social Work, 7,
35–45.
o Crandall,M.,Senturia,K.,Sullivan,M.,&Shiu- Thornton, S. (2005). Latina survivors of domestic violence: Understanding through qualitative analysis.
Hispanic Health Care International, 3
(3),179–187.
o Jackson,L.A.,Marentette,H.,&McCleave,H. (2000/2001). Teenage moms living in Nova Scotia, Canada: An exploration of influences on their decision to become a mother.
International Quarterly of Community Health Education, 20
(1), 117–138.
o Larios,S.E.,Wright,S.,Jernstrom,A,Lebron,D.,& Sorensen, J. L. (2011). Evidence-based practices, attitudes, and beliefs in substance abuse treatment programs serving American Indians and Alaska Natives: A qualitative study.
Journal of Psychoactive Drugs
,
43
(4), 355–359.
o Luke,N.,&Banerjee,R.(2012).Maltreatedchildren's social understanding and empathy: A preliminary exploration of foster carers' perspectives.
Journal of Child & Family Studies
,
21
(2), 237–246.
© 2017 Laureate Education, Inc. 11 of 16
Week 6
Qualitative Research Methods
o Shek,D.T.L.,Tang,V.M.Y.,&Han,X.Y.(2005). Evaluation of evaluation studies using qualitative methods in the social work literature (1990–2003): Evidence that constitutes a wake-up call.
Research on Social Work Practice, 15
(3), 180–194.
o Venkatesh,S.A.(1997).Thethree-tiermodel:How helping occurs in urban, poor communities.
The Social Service Review, 71
(4), 574–606.
Assignment
Relationship Between Qualitative Analysis and Evidence-Based Practice
2-page paper that addresses the following: Choose two qualitative research studies from this week’s Learning Resources and analyze the relationship between qualitative analysis and evidence-based practice. Consider how the qualitative study contributes to social work practice and how this type of knowledge would fit into building evidence-based practice.
Please not that this is a master level program
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Please cite and include references- Broderick & Blewitt (2015) must.docx
*Please cite and include references- Broderick & Blewitt (2015) must be one of the sources (total of three references in the discussion post)
Consider the following perspective from the Just the Facts Coalition, a group comprised of counselors and other helping professionals who work with adolescent children:
Sexual orientation is not synonymous with sexual activity. Many adolescents as well as adults may identify themselves as lesbian, gay, or bisexual without having had any sexual experience with persons of the same sex. Other young people have had sexual experiences with a person of the same sex but do not consider themselves lesbian, gay, or bisexual. This is particularly relevant during adolescence because experimentation and discovery are normal and common during this developmental period. (American Psychological Association, 2013)
Straight, lesbian, gay, bisexual, transgendered, and questioning—when it comes to sexuality and sexual orientation, what influences individuals the most?
For this Discussion, review this week’s media presentation, “Perspectives: The ‘Tween’ Years,” reflecting on the factors that influence sexuality and sexual orientation during the tween years. Then, complete the post assigned to you by your Instructor.
Discussion A
Post by Day 4
an explanation of the roles that biology, culture, socialization, and age may play in influencing sexuality. Justify your response with references to this week’s Learning Resources and the current literature. Be specific.
References:
Broderick, P. C., & Blewitt, P. (2015).
The life span: Human development for helping professionals
(4th ed.). Upper Saddle River, NJ: Pearson Education.
Chapter 8, “Gender and Peer Relationships: Middle Childhood Through Early Adolescence” (pp. 282-323)
Chapter 9, “Physical, Cognitive, and Identity Development in Adolescence” (pp. 324-367)
Best, D. L. (2009). Another view of the gender-status relation.
Sex Roles, 61
(5/6),341–351.
Retrieved from the Walden Library databases.
Cobb, R. A., Walsh, C. E., & Priest, J. B. (2009). The cognitive-active gender role identification continuum.
Journal of Feminist Family Therapy, 21
(2),77–97.
Retrieved from the Walden Library databases.
Ewing Lee, E. A., & Troop-Gordon, W. (2011). Peer processes and gender role development: Changes in gender atypically related to negative peer treatment and children’s friendships.
Sex Roles, 64
(1/2),90–102.
Retrieved from the Walden Library databases.
Gallor, S. M., & Fassinger, R. E. (2010). Social support, ethnic identity, and sexual identity of lesbians and gay men.
Journal of Gay & Lesbian Social Services, 22
(3)
,
287–315.
Retrieved from the Walden Library databases.
Lev, A. I. (2004).
Transgender emergence: Therapeutic guidelines for working with gender-variant people and their families
. Binghampton, NY: Routledge.
Chapter 3, “Deconstructing Sex and Gender: Thinking Outside the Box” (pp. 79–109)
Retrieved from the W.
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KraftCV15
Dianne Kraft has extensive experience in student affairs, teaching, counseling, and research. She received her Ph.D. in Educational Administration and Human Resource Development from Texas A&M University. Currently, she is the Diversity Education Coordinator at Texas A&M University, where she manages diversity programs and presentations. She has taught courses in psychology, women's studies, education, and medical humanities at several universities. Kraft also has experience in counseling, research, and publishing on topics related to women, aging, identity, and diversity.
OVERVIEWwWrite a 3–4-page assessment in which you use exampl.docx
OVERVIEW
w
Write a 3–4-page assessment in which you use examples and research findings to explain the connections between technology and self-regulation.
The more self-knowledge and self-awareness we have, the more intentional we can be about our behavioral choices and the more we can resolve conflicts between ourselves and the social world.
CONTEXT
Research conducted on the delay of gratification in the 1960s by Walter Mischel and his colleagues attempted to explain the concept of willpower by examining how long preschool children could resist settling for a small, immediately available reward in order to get a larger reward later. Follow-up surveys with the same group found that children who were able to resist for a longer period of time also scored higher on SAT tests, had higher levels of self-worth, and coped better with stress. The study also found that those children who had at first decided to wait and then chose the immediate reward were 30 percent more likely to be overweight by the age of 11 (Mischel, et al., 2011). Some of the ways the children self-regulated their behavior in order to delay gratification to receive a higher reward were to lay their heads down on the table, nap, talk to themselves, and sing.
QUESTIONS TO CONSIDER
To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community.
If you could learn how your thoughts may interfere with your own happiness and success, would you want to know?
RESOURCES
Suggested Resources
The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom.
Library Resources
The following e-books or articles from the Capella University Library are linked directly in this course. It is important to note that some of the articles listed here are fairly old but are considered seminal works in the field of social psychology.
•
Boer, D., & Fischer, R. (2013).
How and when do personal values guide our attitudes and sociality? Explaining cross-cultural variability in attitude–value linkages
.
Psychological Bulletin
,
139
(5), 1113–1147.
•
Burnette, J. L., O'Boyle, E. H., VanEpps, E. M., Pollack, J. M., & Finkel, E. J. (2013).
Mind-sets matter: A meta-analytic review of implicit theories and self-regulation
.
Psychological Bulletin
,
139
(3), 655–701.
•
Casey, B. J., Somerville, L. H., Gotlib, I. H., Ayduk, O., Franklin, N. T., Askren, M. K., & . . . Shoda, Y. (2011).
Behavioral and neural correlates of delay of gratification 40 years later
.
Proc Natl Acad Sci U S A
,
108
(36), 14998–15003.
•
Crabb, P. B. (2003).
Technology and self-regulation: The case of alarm clock use
.
Social Behavior and Personality
,
31
(4), 343–348.
•
Hu, H., & Driscoll, M. P. (2.
Discussion 1 Attachment TheoryThe adolescent stage can be d.docx
Discussion 1: Attachment Theory
The adolescent stage can be described as a time where there is a loss of innocence and a preentry into adulthood. A large part of being an adolescent is beginning that process of stepping out into the world and learning about oneself as a unique and autonomous individual. This movement out into the world is contingent upon the knowledge that this young person will have a safe and secure home to return to at the end of the day. If a traumatic loss or event has occurred in the adolescent’s life, there may be no safe base to which this individual can return. Attachment theory teaches us that a young person’s ability to attach/engage with peers, family, and other potential support systems is an important aspect of the developmental process. During the adolescent stage of development, assessing attachment styles is important because it provides a window into how the adolescent relates to others, which allows the clinician to choose the appropriate intervention.
For this Discussion, choose either the program case study for the Bradley family or the course-specific case study for Brady.
Post
an application of the attachment theory to the case of either Tiffani or Brady. Discuss the connection between his or her attachment style and the exhibiting behavior.
References (use 2 or more)
Gutiérrez, L., Oh, H. J., & Gillmore, M. R. (2000). Toward an understanding of (em)power(ment) for HIV/AIDS prevention with adolescent women.
Sex Roles, 42
(7–8), 581–611.
Springer, D. W., & Powell, T. M. (2013). Assessment of adolescents. In M. J. Holosko, C. N. Dulmus, & K. M. Sowers (Eds.),
Social work practice with individuals and families: Evidence-informed assessments and interventions
(pp. 71–95). Hoboken, NJ: Wiley.
Plummer, S.-B., Makris, S., & Brocksen, S. M. (Eds.). (2014a).
Sessions: case histories
. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].
The Bradley Family (pp. 17–19)
Plummer, S.-B., Makris, S., & Brocksen, S. M. (Eds.). (2014b).
Social work case studies: Concentration year
. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].
Working With Families: The Case of Brady (pp. 26–28)
Discussion 2: Developmental Stages
Understanding an adolescent’s behavior can be at times elusive and even frustrating. Due to the multiple aspects of the developmental tasks during these years, it can be at times quite challenging to clearly define the issue(s) at hand. Assessment during this stage will include an evaluation of whether an adolescent’s actions are indicative of unhealthy behavior or merely representative of being an adolescent. A comprehensive assessment that includes an evaluation of the client’s developmental stage is a priority when working with this age group.
For this Discussion, choose the opposite case from Discussion 1 and use Erikson’s developmental theory.
Post
an assessment of whether the client is maste ...
Maximize Your Impact - Thomson Reuters
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Week 6 Qualitative Research Methods Resources
Week 6
Qualitative Research Methods
Resources
Readings
Yegidis, B. L., Weinbach, R. W., & Myers, L. L. (2018).
Research methods for social workers
(8th ed.). New York, NY: Pearson.
o Chapter 6, “Qualitative Research” (pp. 126-145)
Lietz, C. A., & Zayas, L. E. (2010). Evaluating qualitative research for social work practitioners.
Advances in Social Work
,
11
(2), 188-202. Retrieved
from https://journals.iupui.edu/index.php/advancesinsocialwork/ article/viewFile/589/1790
Plummer, S.-B., Makris, S., & Brocksen S. M. (Eds.). (2014).
Social work case studies: Foundation year.
Baltimore, MD: Laureate International Universities Publishing. [Vital Source e- reader].
o SocialWorkResearch:ProgramEvaluation
Choose Two:
o Browne, D., & Moloney, A. (2002). Contact irregular: A qualitative analysis of the impact of visiting patterns of natural parents on foster placement.
Child and Family Social Work, 7,
35–45.
o Crandall,M.,Senturia,K.,Sullivan,M.,&Shiu- Thornton, S. (2005). Latina survivors of domestic violence: Understanding through qualitative analysis.
Hispanic Health Care International, 3
(3),179–187.
o Jackson,L.A.,Marentette,H.,&McCleave,H. (2000/2001). Teenage moms living in Nova Scotia, Canada: An exploration of influences on their decision to become a mother.
International Quarterly of Community Health Education, 20
(1), 117–138.
o Larios,S.E.,Wright,S.,Jernstrom,A,Lebron,D.,& Sorensen, J. L. (2011). Evidence-based practices, attitudes, and beliefs in substance abuse treatment programs serving American Indians and Alaska Natives: A qualitative study.
Journal of Psychoactive Drugs
,
43
(4), 355–359.
o Luke,N.,&Banerjee,R.(2012).Maltreatedchildren's social understanding and empathy: A preliminary exploration of foster carers' perspectives.
Journal of Child & Family Studies
,
21
(2), 237–246.
© 2017 Laureate Education, Inc. 11 of 16
Week 6
Qualitative Research Methods
o Shek,D.T.L.,Tang,V.M.Y.,&Han,X.Y.(2005). Evaluation of evaluation studies using qualitative methods in the social work literature (1990–2003): Evidence that constitutes a wake-up call.
Research on Social Work Practice, 15
(3), 180–194.
o Venkatesh,S.A.(1997).Thethree-tiermodel:How helping occurs in urban, poor communities.
The Social Service Review, 71
(4), 574–606.
Assignment
Relationship Between Qualitative Analysis and Evidence-Based Practice
2-page paper that addresses the following: Choose two qualitative research studies from this week’s Learning Resources and analyze the relationship between qualitative analysis and evidence-based practice. Consider how the qualitative study contributes to social work practice and how this type of knowledge would fit into building evidence-based practice.
Please not that this is a master level program
...
Please cite and include references- Broderick & Blewitt (2015) must.docx
*Please cite and include references- Broderick & Blewitt (2015) must be one of the sources (total of three references in the discussion post)
Consider the following perspective from the Just the Facts Coalition, a group comprised of counselors and other helping professionals who work with adolescent children:
Sexual orientation is not synonymous with sexual activity. Many adolescents as well as adults may identify themselves as lesbian, gay, or bisexual without having had any sexual experience with persons of the same sex. Other young people have had sexual experiences with a person of the same sex but do not consider themselves lesbian, gay, or bisexual. This is particularly relevant during adolescence because experimentation and discovery are normal and common during this developmental period. (American Psychological Association, 2013)
Straight, lesbian, gay, bisexual, transgendered, and questioning—when it comes to sexuality and sexual orientation, what influences individuals the most?
For this Discussion, review this week’s media presentation, “Perspectives: The ‘Tween’ Years,” reflecting on the factors that influence sexuality and sexual orientation during the tween years. Then, complete the post assigned to you by your Instructor.
Discussion A
Post by Day 4
an explanation of the roles that biology, culture, socialization, and age may play in influencing sexuality. Justify your response with references to this week’s Learning Resources and the current literature. Be specific.
References:
Broderick, P. C., & Blewitt, P. (2015).
The life span: Human development for helping professionals
(4th ed.). Upper Saddle River, NJ: Pearson Education.
Chapter 8, “Gender and Peer Relationships: Middle Childhood Through Early Adolescence” (pp. 282-323)
Chapter 9, “Physical, Cognitive, and Identity Development in Adolescence” (pp. 324-367)
Best, D. L. (2009). Another view of the gender-status relation.
Sex Roles, 61
(5/6),341–351.
Retrieved from the Walden Library databases.
Cobb, R. A., Walsh, C. E., & Priest, J. B. (2009). The cognitive-active gender role identification continuum.
Journal of Feminist Family Therapy, 21
(2),77–97.
Retrieved from the Walden Library databases.
Ewing Lee, E. A., & Troop-Gordon, W. (2011). Peer processes and gender role development: Changes in gender atypically related to negative peer treatment and children’s friendships.
Sex Roles, 64
(1/2),90–102.
Retrieved from the Walden Library databases.
Gallor, S. M., & Fassinger, R. E. (2010). Social support, ethnic identity, and sexual identity of lesbians and gay men.
Journal of Gay & Lesbian Social Services, 22
(3)
,
287–315.
Retrieved from the Walden Library databases.
Lev, A. I. (2004).
Transgender emergence: Therapeutic guidelines for working with gender-variant people and their families
. Binghampton, NY: Routledge.
Chapter 3, “Deconstructing Sex and Gender: Thinking Outside the Box” (pp. 79–109)
Retrieved from the W.
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KraftCV15
Dianne Kraft has extensive experience in student affairs, teaching, counseling, and research. She received her Ph.D. in Educational Administration and Human Resource Development from Texas A&M University. Currently, she is the Diversity Education Coordinator at Texas A&M University, where she manages diversity programs and presentations. She has taught courses in psychology, women's studies, education, and medical humanities at several universities. Kraft also has experience in counseling, research, and publishing on topics related to women, aging, identity, and diversity.
OVERVIEWwWrite a 3–4-page assessment in which you use exampl.docx
OVERVIEW
w
Write a 3–4-page assessment in which you use examples and research findings to explain the connections between technology and self-regulation.
The more self-knowledge and self-awareness we have, the more intentional we can be about our behavioral choices and the more we can resolve conflicts between ourselves and the social world.
CONTEXT
Research conducted on the delay of gratification in the 1960s by Walter Mischel and his colleagues attempted to explain the concept of willpower by examining how long preschool children could resist settling for a small, immediately available reward in order to get a larger reward later. Follow-up surveys with the same group found that children who were able to resist for a longer period of time also scored higher on SAT tests, had higher levels of self-worth, and coped better with stress. The study also found that those children who had at first decided to wait and then chose the immediate reward were 30 percent more likely to be overweight by the age of 11 (Mischel, et al., 2011). Some of the ways the children self-regulated their behavior in order to delay gratification to receive a higher reward were to lay their heads down on the table, nap, talk to themselves, and sing.
QUESTIONS TO CONSIDER
To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community.
If you could learn how your thoughts may interfere with your own happiness and success, would you want to know?
RESOURCES
Suggested Resources
The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom.
Library Resources
The following e-books or articles from the Capella University Library are linked directly in this course. It is important to note that some of the articles listed here are fairly old but are considered seminal works in the field of social psychology.
•
Boer, D., & Fischer, R. (2013).
How and when do personal values guide our attitudes and sociality? Explaining cross-cultural variability in attitude–value linkages
.
Psychological Bulletin
,
139
(5), 1113–1147.
•
Burnette, J. L., O'Boyle, E. H., VanEpps, E. M., Pollack, J. M., & Finkel, E. J. (2013).
Mind-sets matter: A meta-analytic review of implicit theories and self-regulation
.
Psychological Bulletin
,
139
(3), 655–701.
•
Casey, B. J., Somerville, L. H., Gotlib, I. H., Ayduk, O., Franklin, N. T., Askren, M. K., & . . . Shoda, Y. (2011).
Behavioral and neural correlates of delay of gratification 40 years later
.
Proc Natl Acad Sci U S A
,
108
(36), 14998–15003.
•
Crabb, P. B. (2003).
Technology and self-regulation: The case of alarm clock use
.
Social Behavior and Personality
,
31
(4), 343–348.
•
Hu, H., & Driscoll, M. P. (2.
Discussion 1 Attachment TheoryThe adolescent stage can be d.docx
Discussion 1: Attachment Theory
The adolescent stage can be described as a time where there is a loss of innocence and a preentry into adulthood. A large part of being an adolescent is beginning that process of stepping out into the world and learning about oneself as a unique and autonomous individual. This movement out into the world is contingent upon the knowledge that this young person will have a safe and secure home to return to at the end of the day. If a traumatic loss or event has occurred in the adolescent’s life, there may be no safe base to which this individual can return. Attachment theory teaches us that a young person’s ability to attach/engage with peers, family, and other potential support systems is an important aspect of the developmental process. During the adolescent stage of development, assessing attachment styles is important because it provides a window into how the adolescent relates to others, which allows the clinician to choose the appropriate intervention.
For this Discussion, choose either the program case study for the Bradley family or the course-specific case study for Brady.
Post
an application of the attachment theory to the case of either Tiffani or Brady. Discuss the connection between his or her attachment style and the exhibiting behavior.
References (use 2 or more)
Gutiérrez, L., Oh, H. J., & Gillmore, M. R. (2000). Toward an understanding of (em)power(ment) for HIV/AIDS prevention with adolescent women.
Sex Roles, 42
(7–8), 581–611.
Springer, D. W., & Powell, T. M. (2013). Assessment of adolescents. In M. J. Holosko, C. N. Dulmus, & K. M. Sowers (Eds.),
Social work practice with individuals and families: Evidence-informed assessments and interventions
(pp. 71–95). Hoboken, NJ: Wiley.
Plummer, S.-B., Makris, S., & Brocksen, S. M. (Eds.). (2014a).
Sessions: case histories
. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].
The Bradley Family (pp. 17–19)
Plummer, S.-B., Makris, S., & Brocksen, S. M. (Eds.). (2014b).
Social work case studies: Concentration year
. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].
Working With Families: The Case of Brady (pp. 26–28)
Discussion 2: Developmental Stages
Understanding an adolescent’s behavior can be at times elusive and even frustrating. Due to the multiple aspects of the developmental tasks during these years, it can be at times quite challenging to clearly define the issue(s) at hand. Assessment during this stage will include an evaluation of whether an adolescent’s actions are indicative of unhealthy behavior or merely representative of being an adolescent. A comprehensive assessment that includes an evaluation of the client’s developmental stage is a priority when working with this age group.
For this Discussion, choose the opposite case from Discussion 1 and use Erikson’s developmental theory.
Post
an assessment of whether the client is maste ...
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Discussion 1 Attachment TheoryThe adolescent stage can be d.docx
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আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
A Strategic Approach: GenAI in Education
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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References
- 1. References: Research to Practice Andrea S Taylor, PhD/ Director of Training. The Intergenerational Center/Temple University October 25, 2010 Aseltine, R. H. J., Dupre, M., & Lamlein, P. (2000). Mentoring as a drug prevention strategy: An evaluation of Across Ages. Adolescent & Family Health, 1, 11-20. Beier, S.R., Rosenfeld, W.D., Spitalny, K.C., Zansky, S.M. and Bontempo, A.N. (2000). The potential role of an adult mentor in influencing high risk behaviors in adolescents. Archives of Pediatric Adolescent Medicine. Vol. 154 327-331. DuBois, D. L., Holloway, B.E., Cooper, H. and Valentine, J.C. (2002). “Effectiveness of mentoring programs for youth: A meta-analytic review,” American Journal of Community Psychology. 30(2), 157-197. Elements of Effective Practice: (2009) 3rd Edition. MENTOR/National Mentoring Partnership. Alexandria, VA Lerner, R.M. (2005). Promoting positive youth development: Theoretical and empirical bases. White paper prepared for the Workshop on the Science of Adolescent Health and Development, National Research Council/Institute of Medicine, Washington, DC: National Academies of Science. DuBois, D.L., & Neville H.A., (1997). Youth mentoring: Investigation of relationship characteristics and perceived benefits. Journal of Community Psychology. Vol.25. No.3, 227-234 Grossman, J.B. and Gary, A. (1997) as cited in Jones-Brown, D.D.; Henriques,Z.W. Promises and pitfalls of mentoring as a juvenile justice strategy. Social Justice Winter 1997,v24 p212-222). Herrera C., Grossman, J.B., Kauh, T.J., Feldman, A.F. & McMaken, J. with Jucovy, L.Z.(2007) Big Brothers/Big Sisters school-based mentoring impact study. Philadelphia. Public/Private Ventures. Larson, R. (2006). Positive youth development, willful adolescents and mentoring. Journal of Community Psychology. 34, 677-689.
- 2. LoSciuto, L., Rajala, A. K., Townsend, T. N., & Taylor, A. S. (1996). An outcome evaluation of Across Ages: An intergenerational mentoring approach to drug prevention. Journal of Adolescent Research, 11, 116-129. Rhodes, J.E. Spencer, R., Keller T.E., Liang, B. & Noam G, (2006). A model for the influence of mentoring relationships on youth development. Journal of Community Psychology. 34,691-707. Spencer, R. (2006). Understanding the mentoring process between adolescents and adults. Youth Society. 37,287-315 Taylor, A. S. LoSciuto L., Fox, M., Hilbert, S.M. & Sonkowsky M., (1999). The mentoring factor. Evaluation of the Across Ages intergenerational approach to drug prevention. Child and YouthServices. 20(1/2), 77-99. Theokas C. , & Lerner R.M., (2006). Promoting positive youth development in adolescence: The role of ecological assets in families, schools and neighborhoods. Applied Developmental Science. 10(2), 61-74. Tierney, J.T., Grossman, J.B. and Resch, N. (1995). Making a difference: An impact study. Philadelphia, PA: Public/Private Ventures. Walker, G. (2007). Mentoring, Policy and Politics. Public/Private Ventures. Philadelphia, PA. White, E.B.(1952). Charlotte’s Web. Harper & Brothers. New York