Reflect on your experience so far in starting the Group Wiki Pr.docx
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Reflect on your experience so far in starting the Group Wiki Project. Describe how your group initiated contact and your level of comfort in working on a project with a group online. Discuss the advantages and disadvantages of completing this project as a group. Group Process Assignments should integrate course concepts related to group process. Assignments should demonstrate critical thought when applying course material to your group experience. Support ideas in your Assignment with APA citations from this week's required resources. Holosko, M. J., Dulmus, C. N., & Sowers, K. M. (2013). Social work practice with individuals and families: Evidence-informed assessments and interventions . Hoboken, NJ: John Wiley & Sons, Inc. Chapter 10, “Intervention With Families” (pp. 265–294) Saltzman, W. R. (2016). The FOCUS Family Resilience Program: An innovative family intervention for trauma and loss. Family process , 55 (4), 647-659 Wheeler, D. P., & Bragin, M. (2007). Bringing it all back home: Social work and the challenge of returning veterans. Health & Social Work , 32 (4), 297–300. Mullen, E. J., Bledsoe, S. E., & Bellamy, J. L. (2008). Implementing evidence-based social work practice. Research on Social Work Practice , 18 (4), 325–338. By Day 7 Submit your Assignment (2page .
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1 Quantitative Analysis Project Assignment Overvi
1
Quantitative Analysis Project:
Assignment Overview
Social support is critical to the well-being of children and adolescents (Hughes, 2011).
Positive relationships with others promote health, self-esteem and prosocial behavior (Cohen,
Gottlieb, & Underwood, 2000). Additionally, socially supportive relationships can buffer the
harmful effects of stressful life events, such as an illness, conflict, or parental divorce. The home
and school contexts are the two primary sources of support for most children (Harter, 2012).
Unfortunately, many children do not receive the support they need from these sources
(Zelkowitz, 1987). Given the importance of social support, researchers are currently exploring
other potential sources of support in the broader community. The purpose of this study is to
explore the church as one such potential source of positive relationships, love and affirmation for
children by studying the effects of a relationship-based children’s ministry model.
Background
Every Generation Ministries (EGM) is an international non-profit organization that trains
and resources church children’s workers on six different continents. The churches in many of the
countries where EGM works lack a cohesive model for children’s ministry and tend to follow
cultural norms when ministering to children. For example, churches in Eastern Europe, which are
part of the former Soviet Bloc, are more likely to provide lecture-based instruction focused on
memorization with little opportunity for interaction or relationship-building. EGM develops
national ministry teams which provide leadership development programs and Bible teaching
resources for children’s workers in local churches.
The ministry model is focused on spiritually transforming children through innovative
instructional experiences, positive relationships with adults and peers, small group discussion,
2
and application opportunities. These pedagogical features are theorized to promote social support
transmission. Prior literature in the school context has found that positive student relationships
with adults and peers can be promoted through smaller learning communities (McNeely et al.,
2002) and the explicit teaching of prosocial behavior (Osterman, 2000), both of which are
meaningful components of the EGM model. Furthermore, child-centered teaching, comparable to
the child-focused elements of the EGM ministry model, have been associated with a greater
sense of classroom community in public schools (Solomon et al., 1996).
The Present Study
In order to evaluate whether it is accomplishing its mission, EGM initiated the Crucible
Project. The Crucible Project is an effort to apply behavioral science research methods to
evaluate and improve the ministry. In a pilot study conducted in Chile, a partner church collected
survey data from the children in its children’s program before and after receiving training and
resourc ...
Each response needs to be ½ page or more with one reference
***Each response needs to be ½ page or more with one reference***
RESPONSE 1
Respond
to two colleagues who presented a different strength and/or solution in analyzing one of the levels of practice.
Colleague 1:
Kevin
Micro-Level
practice focuses on personal interaction with the client on an individual level or with a couple or family. The intervention of micro social work effects change on an individual basis and involves working closely with clients to support them through their challenges while maintaining the client’s self-determination (NASW, 2017).
Mezzo-Level
intervention entails bringing people together who are not as intimate as a couple or group of family members but might mutually build and benefit from this social or resource network (Holosko, Dulmus & Sowers, 2012). It might directly change the system that is affecting a client, such as a classroom or neighborhood group. Mezzo work may include group therapy counseling, self-help groups or neighborhood community associations (NASW, 2017).
Macro-Level
practice focuses on systemic issues. It might include creating and maintaining a network of service providers in order to establish a continuum of care. Macro-level intervention can intersect with the political realm by creating and lobbying for policy changes. The planning, implementation, and maintenance of social programs are also processes which macro-scale approach is applicable. Coordinating multiple services and policy work offers an opportunity to address several overlapping social problems (NASW, 2017).
Explain how you would assess Paula Cortez’s situation applying the micro-level of social work practice and specifically identify two strengths and/or solutions in this level
The student understands the essential concepts of Paula’s self-determination. Nevertheless, a micro-level approach could assist her through counseling, empathy, active listening, goal setting and building rapport with her to produce a healthy therapeutic relationship (Arendt, 2017). The directive for recognizing and focusing on Paula’s strengths is crucial to the committed client empowerment and fulfillment. Paula’s resilience was drawn from her cultural background that played a part in her independence especially from mainstream medicine. Also, Paula’s strengths were exhibited in her uniqueness in teaching herself how to paint with her non-dominant hand and her ability to gather professionals together to work with her (Cowger, 1994).
Describe how you would assess Paula Cortez’s situation applying the mezzo-level of social work practice and specifically identify two strengths and/or solutions in this level
The student would be non-judgmental and resourceful and use the mezzo-level approach when it comes to connecting Paula with the right referrals to assist her with preparation for the pregnancy (Plummer, Makris & Brocksen, 2014).The psychiatrist also was a supportive example of a mezzo interaction regarding Paula’s well-being during her pr ...
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The document summarizes evidence-based practices for early intervention that are centered around family routines and the family environment. It discusses several practices including using ecomaps to understand family supports, conducting routines-based interviews to develop functional child goals, having a primary service provider for each family, and using checklists to provide feedback on implementation with fidelity. The research evidence shows that practices like these that focus on the family and child's participation in daily activities can improve child outcomes and family well-being.
Week 5 Once you have a fairly narrow research question and
Week 5
Once you have a fairly narrow research question and have conducted a thorough literature review, the next step is to turn your attention to the research design. The research design is simply a plan for how you will conduct your research, as it informs each step of the research process. In addition to research design, you are introduced to the concepts of internal and external validity and generalizability. During the latter half of the week, you focus on a particular instrument of measurement: the pretest and posttest. Capturing information from research study participants both before and after a particular event can yield priceless data.
Learning Objectives
Students will:
Classify types of group research designs
Analyze possible study limitations
Analyze relative internal and external validity
Analyze generalizability
Analyze a pretest–posttest in a case study
Evaluate research designs to assess program effectiveness
Analyze potential lessons learned from attrition
Group Research Designs for Social Work Knowledge Development and Practice Evaluation
o Leung,P.,Erich,S.,&Kanenberg,H.(2005).A comparison of family functioning in gay/lesbian, heterosexual and special needs adoptions,
Children and Youth Services Review, 27
(9), 1031–1044.
o Moran, J., & Bussey, M. (2007). Results of an alcohol prevention program with urban American Indian youth.
Child & Adolescent Social Work Journal
,
24
(1), 1–21.
o Pinderhughes,E.E.,Dodge,K.A.,Bates,J.E.,Pettit, G. S., & Zelli, A. (2000). Discipline responses: Influences of parents' socioeconomic status, ethnicity, beliefs about parenting, stress, and cognitive-emotional processes.
Journal of Family Psychology, 14
(3), 380– 400.
o Plummer, S.-B., Makris, S., Brocksen S. (Eds.). (2014). Sessions: Case histories. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e- reader].
▪ The Hernandez Family
Choose One of the Following Articles:
Bauman, S. (2006). Using comparison groups in school counseling research: A primer.
Professional School Counseling
,
9
(5), 357–366.
Retrieved from Walden Library databases.
Kohl, P. L., Kagotho, J., & Dixon, D. (2011). Parenting practices among depressed mothers in the child welfare system.
Social Work Research
,
35
(4), 215–225.
Retrieved from Walden Library databases.
Leung, P., Erich, S., & Kanenberg, H. (2005). A comparison of family functioning in gay/lesbian, heterosexual and special needs adoptions.
Children and Youth Services Review
,
27
(9), 1031–1044.
Retrieved from Walden Library databases.
Moran, J., & Bussey, M. (2007). Results of an alcohol prevention program with urban American Indian youth.
Child & Adolescent Social Work Journal
,
24
(1), 1–21.
Retrieved from Walden Library databases.
Pinderhughes, E. E., Dodge, K. A., Bates, J. E., Pettit, G. S., & Zelli, A. (2000). Discipline responses: Influences of parents' socioeconomic status, ethnicity, beliefs about parenting, stress, a ...
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Week 2 Discussion 2 Counseling RolesList and explain the factors.docx
Week 2 Discussion 2 Counseling Roles
List and explain the factors that play an important role if and how counselors become involved in school, school-community, and overall partnerships. Research indicates certain misperceptions counselors have about their role- why may this be?
INSTRUCTOR GUIDANCE
WEEK 2
*Special thanks to Dr. Patrice Jones for sharing her original guidance in this document.
Last week you learned about how both parents play a crucial role in the child’s education, especially when there is a collaborative relationship between home and school. A 2007 study found that new and experienced teachers who have positive parent relationships report having higher rates of job satisfaction.
Reprinted from Morguefile, by Hotblack, 2010,http://mrg.bz/pDQCu8 (Links to an external site.).
Copyright 2016 by Morguefile.
They also report that students of involved fathers, regardless of their living situation, perform better in school (Jeynes, 2007 as cited in Child Trends, 2013). The Watch DOGS (Dads of Great Students) is one school-based program that encourages male role models to work in a variety of capacities at their child’s school. The seven minute video, Getting Involved at School (Links to an external site.), features the coordinator of the program, the principal, and others discussing the importance of having males active in the school environment.
In addition, going beyond the family to creating partnerships within the community has also been shown to improve students’ academic success. One way to accomplish this is through community schools, a concept developed by the Institute for Educational Leadership in Washington DC. Through this integrated, holistic approach with family, child development and social service support, the community school strategy is already proving its efficacy on student achievement, and dropout and graduation rates (Blank, Jacobson, & Melaville, 2012). Putting together a team that includes the principal, a few teachers, family members, and students is the first step in creating an “Action Team for Partnership” (O’Brien, 2012, p. 2). The purpose of this team is to work with community and business leaders to develop goals for increasing academic achievement, as well as improving student behavior and school climate. Organizations such as National Network of Partnership Schools help schools to get started developing their own Action Plan for Partnership (Links to an external site.) that includes short and long term goals, and activities that guide them towards success.
Week 2 Discussion Guidance
For this first discussion post, Parent Roles, read chapter three in the text before you begin. This chapter will give you better insight on some of the assumptions that are made about parents related to their roles in being involved in schools including how assumptions and perceptions that are made about people become our reality, and how this may impact teaching. Provide some of the assumptions about parents th ...
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1 Quantitative Analysis Project Assignment Overvi
1
Quantitative Analysis Project:
Assignment Overview
Social support is critical to the well-being of children and adolescents (Hughes, 2011).
Positive relationships with others promote health, self-esteem and prosocial behavior (Cohen,
Gottlieb, & Underwood, 2000). Additionally, socially supportive relationships can buffer the
harmful effects of stressful life events, such as an illness, conflict, or parental divorce. The home
and school contexts are the two primary sources of support for most children (Harter, 2012).
Unfortunately, many children do not receive the support they need from these sources
(Zelkowitz, 1987). Given the importance of social support, researchers are currently exploring
other potential sources of support in the broader community. The purpose of this study is to
explore the church as one such potential source of positive relationships, love and affirmation for
children by studying the effects of a relationship-based children’s ministry model.
Background
Every Generation Ministries (EGM) is an international non-profit organization that trains
and resources church children’s workers on six different continents. The churches in many of the
countries where EGM works lack a cohesive model for children’s ministry and tend to follow
cultural norms when ministering to children. For example, churches in Eastern Europe, which are
part of the former Soviet Bloc, are more likely to provide lecture-based instruction focused on
memorization with little opportunity for interaction or relationship-building. EGM develops
national ministry teams which provide leadership development programs and Bible teaching
resources for children’s workers in local churches.
The ministry model is focused on spiritually transforming children through innovative
instructional experiences, positive relationships with adults and peers, small group discussion,
2
and application opportunities. These pedagogical features are theorized to promote social support
transmission. Prior literature in the school context has found that positive student relationships
with adults and peers can be promoted through smaller learning communities (McNeely et al.,
2002) and the explicit teaching of prosocial behavior (Osterman, 2000), both of which are
meaningful components of the EGM model. Furthermore, child-centered teaching, comparable to
the child-focused elements of the EGM ministry model, have been associated with a greater
sense of classroom community in public schools (Solomon et al., 1996).
The Present Study
In order to evaluate whether it is accomplishing its mission, EGM initiated the Crucible
Project. The Crucible Project is an effort to apply behavioral science research methods to
evaluate and improve the ministry. In a pilot study conducted in Chile, a partner church collected
survey data from the children in its children’s program before and after receiving training and
resourc ...
Each response needs to be ½ page or more with one reference
***Each response needs to be ½ page or more with one reference***
RESPONSE 1
Respond
to two colleagues who presented a different strength and/or solution in analyzing one of the levels of practice.
Colleague 1:
Kevin
Micro-Level
practice focuses on personal interaction with the client on an individual level or with a couple or family. The intervention of micro social work effects change on an individual basis and involves working closely with clients to support them through their challenges while maintaining the client’s self-determination (NASW, 2017).
Mezzo-Level
intervention entails bringing people together who are not as intimate as a couple or group of family members but might mutually build and benefit from this social or resource network (Holosko, Dulmus & Sowers, 2012). It might directly change the system that is affecting a client, such as a classroom or neighborhood group. Mezzo work may include group therapy counseling, self-help groups or neighborhood community associations (NASW, 2017).
Macro-Level
practice focuses on systemic issues. It might include creating and maintaining a network of service providers in order to establish a continuum of care. Macro-level intervention can intersect with the political realm by creating and lobbying for policy changes. The planning, implementation, and maintenance of social programs are also processes which macro-scale approach is applicable. Coordinating multiple services and policy work offers an opportunity to address several overlapping social problems (NASW, 2017).
Explain how you would assess Paula Cortez’s situation applying the micro-level of social work practice and specifically identify two strengths and/or solutions in this level
The student understands the essential concepts of Paula’s self-determination. Nevertheless, a micro-level approach could assist her through counseling, empathy, active listening, goal setting and building rapport with her to produce a healthy therapeutic relationship (Arendt, 2017). The directive for recognizing and focusing on Paula’s strengths is crucial to the committed client empowerment and fulfillment. Paula’s resilience was drawn from her cultural background that played a part in her independence especially from mainstream medicine. Also, Paula’s strengths were exhibited in her uniqueness in teaching herself how to paint with her non-dominant hand and her ability to gather professionals together to work with her (Cowger, 1994).
Describe how you would assess Paula Cortez’s situation applying the mezzo-level of social work practice and specifically identify two strengths and/or solutions in this level
The student would be non-judgmental and resourceful and use the mezzo-level approach when it comes to connecting Paula with the right referrals to assist her with preparation for the pregnancy (Plummer, Makris & Brocksen, 2014).The psychiatrist also was a supportive example of a mezzo interaction regarding Paula’s well-being during her pr ...
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Module 1 defines teamwork, the evidence-base of teamwork, and the four modules of TEACH Teamwork.
The TEACH Teamwork Modules are brought to you by the American Psychological Association's Center for Psychology in Schools and Education. For more information please visit www.apa.org
Action Research in a Community of Practice: from Disciplinary Teaching to Sch...
Workshop co-presented with Keith Pond at the Chartered Association of Business Schools #LTSE2017 in Bristol, 25 April 2017. Developed in collaboration with the L'boro SBE Community of Practice founders, Chris WIlson and Alex WIlson.
Evidencia científica: prácticas centradas en la rutina familiar y el entorno ...
The document summarizes evidence-based practices for early intervention that are centered around family routines and the family environment. It discusses several practices including using ecomaps to understand family supports, conducting routines-based interviews to develop functional child goals, having a primary service provider for each family, and using checklists to provide feedback on implementation with fidelity. The research evidence shows that practices like these that focus on the family and child's participation in daily activities can improve child outcomes and family well-being.
Week 5 Once you have a fairly narrow research question and
Week 5
Once you have a fairly narrow research question and have conducted a thorough literature review, the next step is to turn your attention to the research design. The research design is simply a plan for how you will conduct your research, as it informs each step of the research process. In addition to research design, you are introduced to the concepts of internal and external validity and generalizability. During the latter half of the week, you focus on a particular instrument of measurement: the pretest and posttest. Capturing information from research study participants both before and after a particular event can yield priceless data.
Learning Objectives
Students will:
Classify types of group research designs
Analyze possible study limitations
Analyze relative internal and external validity
Analyze generalizability
Analyze a pretest–posttest in a case study
Evaluate research designs to assess program effectiveness
Analyze potential lessons learned from attrition
Group Research Designs for Social Work Knowledge Development and Practice Evaluation
o Leung,P.,Erich,S.,&Kanenberg,H.(2005).A comparison of family functioning in gay/lesbian, heterosexual and special needs adoptions,
Children and Youth Services Review, 27
(9), 1031–1044.
o Moran, J., & Bussey, M. (2007). Results of an alcohol prevention program with urban American Indian youth.
Child & Adolescent Social Work Journal
,
24
(1), 1–21.
o Pinderhughes,E.E.,Dodge,K.A.,Bates,J.E.,Pettit, G. S., & Zelli, A. (2000). Discipline responses: Influences of parents' socioeconomic status, ethnicity, beliefs about parenting, stress, and cognitive-emotional processes.
Journal of Family Psychology, 14
(3), 380– 400.
o Plummer, S.-B., Makris, S., Brocksen S. (Eds.). (2014). Sessions: Case histories. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e- reader].
▪ The Hernandez Family
Choose One of the Following Articles:
Bauman, S. (2006). Using comparison groups in school counseling research: A primer.
Professional School Counseling
,
9
(5), 357–366.
Retrieved from Walden Library databases.
Kohl, P. L., Kagotho, J., & Dixon, D. (2011). Parenting practices among depressed mothers in the child welfare system.
Social Work Research
,
35
(4), 215–225.
Retrieved from Walden Library databases.
Leung, P., Erich, S., & Kanenberg, H. (2005). A comparison of family functioning in gay/lesbian, heterosexual and special needs adoptions.
Children and Youth Services Review
,
27
(9), 1031–1044.
Retrieved from Walden Library databases.
Moran, J., & Bussey, M. (2007). Results of an alcohol prevention program with urban American Indian youth.
Child & Adolescent Social Work Journal
,
24
(1), 1–21.
Retrieved from Walden Library databases.
Pinderhughes, E. E., Dodge, K. A., Bates, J. E., Pettit, G. S., & Zelli, A. (2000). Discipline responses: Influences of parents' socioeconomic status, ethnicity, beliefs about parenting, stress, a ...
Community of Inquiry
The document summarizes research on the Community of Inquiry framework, which examines the elements of effective online learning through teaching, social, and cognitive presence. It provides an overview and discusses findings that teaching and social presence can predict cognitive presence and influence student satisfaction and learning. The research is ongoing to further understand the relationships between the presences and how to advance cognitive presence.
Week 2 Discussion 2 Counseling RolesList and explain the factors.docx
Week 2 Discussion 2 Counseling Roles
List and explain the factors that play an important role if and how counselors become involved in school, school-community, and overall partnerships. Research indicates certain misperceptions counselors have about their role- why may this be?
INSTRUCTOR GUIDANCE
WEEK 2
*Special thanks to Dr. Patrice Jones for sharing her original guidance in this document.
Last week you learned about how both parents play a crucial role in the child’s education, especially when there is a collaborative relationship between home and school. A 2007 study found that new and experienced teachers who have positive parent relationships report having higher rates of job satisfaction.
Reprinted from Morguefile, by Hotblack, 2010,http://mrg.bz/pDQCu8 (Links to an external site.).
Copyright 2016 by Morguefile.
They also report that students of involved fathers, regardless of their living situation, perform better in school (Jeynes, 2007 as cited in Child Trends, 2013). The Watch DOGS (Dads of Great Students) is one school-based program that encourages male role models to work in a variety of capacities at their child’s school. The seven minute video, Getting Involved at School (Links to an external site.), features the coordinator of the program, the principal, and others discussing the importance of having males active in the school environment.
In addition, going beyond the family to creating partnerships within the community has also been shown to improve students’ academic success. One way to accomplish this is through community schools, a concept developed by the Institute for Educational Leadership in Washington DC. Through this integrated, holistic approach with family, child development and social service support, the community school strategy is already proving its efficacy on student achievement, and dropout and graduation rates (Blank, Jacobson, & Melaville, 2012). Putting together a team that includes the principal, a few teachers, family members, and students is the first step in creating an “Action Team for Partnership” (O’Brien, 2012, p. 2). The purpose of this team is to work with community and business leaders to develop goals for increasing academic achievement, as well as improving student behavior and school climate. Organizations such as National Network of Partnership Schools help schools to get started developing their own Action Plan for Partnership (Links to an external site.) that includes short and long term goals, and activities that guide them towards success.
Week 2 Discussion Guidance
For this first discussion post, Parent Roles, read chapter three in the text before you begin. This chapter will give you better insight on some of the assumptions that are made about parents related to their roles in being involved in schools including how assumptions and perceptions that are made about people become our reality, and how this may impact teaching. Provide some of the assumptions about parents th ...
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Question 1 governance modelsDuring this semester, we examined s.docx
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During this semester, we examined several areas of governance and ways in which governance models are applied and regulated by governments and industry
Getting closer to your dissertation, you will need to choose a topic in your first dissertation class, DSRT-736, so it is essential to start preparing. This week, let us take a look at some topics to consider, and by the end of the week, we could have several ideas for dissertation topics
Here are some pointers that will help critically evaluate some viable topics.
• Is the topic attainable for a first-time dissertation student?
• Is the problem rooted in the literature?
• Is the research empirical, i.e., is there a survey, is there an interview guide, has the data been analyzed via some statistical tool?
• Is there a theoretical model or framework discussed?
Discuss the topic, the problem the model has been used in the research, and any present findings.
Do not read the entire dissertation, as the abstract and chapter one introduction should give a clear understanding of the research.
· Provide an outside source (for example, an article from the UC Library) that applies to the topic, along with additional information about the topic or the source (please cite properly in APA)
Question 2: strategic IT planning and strategy
During this session, we looked at several topics on Strategic IT planning and strategy
We examined researchers, models, and issues in the area, and as you get closer to starting your own dissertation, you will need to choose a topic in your first dissertation class DSRT-736, so it is essential to start preparing.
This week, let us take a look at some topics to consider, and by the end of the week, we could have several ideas for dissertation topics.
Here are some pointers that will help critically evaluate some viable topics.
· Is the topic attainable for a first-time dissertation student?
· Is the problem rooted in the literature?
· Is the research empirical, i.e., is there a survey, is there an interview guide, has the data been analyzed via some statistical tool?
· Is there a theoretical model or framework discussed?
Discuss the topic, the problem the model has been used in the research, and any present findings.
Do not read the entire dissertation, as the abstract and chapter one introduction should give a clear understanding of the research.
· Provide an outside source (for example, an article from the UC Library) that applies to the topic, along with additional information about the topic or the source (please cite properly in APA)
A Little Thanks Goes a Long Way:
Explaining Why Gratitude Expressions Motivate Prosocial Behavior
Adam M. Grant
University of Pennsylvania
Francesca Gino
University of North Carolina at Chapel Hill
Although research has established that receiving expressions of gratitude increases prosocial behavior,
little is known about the psychological mechanisms that mediate this effect. We propose that grat.
Back to School: Training Mentors for Effective Relationships within Schools
Back to School: Training Mentors for Effective Relationships within SchoolsCollaborative Mentoring Webinar Series 2012
Presented August 16, 2012 - Part of 2012 Collaborative Mentoring Webinar Series
Education Northwest/National Mentoring Center, Friends For Youth, Indiana Mentoring Partnership, Kansas Mentors, Mass Mentoring Partnership, Mentoring Partnership of Minnesota, Mentor Michigan, Mobius Mentors, Oregon Mentors and other partners are working together in 2012 to deliver this free monthly webinar series for mentoring professionals.
For updates about upcoming webinars, join and follow the Mentoring Forums at http://mentoringforums.educationnorthwest.org.
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TEACH Teamwork provides school-based professionals with an evidence-based, self-guided program on how to work effectively on teams.
Module 1 defines teamwork, the evidence-base of teamwork, and the four modules of TEACH Teamwork.
The TEACH Teamwork Modules are brought to you by the American Psychological Association's Center for Psychology in Schools and Education. For more information please visit www.apa.org
Family Health ServicesBrianna LynnMasters of Social Work, Wa.docx
Family Health Services
Brianna Lynn
Masters of Social Work, Walden University
SOCW-6002-10: Changing Lives
Dr. Brookins
January 03, 2023
Mission Statement and Services Offered
Mission Statement:
“Quality care that has no barriers.”
Services Offered:
Family Health Services provides primary care, dental, case management, psychiatry, counseling, and behavioral health.
Populations served:
Family Health Services serves clients from 5 years old to death.
They serve regardless of income or class thus why their mission statement is “quality care that has no barriers.”
About the Social Worker
Katelyn Miller MSW, LISW-S
Katelyn’s Role at Family Health Services is to provide counseling
to a local school. This is separate from the guidance counselor.
Katelyn will have students come in via appointment while they are
In school, which overcomes the barrier of transportation when it
comes to children getting access to mental health resources.
Social Worker’s Professional History
Work History
Katelyn came to her position at Family Health Services after several different experiences with different agencies. She first worked with hospice care, and then went to community mental health. After her experiences there she went to work with child welfare. After working for a bit in child welfare she became a mother overnight to three children entering the system. She then took a brief break from working in the field so she could navigate motherhood. She then landed at Family Health Services where she is today.
Education History
From a young age Katelyn knew she wanted to be in a field where she could assist those with significant mental health struggles.
Katelyn attended Bluffton University to receive her Bachelors degree in Social Work and continued her education at the University of Tennessee Knoxville where she graduated with a Master of Science in Social Work.
Professional Advancement
Because Katelyn has her LISW-S she has the ability to take on supervisory duties. As her organization grows there is a chance that she could use her credentials to help prepare and teach other Social Workers. She could potentially become the supervisor of the school counseling department at Family Health Services.
Katelyn currently is content with her current standing and has no plans on advancing at the moment. However, she is aware that there are many opportunities for her to grow at Family Health Services.
For professional advancement she also continues her education and does the mandatory thirty hours of CE education to maintain licensure.
Satisfaction and Self Care
Katelyn informed me that she is incredibly satisfied with her job. She referred to herself as a “die-hard social worker” and says she would not want to be anywhere else
For self care she takes baths, meditates, and is very active at her church.
As a word of advice, she told me that I should always know myself, and my boundaries. She said that self care is so important so that you do .
JUST DUE THE JOURNAL FOR THISWEEK…Ashford 6 - Week 5 –DUE JAN.docx
JUST DUE THE JOURNAL FOR THIS
WEEK…
Ashford 6: - Week 5 –DUE JANURARY 9, 2017
Learning Outcomes
This week students will:
1. Analyze the informal curriculum of the family and home environment on young children’s development and learning.
2. Describe how organizations and agencies within a community provide learning opportunities for children and their families, both formally and informally.
3. Generate a list of community resources that support families with young children.
4. Develop strategies to support families in accessing community services, despite physical, economic and other obstacles.
5. Discuss the analysis of data and the impact of findings philosophy and approach to family and community engagement.
Introduction
Students will further explore the learning that occurs in the home and community (also known as the informal curriculum). This week’s discussions center on the impact of the informal curriculum on young children’s physical, cognitive, social and emotional development and learning.
Required Resources
Required Text
1. Scully P., Barbour, C., & Roberts-King, H. (2015). Families, schools, and communities: Building partnerships for educating children (6th ed.). Upper Saddle River, NJ: Pearson Education, Inc.
· Chapter 8: Influences of the Home
· Chapter 9: Community Influences on Children's Development
Discussions
To participate in the following discussions, go to this week's Discussion link in the left navigation.
1. The Informal Curriculum
In the reading assignments this week, we have learned about the informal curriculum that occurs at home and in the community. The lessons children learn outside of school can have positive as well as negative impact. Read Chapter 8 and Chapter 9 of the required text.
Initial post (Due by day 3, Thursday)
Think back to your own childhood and describe at least two lessons you learned at home and two lessons you learned from your larger community/society.
· How did these informal lessons shape you as an adult? Looking back now, do you feel you learned more from school (formal curriculum) or from your family and community (informal curriculum)? Why?
· Connect your reflections to two outside resources, in addition to your text. Use APA 6th edition format for all citations.
Guided Response (Due by Day 7, the following Monday)
Review the posts of several classmates. Respond to at least two classmates by commenting on at least one ways that the text and course materials support your classmates’ reflections on informal and formal curriculum that they did not share in the original post. Respond thoughtfully by asking questions, comparing your own post to your classmates, or sharing new ideas or resources.
Though two replies is the basic expectation, for deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you (including the instructor) before the last day of the discussion. This will further the conversation w ...
Week 1 Assignment Social Support EssaySocial support is an impor.docx
Week 1 Assignment Social Support Essay
Social support is an important concept in schools. Schools are not just charged with academic development, they are charged with aiding emotional and physical development as well. Social support systems aid in this development. As noted in your text (Hjalmarson,Chapter 2), this can be an important aspect of a successful school, such as “Los Pen.”
In a two- to five-page paper (not including the title and reference pages), describe the value of social support through addressing the following:
· Define the term Social Support and explain what relevant scholarly research states about it.
· Describe your personal experiences with social support systems as student and/or teacher.
· Discuss significance of social support in a school setting.
Be sure to include and reference at least three scholarly sources (not including your textbook) properly cited in APA style.
Carefully review the Grading Rubric (Links to an external site.) for the criteria that will be used to evaluate your assignment.
INSTRUCTOR GUIDANCE
WEEK 1
INTRODUCTION
*Special thanks to Dr. Patrice Jones for sharing her original guidance in this document.
Welcome to EDU617: School, Family & Community Partnership. Each week before beginning your assignments and initial discussion board post, it is highly recommended that you review the Instructor Guidance, which serves to supplement the required and recommended readings, videos, and multimedia webpages for each week of material. The Instructor Guidance begins with a theoretical foundation of the weekly learning outcomes, progresses to authentic examples, and then concludes with guidance for the discussion board prompt and completing the weekly assignment. The Instructor Guidance can be used to support your discussion posts, responses, and other required assignments.
Figure 1. Encouragement makes a big difference for all kids. Reprinted from Morguefile, by Pippalou, 2013 http://mrg.bz/MDZTaM.
Copyright 2016 by Morguefile.
Begin this week by thinking about “how important is parent involvement in the teaching and learning process?” Then, take a look at the Harvard Family Research Project (2014), which has published articles and digests on their Family Involvement Research Digest website that address family involvement across all cultures, socioeconomic backgrounds, and grade levels. The overall theme of these studies show a correlation between family-school partnerships and positive student achievement. For example, highlights from African-American and Chinese-American Parent Involvement: The Importance of Race, Class, and Culture (Links to an external site.) indicate that, depending on their cultural background, parents had different levels of home-based involvement. It was recommended that teachers leverage these unique cultural differences to build stronger family and community connections. A summary of the research findings from another article point out that parental involvement serves as ...
Learning ResourcesRequired ReadingsToseland, R. W., & Ri.docx
Learning Resources
Required Readings
Toseland, R. W., & Rivas, R. F. (2017).
An introduction to group work practice
(8th ed.). Boston, MA: Pearson.
Chapter 11, “Task Groups: Foundation Methods” (pp. 336-363)
Chapter 12, “Task Groups: Specialized Methods” (pp. 364–395)
Van Velsor, P. (2009). Task groups in the school setting: Promoting children’s social and emotional learning.
Journal for Specialists in Group Work
,
34
(3), 276–292.
Document:
Group Wiki Project Guidelines (PDF)
Recommended Resources
Holosko, M. J., Dulmus, C. N., & Sowers, K. M. (2013). Social work practice with individuals and families: Evidence-informed assessments and interventions. Hoboken, NJ: John Wiley & Sons, Inc.
Chapter 1 “Assessment of Children”
Chapter 2 “Intervention with Children”
Discussion: Task Groups
Group work is a commonly used method within school settings. Because peer interaction is important in the emotional and social development of children, the task group can serve as a wonderful therapeutic setting and tool; however, many factors should be considered when implementing this type of intervention.
For this Discussion, read the Van Velsor (2009) article.
By Day 3
Post
your understanding of task groups as an intervention for children. Use the model for effective problem solving to compare and contrast (how to identify the problem, develop goals, collect data). How does this model differ from a traditional treatment group? What are the advantages and possible disadvantages of this model? Describe how you might use this model for adults. What populations would most benefit from this model?
.
Task Groups in the School SettingPromoting Children’s Socia.docx
Task Groups in the School Setting:
Promoting Children’s Social and
Emotional Learning
Patricia Van Velsor
San Francisco State University
Through social and emotional learning (SEL), individuals develop skill in
negotiating relationships successfully and expressing emotions appropriately.
The socially and emotionally intelligent child reaps benefits in school and later
life. Counselors are best qualified to promote children’s SEL and the task group
in the classroom provides an excellent opportunity for them to do so. In the task
group, students can learn and practice crucial skills in vivo while they work
together to complete a task. The counselor’s strategic attention to promoting task
completion while facilitating SEL can serve to highlight the benefits of group work
in the school learning environment.
Keywords: schools; social and emotional learning; task groups
Because humans are social beings, they spend a great deal of time
interacting with others and much of that interaction takes place in
groups. As Sonstegard and Bitter (1998) so aptly stated, ‘‘to be human
is to ‘live’ in groups’’ (p. 251). The group (e.g., family, peer) serves as
the ‘‘primary socializing influence’’ in children’s development (Kulic,
Horne, & Dagley, 2004) and the nature of the social environment in
those groups leads children down a path toward either prosocial or
antisocial behavior and beliefs (Hawkins, Smith, & Catalano, 2004).
Children develop social skills and prosocial behaviors through
social and emotional learning (SEL). Although there are various defi-
nitions of SEL, Zins, Bloodworth, Weissberg and Walberg (2007)
define it succinctly as ‘‘the process through which children enhance
their ability to integrate thinking, feeling, and behaving to achieve
important life tasks’’ (p. 6). Five competency areas—self-awareness,
self-management, social awareness, relationship skills, and responsible
Patricia Van Velsor, Ph.D., is an assistant professor in the Department of Counseling at
San Francisco State University. Correspondence concerning this article should be
addressed to Patricia Van Velsor, Department of Counseling, San Francisco State
University, BH 524, 1600 Holloway Avenue, San Francisco, CA 94132. E-mail:
[email protected]
THE JOURNAL FOR SPECIALISTS IN GROUP WORK, Vol. 34 No. 3, September 2009, 276–292
DOI: 10.1080/01933920903033495
# 2009 ASGW
276
decision-making—are basic to negotiating school, work, and life
responsibilities effectively (Collaborative for Academic, Social, and
Emotional Learning, 2000–2009).
Social and emotional intelligence, acquired through SEL, has been
associated with various positive outcomes in school and life. A socially
and emotionally intelligent child is less likely to develop aggressive-
ness, depression, and=or violent behaviors (Poulou, 2005). Children
who develop social and emotional intelligence are also more resistant
to difficulties related to drugs, teen pregnancy, and gangs (Elias et al.,
1997). Moreo.
Week 4 Small Groups
Groups are more than just a collection of individuals. They have structures like norms and roles that influence members. Groups also go through developmental phases from forming to adjourning. Being in a group can impact members by causing conformity, changing performance, and shaping their identity. People join groups both to accomplish tasks and satisfy social and emotional needs.
Week 4 Small Groups
Groups are more than just a collection of individuals. They have structures like norms and roles that influence members. Groups also go through developmental phases from forming to adjourning. Being in a group can impact members by causing conformity, changing performance, and shaping their identity. People join groups both to accomplish tasks and satisfy social and emotional needs.
Consider the following quotation Often times, potential users of r.docx
Consider the following quotation: “Often times, potential users of research knowledge are unconnected to those who do the research, and consequently a huge gap ensues between research knowledge and practice behaviors” (Barwick, M., Boudell, K., Stasiulis, E., Ferguson, H., Blase, K., & Fixsen, D., 2005). Social workers must work to close the gap perceived by the authors of this quote.
In your previous research course, you addressed the concept of evidence-based practice. However, it is important not to fall into a habit of using the term “evidence-based practice” without a clear understanding of its meaning. In particular, it is important to understand what standards of evidence must exist to classify an intervention or a program as evidence based. In this assignment, you are to clarify your understanding of the nature of evidence-based practice and analyze the challenges and opportunities for implementing evidence-based practice in your current social work practice.
To prepare for this Discussion, read the Learning Resources that provide information about different aspects of the evidence-based practice concept. As you read, consider how evidence-based practice or evidence- based programs might be used in a social work agency where you work or where you had a practicum experience.
By Day 3
Post
a description of the distinguishing characteristics of evidenced-based practice. Then provide an evaluation of factors that might support or impede your efforts in adopting evidence-based practice or evidence-based programs.
By Day 5
Respond
to
at least two
colleagues by noting the similarities and differences in the factors that would support or impede your colleague’s implementation of evidence-based practice as noted in his or her post to those that would impact your implementation of evidence-based practice as noted in your original post. Offer a solution for addressing one of the factors that would impede your colleague’s implementation of evidence-based practice.
Required Readings
Document:
Thyer, B. (2010). Introductory principles of social work research. In B. Thyer (Ed.),
The handbook of social work research methods
(2nd ed., pp.1–8). Thousand Oaks, CA: SAGE. (PDF)
Copyright 2010 by Sage Publications, Inc.
Reprinted by permission of Sage Publications, Inc. via the Copyright Clearance Center.
Document:
Cooney, S. M., Huser, C. M., Small, S., & O’Connor, C. (2007). Evidence-based programs: An overview.
What Works, Wisconsin —Research to Practice Series,
(6), 1–8. Retrieved from http://whatworks.uwex.edu/attachment/whatworks_06.pdf (PDF)
Madison, WI: University of Wisconsin Madison/Extension.
Document:
O’Connor, C., Small, S. A., & Cooney, S. M. (2007). Program fidelity and adaptation: Meeting local needs without compromising program effectiveness.
What Works, Wisconsin —Research to Practice Series,
(4), 1–6. Retrieved from http://whatworks.uwex.edu/attachment/whatworks_04.pdf (PDF)
Madison, WI: University of Wisconsi.
Week 1 - Discussion 25353 unread replies.5353 replies.Your i
Week 1 - Discussion 2
5353 unread replies.5353 replies.
Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Refer to the Discussion Forum Grading Rubric under the Settings icon above for guidance on how your discussion will be evaluated.
Assessment in Early Childhood
When using assessments with young children, it is important to make sure that they are being used appropriately and with a specific purpose in mind. The National Association for the Education of Young Children (NAEYC) is an important resource to use as you are making decisions about assessment in early childhood. According to Howard, V. F., & Aiken, E. ( 2015), “NAEYC takes the position that assessment in ECE is not only unique and valuable but also vital to implementing developmentally appropriate practices and the success of individual children, their families, ECE professionals, and ECE programs” (p. 60). Developmentally, young children have distinct needs when it comes to assessment, as the traditional paper/pencil assessment is not appropriate. Therefore, it is important that assessment in early childhood is approached in a developmentally responsive manner, always considering the individual needs of this age group. For this discussion you will reflect on the similarities and differences between assessment with older children and assessment in early childhood, and explore the unique ways in which assessment in early childhood is conducted.
Include the following in your discussion post:
Explain why it is necessary to approach assessment in early childhood differently than assessment with older children.
In what ways are assessments similar, regardless of the age of the children?
In what ways are assessments in early childhood different?
Identify how play-based, project-based, and child-directed learning support the implementation of developmentally appropriate practice in early childhood.
Compare and contrast your personal stance on assessment with that of either NAEYCor the Division for Early Childhood (DEC). In what ways do they align? In what ways do they differ? Use Chapter 2 of the course textbook to support your response.
Determine what, in your opinion, the role of families is in the assessment-learning process. Thinking about the age of children you desire to work with and the unique needs of that age group, how do you envision working with families during the assessment process? Provide specific examples.
Guided Response:
Review several of your peers’ responses. Respond to at least two of your peers by further enhancing their discussion regarding family involvement. Explain why family involvement in early intervention is important. In addition, visit the website
Parent Participation in Early Intervention (Links to an external site.)Links to an external site.
, and recommend at ...
Research questions v bozalek
This was a presentation done at an inter-institutional higher education workshop on developing a research proposal for academics on this course from CPUT, UCT, UWC and Stellenbosch universities. It provides an example of a research project and the sort of questions which were addressed in this project
An Intervention To Improve Motivation For Homework
An intervention study examined whether changing a school's homework program to better meet students' psychological needs would improve student motivation for homework. The study involved 104 male students aged 10-12 who were randomly assigned to intervention and control groups. While there was no overall effect on motivation, the intervention appeared to have a protective effect on motivation quality. The intervention was designed based on self-determination theory to support the needs for autonomy, competence, and relatedness in homework by providing choice, feedback, and opportunities for peer and student-teacher interaction.
Research In Action #8
Hosted by the Mentoring Partnership of Minnesota; Mentoring Across Generations: Engaging Age 50+ Adults as Mentors; featuring Dr. Andrea Taylor, Temple University
Evaluation of online courses
This session will focus on evaluating and improving aspects of teaching, cognitive, and social presence in online courses using the Community of Inquiry framework. Participants will be divided into small groups, each assigned to one of the three presences. The groups will collaborate using a pre-created wiki page to describe course activities and designs that could enhance their assigned presence area. The presenter will then combine the group work into a comprehensive resource after the session concludes. The goal is for participants to gain experience applying the CoI framework to propose practical course improvements.
Facilitating the Adult Learner
This was presented to university faculty of non-traditional learners to provide practical insights and solutions for facilitating the adult learner. Empathy for the adult learner and understanding how they learn effectively was the focus with time set aside to practice facilitation frameworks and develop intentional plans for engaging adult learners that will motivate a learning or growth mindset.
Beyond belonging - building mattering into programme design, Rebecca Hodgson
Much focus is placed on belonging, but arguably what has more impact on student and staff wellbeing is knowing that we matter. 'Mattering' in higher education can be defined as approaches and interventions which show that the university cares, and that students and staff matter as individuals. This practical workshop will use a research-based framework and evidence informed recommendations, providing participants with tools to design and manage
programmes to enhance both student and staff experience.
The Case Study for this week is Building a Coalition, which appear.docx
The Case Study for this week is Building a Coalition, which appears on page 629 of the course text.
Each student is required to analyze this week’s case study and submit a two- to three-page paper addressing the key questions identified below. Remember that all case studies present both too much and too little information. There may be information presented that is not really relevant, and there may be scant information about a key area. This analysis does require interpretation of the information and there is not one right answer. However, you must explain and defend any assumptions you made or conclusions resulting from your analysis with citations from the text or from the case itself. There is no need to research outside sources for this paper.
Your paper
must
include the following labeled sections.
Category
Points
Description
Part I: Group Development
15
Identify and summarize the stages of group development.
Reflecting on the case and textbook material, what stage is the group at now? How could an understanding of the stages of group development have assisted The Woodson Foundation in building a cohesive coalition?
Support your conclusion with evidence from the case and our text.
Part II: Problem Identification
30
Identify key problems.
Identify primary and secondary problems the Woodson Foundation is facing. Identify what the organization should have understood about individual membership in teams in order to have built group processes that were supportive of her groups' goals.
Do not necessarily limit yourself to only team theory here. Plumb any concepts we have covered to date in class if you feel they are relevant.
Part III: Retrospective Evaluation
40
Given that there is no one perfect solution for this situation, identify, describe, and defend two possible solutions to the primary problem(s).
Clearly identify and defend both courses of action. Identify and discuss specific steps needed to implement your selections. Support your selections with evidence from the case, the text, or weekly discussion.
Remember that deciding on a course of action entails envisioning and planning the steps to success. Be sure to identify implementation steps for both possible solutions.
Almost every situation presented with relation to group dynamics and behavior can have multiple avenues for remedy. It is important to develop the ability to critically evaluate more than one alternative and rationally identify pros and cons of each.
Presenting pros and cons for the identified alternative solutions in a table format within the paper is acceptable.
Part IV: Reflection
15
What would you advise as a strategy for managing diversity issues for program leaders?
·
Grading Rubrics
Back to Top
Criteria
Failed to Meet Minimum Standards
Met Minimum Standards
60% = 60 points, D
Satisfactory
70% = 70 points, C
Good
80% = 80 points, B
Superior
90% = 90 points, A
Part I: Group Development
(15 points)
No pro.
Reflection Journal Learning From the CommunityWe often consid.docx
Reflection Journal: Learning From the Community
We often consider how community health nurses can support vulnerable populations. For this self-reflection, consider what unique assets or perspectives vulnerable populations can provide to nurses. Reflect on how you, as a professional nurse, hope to improve individual and social factors that contribute to vulnerability in populations. What public policies may affect these vulnerable populations?
Guidelines for Submission: When writing journal assignments, include evidence-based sources as well as your own reflections on the topic. Use APA formatting for references and in-text citations. Submit journal assignment as a Word document.
.
Reflection Individual Paper – Due according to syllabusThe stude.docx
Reflection Individual Paper – Due according to syllabus
The student will be given a maternity or pediatric disorder that they might have encountered or will encounter in nursing practice. Write a (6)-page paper with references in APA format.
Required elements
Description of the disorder
Priority Nursing Diagnosis and why
Nursing Assessment / Clinical Manifestations
Nursing Plan/ Goals/ Outcomes
Nursing Interventions
Nursing Evaluations
Patient and Family teaching
Conclusion/ Summary
Cites four (4) APA format references (at least 5 years old)
TOTAL
Scene 1
A is on his phone, looking at Twitter and Instagram
B is A’s friend and recently doing social media addiction research.
B comes inside this room
B: Hey A, how’s your day!
A: Great, Look I just found another interesting app called Instagram!
B: Not again! You’re always on your phone!
A: I just downloaded it 3 days ago, it’s fun, you should try it.
B: Did you know
(switch to data information)
that 60% of adolescent’s sleeping patterns are affected by the use of their phones an hour before bed. This can lead to sleep deprivation. The use of social media keeps our brain highly active and therefore it takes longer to get into a deep sleep, which means we don’t get enough sleep for our brains to properly function. Sleep deprivation is one of the key factors to developing depression and can lead to an overall in the quality of an someone’s life.
A: So, if I stop playing on my phone before I sleep then I will be fine? Are there any other negative effects of using social media?
(switch to data information)
B: There are so many more negative effects that social media has on us. Adults spend around 32% of their total work time on social media, and this causes a major reduction in the overall productivity, studies show that it reduces by 13%. A decline in productivity rates can directly affect the profitability of an organisation. Heavy use of social media can also have a negative impact on an individual’s mental health. Heavy users of social media have a 13%-66% higher chance of developing depression. This is a due to low self-esteem and isolation from heavy use of social media, as you are constantly looking and comparing your life to everyone else’s. It also leads to less physical activity and less opportunity to develop real authentic relationships. Do you find that you prefer to communicate with people over social media instead of face to face?
A: Yes I do!
B: The other one of the major risks of using social media is exposure to online abuse from “bullies” or “trolls”. Around one in 13 people in Australian have experienced some kind of online abuse, such as threats of death, rape, sexual assault, and stalking. Race-based abusive language is also common. A portion of these people who were exposed to online abuse had to seek help from a doctor or psychologist which negatively impacts work productivity. As a result, the loss of productivity has estimated to cost the Aust.
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Question 1 governance modelsDuring this semester, we examined s.docx
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During this semester, we examined several areas of governance and ways in which governance models are applied and regulated by governments and industry
Getting closer to your dissertation, you will need to choose a topic in your first dissertation class, DSRT-736, so it is essential to start preparing. This week, let us take a look at some topics to consider, and by the end of the week, we could have several ideas for dissertation topics
Here are some pointers that will help critically evaluate some viable topics.
• Is the topic attainable for a first-time dissertation student?
• Is the problem rooted in the literature?
• Is the research empirical, i.e., is there a survey, is there an interview guide, has the data been analyzed via some statistical tool?
• Is there a theoretical model or framework discussed?
Discuss the topic, the problem the model has been used in the research, and any present findings.
Do not read the entire dissertation, as the abstract and chapter one introduction should give a clear understanding of the research.
· Provide an outside source (for example, an article from the UC Library) that applies to the topic, along with additional information about the topic or the source (please cite properly in APA)
Question 2: strategic IT planning and strategy
During this session, we looked at several topics on Strategic IT planning and strategy
We examined researchers, models, and issues in the area, and as you get closer to starting your own dissertation, you will need to choose a topic in your first dissertation class DSRT-736, so it is essential to start preparing.
This week, let us take a look at some topics to consider, and by the end of the week, we could have several ideas for dissertation topics.
Here are some pointers that will help critically evaluate some viable topics.
· Is the topic attainable for a first-time dissertation student?
· Is the problem rooted in the literature?
· Is the research empirical, i.e., is there a survey, is there an interview guide, has the data been analyzed via some statistical tool?
· Is there a theoretical model or framework discussed?
Discuss the topic, the problem the model has been used in the research, and any present findings.
Do not read the entire dissertation, as the abstract and chapter one introduction should give a clear understanding of the research.
· Provide an outside source (for example, an article from the UC Library) that applies to the topic, along with additional information about the topic or the source (please cite properly in APA)
A Little Thanks Goes a Long Way:
Explaining Why Gratitude Expressions Motivate Prosocial Behavior
Adam M. Grant
University of Pennsylvania
Francesca Gino
University of North Carolina at Chapel Hill
Although research has established that receiving expressions of gratitude increases prosocial behavior,
little is known about the psychological mechanisms that mediate this effect. We propose that grat.
Back to School: Training Mentors for Effective Relationships within Schools
Back to School: Training Mentors for Effective Relationships within SchoolsCollaborative Mentoring Webinar Series 2012
Presented August 16, 2012 - Part of 2012 Collaborative Mentoring Webinar Series
Education Northwest/National Mentoring Center, Friends For Youth, Indiana Mentoring Partnership, Kansas Mentors, Mass Mentoring Partnership, Mentoring Partnership of Minnesota, Mentor Michigan, Mobius Mentors, Oregon Mentors and other partners are working together in 2012 to deliver this free monthly webinar series for mentoring professionals.
For updates about upcoming webinars, join and follow the Mentoring Forums at http://mentoringforums.educationnorthwest.org.
Introduction to TEACH Teamwork - Module 1
TEACH Teamwork provides school-based professionals with an evidence-based, self-guided program on how to work effectively on teams.
Module 1 defines teamwork, the evidence-base of teamwork, and the four modules of TEACH Teamwork.
The TEACH Teamwork Modules are brought to you by the American Psychological Association's Center for Psychology in Schools and Education. For more information please visit www.apa.org
Family Health ServicesBrianna LynnMasters of Social Work, Wa.docx
Family Health Services
Brianna Lynn
Masters of Social Work, Walden University
SOCW-6002-10: Changing Lives
Dr. Brookins
January 03, 2023
Mission Statement and Services Offered
Mission Statement:
“Quality care that has no barriers.”
Services Offered:
Family Health Services provides primary care, dental, case management, psychiatry, counseling, and behavioral health.
Populations served:
Family Health Services serves clients from 5 years old to death.
They serve regardless of income or class thus why their mission statement is “quality care that has no barriers.”
About the Social Worker
Katelyn Miller MSW, LISW-S
Katelyn’s Role at Family Health Services is to provide counseling
to a local school. This is separate from the guidance counselor.
Katelyn will have students come in via appointment while they are
In school, which overcomes the barrier of transportation when it
comes to children getting access to mental health resources.
Social Worker’s Professional History
Work History
Katelyn came to her position at Family Health Services after several different experiences with different agencies. She first worked with hospice care, and then went to community mental health. After her experiences there she went to work with child welfare. After working for a bit in child welfare she became a mother overnight to three children entering the system. She then took a brief break from working in the field so she could navigate motherhood. She then landed at Family Health Services where she is today.
Education History
From a young age Katelyn knew she wanted to be in a field where she could assist those with significant mental health struggles.
Katelyn attended Bluffton University to receive her Bachelors degree in Social Work and continued her education at the University of Tennessee Knoxville where she graduated with a Master of Science in Social Work.
Professional Advancement
Because Katelyn has her LISW-S she has the ability to take on supervisory duties. As her organization grows there is a chance that she could use her credentials to help prepare and teach other Social Workers. She could potentially become the supervisor of the school counseling department at Family Health Services.
Katelyn currently is content with her current standing and has no plans on advancing at the moment. However, she is aware that there are many opportunities for her to grow at Family Health Services.
For professional advancement she also continues her education and does the mandatory thirty hours of CE education to maintain licensure.
Satisfaction and Self Care
Katelyn informed me that she is incredibly satisfied with her job. She referred to herself as a “die-hard social worker” and says she would not want to be anywhere else
For self care she takes baths, meditates, and is very active at her church.
As a word of advice, she told me that I should always know myself, and my boundaries. She said that self care is so important so that you do .
JUST DUE THE JOURNAL FOR THISWEEK…Ashford 6 - Week 5 –DUE JAN.docx
JUST DUE THE JOURNAL FOR THIS
WEEK…
Ashford 6: - Week 5 –DUE JANURARY 9, 2017
Learning Outcomes
This week students will:
1. Analyze the informal curriculum of the family and home environment on young children’s development and learning.
2. Describe how organizations and agencies within a community provide learning opportunities for children and their families, both formally and informally.
3. Generate a list of community resources that support families with young children.
4. Develop strategies to support families in accessing community services, despite physical, economic and other obstacles.
5. Discuss the analysis of data and the impact of findings philosophy and approach to family and community engagement.
Introduction
Students will further explore the learning that occurs in the home and community (also known as the informal curriculum). This week’s discussions center on the impact of the informal curriculum on young children’s physical, cognitive, social and emotional development and learning.
Required Resources
Required Text
1. Scully P., Barbour, C., & Roberts-King, H. (2015). Families, schools, and communities: Building partnerships for educating children (6th ed.). Upper Saddle River, NJ: Pearson Education, Inc.
· Chapter 8: Influences of the Home
· Chapter 9: Community Influences on Children's Development
Discussions
To participate in the following discussions, go to this week's Discussion link in the left navigation.
1. The Informal Curriculum
In the reading assignments this week, we have learned about the informal curriculum that occurs at home and in the community. The lessons children learn outside of school can have positive as well as negative impact. Read Chapter 8 and Chapter 9 of the required text.
Initial post (Due by day 3, Thursday)
Think back to your own childhood and describe at least two lessons you learned at home and two lessons you learned from your larger community/society.
· How did these informal lessons shape you as an adult? Looking back now, do you feel you learned more from school (formal curriculum) or from your family and community (informal curriculum)? Why?
· Connect your reflections to two outside resources, in addition to your text. Use APA 6th edition format for all citations.
Guided Response (Due by Day 7, the following Monday)
Review the posts of several classmates. Respond to at least two classmates by commenting on at least one ways that the text and course materials support your classmates’ reflections on informal and formal curriculum that they did not share in the original post. Respond thoughtfully by asking questions, comparing your own post to your classmates, or sharing new ideas or resources.
Though two replies is the basic expectation, for deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you (including the instructor) before the last day of the discussion. This will further the conversation w ...
Week 1 Assignment Social Support EssaySocial support is an impor.docx
Week 1 Assignment Social Support Essay
Social support is an important concept in schools. Schools are not just charged with academic development, they are charged with aiding emotional and physical development as well. Social support systems aid in this development. As noted in your text (Hjalmarson,Chapter 2), this can be an important aspect of a successful school, such as “Los Pen.”
In a two- to five-page paper (not including the title and reference pages), describe the value of social support through addressing the following:
· Define the term Social Support and explain what relevant scholarly research states about it.
· Describe your personal experiences with social support systems as student and/or teacher.
· Discuss significance of social support in a school setting.
Be sure to include and reference at least three scholarly sources (not including your textbook) properly cited in APA style.
Carefully review the Grading Rubric (Links to an external site.) for the criteria that will be used to evaluate your assignment.
INSTRUCTOR GUIDANCE
WEEK 1
INTRODUCTION
*Special thanks to Dr. Patrice Jones for sharing her original guidance in this document.
Welcome to EDU617: School, Family & Community Partnership. Each week before beginning your assignments and initial discussion board post, it is highly recommended that you review the Instructor Guidance, which serves to supplement the required and recommended readings, videos, and multimedia webpages for each week of material. The Instructor Guidance begins with a theoretical foundation of the weekly learning outcomes, progresses to authentic examples, and then concludes with guidance for the discussion board prompt and completing the weekly assignment. The Instructor Guidance can be used to support your discussion posts, responses, and other required assignments.
Figure 1. Encouragement makes a big difference for all kids. Reprinted from Morguefile, by Pippalou, 2013 http://mrg.bz/MDZTaM.
Copyright 2016 by Morguefile.
Begin this week by thinking about “how important is parent involvement in the teaching and learning process?” Then, take a look at the Harvard Family Research Project (2014), which has published articles and digests on their Family Involvement Research Digest website that address family involvement across all cultures, socioeconomic backgrounds, and grade levels. The overall theme of these studies show a correlation between family-school partnerships and positive student achievement. For example, highlights from African-American and Chinese-American Parent Involvement: The Importance of Race, Class, and Culture (Links to an external site.) indicate that, depending on their cultural background, parents had different levels of home-based involvement. It was recommended that teachers leverage these unique cultural differences to build stronger family and community connections. A summary of the research findings from another article point out that parental involvement serves as ...
Learning ResourcesRequired ReadingsToseland, R. W., & Ri.docx
Learning Resources
Required Readings
Toseland, R. W., & Rivas, R. F. (2017).
An introduction to group work practice
(8th ed.). Boston, MA: Pearson.
Chapter 11, “Task Groups: Foundation Methods” (pp. 336-363)
Chapter 12, “Task Groups: Specialized Methods” (pp. 364–395)
Van Velsor, P. (2009). Task groups in the school setting: Promoting children’s social and emotional learning.
Journal for Specialists in Group Work
,
34
(3), 276–292.
Document:
Group Wiki Project Guidelines (PDF)
Recommended Resources
Holosko, M. J., Dulmus, C. N., & Sowers, K. M. (2013). Social work practice with individuals and families: Evidence-informed assessments and interventions. Hoboken, NJ: John Wiley & Sons, Inc.
Chapter 1 “Assessment of Children”
Chapter 2 “Intervention with Children”
Discussion: Task Groups
Group work is a commonly used method within school settings. Because peer interaction is important in the emotional and social development of children, the task group can serve as a wonderful therapeutic setting and tool; however, many factors should be considered when implementing this type of intervention.
For this Discussion, read the Van Velsor (2009) article.
By Day 3
Post
your understanding of task groups as an intervention for children. Use the model for effective problem solving to compare and contrast (how to identify the problem, develop goals, collect data). How does this model differ from a traditional treatment group? What are the advantages and possible disadvantages of this model? Describe how you might use this model for adults. What populations would most benefit from this model?
.
Task Groups in the School SettingPromoting Children’s Socia.docx
Task Groups in the School Setting:
Promoting Children’s Social and
Emotional Learning
Patricia Van Velsor
San Francisco State University
Through social and emotional learning (SEL), individuals develop skill in
negotiating relationships successfully and expressing emotions appropriately.
The socially and emotionally intelligent child reaps benefits in school and later
life. Counselors are best qualified to promote children’s SEL and the task group
in the classroom provides an excellent opportunity for them to do so. In the task
group, students can learn and practice crucial skills in vivo while they work
together to complete a task. The counselor’s strategic attention to promoting task
completion while facilitating SEL can serve to highlight the benefits of group work
in the school learning environment.
Keywords: schools; social and emotional learning; task groups
Because humans are social beings, they spend a great deal of time
interacting with others and much of that interaction takes place in
groups. As Sonstegard and Bitter (1998) so aptly stated, ‘‘to be human
is to ‘live’ in groups’’ (p. 251). The group (e.g., family, peer) serves as
the ‘‘primary socializing influence’’ in children’s development (Kulic,
Horne, & Dagley, 2004) and the nature of the social environment in
those groups leads children down a path toward either prosocial or
antisocial behavior and beliefs (Hawkins, Smith, & Catalano, 2004).
Children develop social skills and prosocial behaviors through
social and emotional learning (SEL). Although there are various defi-
nitions of SEL, Zins, Bloodworth, Weissberg and Walberg (2007)
define it succinctly as ‘‘the process through which children enhance
their ability to integrate thinking, feeling, and behaving to achieve
important life tasks’’ (p. 6). Five competency areas—self-awareness,
self-management, social awareness, relationship skills, and responsible
Patricia Van Velsor, Ph.D., is an assistant professor in the Department of Counseling at
San Francisco State University. Correspondence concerning this article should be
addressed to Patricia Van Velsor, Department of Counseling, San Francisco State
University, BH 524, 1600 Holloway Avenue, San Francisco, CA 94132. E-mail:
[email protected]
THE JOURNAL FOR SPECIALISTS IN GROUP WORK, Vol. 34 No. 3, September 2009, 276–292
DOI: 10.1080/01933920903033495
# 2009 ASGW
276
decision-making—are basic to negotiating school, work, and life
responsibilities effectively (Collaborative for Academic, Social, and
Emotional Learning, 2000–2009).
Social and emotional intelligence, acquired through SEL, has been
associated with various positive outcomes in school and life. A socially
and emotionally intelligent child is less likely to develop aggressive-
ness, depression, and=or violent behaviors (Poulou, 2005). Children
who develop social and emotional intelligence are also more resistant
to difficulties related to drugs, teen pregnancy, and gangs (Elias et al.,
1997). Moreo.
Week 4 Small Groups
Groups are more than just a collection of individuals. They have structures like norms and roles that influence members. Groups also go through developmental phases from forming to adjourning. Being in a group can impact members by causing conformity, changing performance, and shaping their identity. People join groups both to accomplish tasks and satisfy social and emotional needs.
Week 4 Small Groups
Groups are more than just a collection of individuals. They have structures like norms and roles that influence members. Groups also go through developmental phases from forming to adjourning. Being in a group can impact members by causing conformity, changing performance, and shaping their identity. People join groups both to accomplish tasks and satisfy social and emotional needs.
Consider the following quotation Often times, potential users of r.docx
Consider the following quotation: “Often times, potential users of research knowledge are unconnected to those who do the research, and consequently a huge gap ensues between research knowledge and practice behaviors” (Barwick, M., Boudell, K., Stasiulis, E., Ferguson, H., Blase, K., & Fixsen, D., 2005). Social workers must work to close the gap perceived by the authors of this quote.
In your previous research course, you addressed the concept of evidence-based practice. However, it is important not to fall into a habit of using the term “evidence-based practice” without a clear understanding of its meaning. In particular, it is important to understand what standards of evidence must exist to classify an intervention or a program as evidence based. In this assignment, you are to clarify your understanding of the nature of evidence-based practice and analyze the challenges and opportunities for implementing evidence-based practice in your current social work practice.
To prepare for this Discussion, read the Learning Resources that provide information about different aspects of the evidence-based practice concept. As you read, consider how evidence-based practice or evidence- based programs might be used in a social work agency where you work or where you had a practicum experience.
By Day 3
Post
a description of the distinguishing characteristics of evidenced-based practice. Then provide an evaluation of factors that might support or impede your efforts in adopting evidence-based practice or evidence-based programs.
By Day 5
Respond
to
at least two
colleagues by noting the similarities and differences in the factors that would support or impede your colleague’s implementation of evidence-based practice as noted in his or her post to those that would impact your implementation of evidence-based practice as noted in your original post. Offer a solution for addressing one of the factors that would impede your colleague’s implementation of evidence-based practice.
Required Readings
Document:
Thyer, B. (2010). Introductory principles of social work research. In B. Thyer (Ed.),
The handbook of social work research methods
(2nd ed., pp.1–8). Thousand Oaks, CA: SAGE. (PDF)
Copyright 2010 by Sage Publications, Inc.
Reprinted by permission of Sage Publications, Inc. via the Copyright Clearance Center.
Document:
Cooney, S. M., Huser, C. M., Small, S., & O’Connor, C. (2007). Evidence-based programs: An overview.
What Works, Wisconsin —Research to Practice Series,
(6), 1–8. Retrieved from http://whatworks.uwex.edu/attachment/whatworks_06.pdf (PDF)
Madison, WI: University of Wisconsin Madison/Extension.
Document:
O’Connor, C., Small, S. A., & Cooney, S. M. (2007). Program fidelity and adaptation: Meeting local needs without compromising program effectiveness.
What Works, Wisconsin —Research to Practice Series,
(4), 1–6. Retrieved from http://whatworks.uwex.edu/attachment/whatworks_04.pdf (PDF)
Madison, WI: University of Wisconsi.
Week 1 - Discussion 25353 unread replies.5353 replies.Your i
Week 1 - Discussion 2
5353 unread replies.5353 replies.
Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Refer to the Discussion Forum Grading Rubric under the Settings icon above for guidance on how your discussion will be evaluated.
Assessment in Early Childhood
When using assessments with young children, it is important to make sure that they are being used appropriately and with a specific purpose in mind. The National Association for the Education of Young Children (NAEYC) is an important resource to use as you are making decisions about assessment in early childhood. According to Howard, V. F., & Aiken, E. ( 2015), “NAEYC takes the position that assessment in ECE is not only unique and valuable but also vital to implementing developmentally appropriate practices and the success of individual children, their families, ECE professionals, and ECE programs” (p. 60). Developmentally, young children have distinct needs when it comes to assessment, as the traditional paper/pencil assessment is not appropriate. Therefore, it is important that assessment in early childhood is approached in a developmentally responsive manner, always considering the individual needs of this age group. For this discussion you will reflect on the similarities and differences between assessment with older children and assessment in early childhood, and explore the unique ways in which assessment in early childhood is conducted.
Include the following in your discussion post:
Explain why it is necessary to approach assessment in early childhood differently than assessment with older children.
In what ways are assessments similar, regardless of the age of the children?
In what ways are assessments in early childhood different?
Identify how play-based, project-based, and child-directed learning support the implementation of developmentally appropriate practice in early childhood.
Compare and contrast your personal stance on assessment with that of either NAEYCor the Division for Early Childhood (DEC). In what ways do they align? In what ways do they differ? Use Chapter 2 of the course textbook to support your response.
Determine what, in your opinion, the role of families is in the assessment-learning process. Thinking about the age of children you desire to work with and the unique needs of that age group, how do you envision working with families during the assessment process? Provide specific examples.
Guided Response:
Review several of your peers’ responses. Respond to at least two of your peers by further enhancing their discussion regarding family involvement. Explain why family involvement in early intervention is important. In addition, visit the website
Parent Participation in Early Intervention (Links to an external site.)Links to an external site.
, and recommend at ...
Research questions v bozalek
This was a presentation done at an inter-institutional higher education workshop on developing a research proposal for academics on this course from CPUT, UCT, UWC and Stellenbosch universities. It provides an example of a research project and the sort of questions which were addressed in this project
An Intervention To Improve Motivation For Homework
An intervention study examined whether changing a school's homework program to better meet students' psychological needs would improve student motivation for homework. The study involved 104 male students aged 10-12 who were randomly assigned to intervention and control groups. While there was no overall effect on motivation, the intervention appeared to have a protective effect on motivation quality. The intervention was designed based on self-determination theory to support the needs for autonomy, competence, and relatedness in homework by providing choice, feedback, and opportunities for peer and student-teacher interaction.
Research In Action #8
Hosted by the Mentoring Partnership of Minnesota; Mentoring Across Generations: Engaging Age 50+ Adults as Mentors; featuring Dr. Andrea Taylor, Temple University
Evaluation of online courses
This session will focus on evaluating and improving aspects of teaching, cognitive, and social presence in online courses using the Community of Inquiry framework. Participants will be divided into small groups, each assigned to one of the three presences. The groups will collaborate using a pre-created wiki page to describe course activities and designs that could enhance their assigned presence area. The presenter will then combine the group work into a comprehensive resource after the session concludes. The goal is for participants to gain experience applying the CoI framework to propose practical course improvements.
Facilitating the Adult Learner
This was presented to university faculty of non-traditional learners to provide practical insights and solutions for facilitating the adult learner. Empathy for the adult learner and understanding how they learn effectively was the focus with time set aside to practice facilitation frameworks and develop intentional plans for engaging adult learners that will motivate a learning or growth mindset.
Beyond belonging - building mattering into programme design, Rebecca Hodgson
Much focus is placed on belonging, but arguably what has more impact on student and staff wellbeing is knowing that we matter. 'Mattering' in higher education can be defined as approaches and interventions which show that the university cares, and that students and staff matter as individuals. This practical workshop will use a research-based framework and evidence informed recommendations, providing participants with tools to design and manage
programmes to enhance both student and staff experience.
The Case Study for this week is Building a Coalition, which appear.docx
The Case Study for this week is Building a Coalition, which appears on page 629 of the course text.
Each student is required to analyze this week’s case study and submit a two- to three-page paper addressing the key questions identified below. Remember that all case studies present both too much and too little information. There may be information presented that is not really relevant, and there may be scant information about a key area. This analysis does require interpretation of the information and there is not one right answer. However, you must explain and defend any assumptions you made or conclusions resulting from your analysis with citations from the text or from the case itself. There is no need to research outside sources for this paper.
Your paper
must
include the following labeled sections.
Category
Points
Description
Part I: Group Development
15
Identify and summarize the stages of group development.
Reflecting on the case and textbook material, what stage is the group at now? How could an understanding of the stages of group development have assisted The Woodson Foundation in building a cohesive coalition?
Support your conclusion with evidence from the case and our text.
Part II: Problem Identification
30
Identify key problems.
Identify primary and secondary problems the Woodson Foundation is facing. Identify what the organization should have understood about individual membership in teams in order to have built group processes that were supportive of her groups' goals.
Do not necessarily limit yourself to only team theory here. Plumb any concepts we have covered to date in class if you feel they are relevant.
Part III: Retrospective Evaluation
40
Given that there is no one perfect solution for this situation, identify, describe, and defend two possible solutions to the primary problem(s).
Clearly identify and defend both courses of action. Identify and discuss specific steps needed to implement your selections. Support your selections with evidence from the case, the text, or weekly discussion.
Remember that deciding on a course of action entails envisioning and planning the steps to success. Be sure to identify implementation steps for both possible solutions.
Almost every situation presented with relation to group dynamics and behavior can have multiple avenues for remedy. It is important to develop the ability to critically evaluate more than one alternative and rationally identify pros and cons of each.
Presenting pros and cons for the identified alternative solutions in a table format within the paper is acceptable.
Part IV: Reflection
15
What would you advise as a strategy for managing diversity issues for program leaders?
·
Grading Rubrics
Back to Top
Criteria
Failed to Meet Minimum Standards
Met Minimum Standards
60% = 60 points, D
Satisfactory
70% = 70 points, C
Good
80% = 80 points, B
Superior
90% = 90 points, A
Part I: Group Development
(15 points)
No pro.
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Back to School: Training Mentors for Effective Relationships within Schools
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JUST DUE THE JOURNAL FOR THISWEEK…Ashford 6 - Week 5 –DUE JAN.docx
JUST DUE THE JOURNAL FOR THISWEEK…Ashford 6 - Week 5 –DUE JAN.docx
Week 1 Assignment Social Support EssaySocial support is an impor.docx
Week 1 Assignment Social Support EssaySocial support is an impor.docx
Learning ResourcesRequired ReadingsToseland, R. W., & Ri.docx
Learning ResourcesRequired ReadingsToseland, R. W., & Ri.docx
Task Groups in the School SettingPromoting Children’s Socia.docx
Task Groups in the School SettingPromoting Children’s Socia.docx
Consider the following quotation Often times, potential users of r.docx
Consider the following quotation Often times, potential users of r.docx
Week 1 - Discussion 25353 unread replies.5353 replies.Your i
Week 1 - Discussion 25353 unread replies.5353 replies.Your i
An Intervention To Improve Motivation For Homework
An Intervention To Improve Motivation For Homework
Beyond belonging - building mattering into programme design, Rebecca Hodgson
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Guidelines for Submission: When writing journal assignments, include evidence-based sources as well as your own reflections on the topic. Use APA formatting for references and in-text citations. Submit journal assignment as a Word document.
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Scene 1
A is on his phone, looking at Twitter and Instagram
B is A’s friend and recently doing social media addiction research.
B comes inside this room
B: Hey A, how’s your day!
A: Great, Look I just found another interesting app called Instagram!
B: Not again! You’re always on your phone!
A: I just downloaded it 3 days ago, it’s fun, you should try it.
B: Did you know
(switch to data information)
that 60% of adolescent’s sleeping patterns are affected by the use of their phones an hour before bed. This can lead to sleep deprivation. The use of social media keeps our brain highly active and therefore it takes longer to get into a deep sleep, which means we don’t get enough sleep for our brains to properly function. Sleep deprivation is one of the key factors to developing depression and can lead to an overall in the quality of an someone’s life.
A: So, if I stop playing on my phone before I sleep then I will be fine? Are there any other negative effects of using social media?
(switch to data information)
B: There are so many more negative effects that social media has on us. Adults spend around 32% of their total work time on social media, and this causes a major reduction in the overall productivity, studies show that it reduces by 13%. A decline in productivity rates can directly affect the profitability of an organisation. Heavy use of social media can also have a negative impact on an individual’s mental health. Heavy users of social media have a 13%-66% higher chance of developing depression. This is a due to low self-esteem and isolation from heavy use of social media, as you are constantly looking and comparing your life to everyone else’s. It also leads to less physical activity and less opportunity to develop real authentic relationships. Do you find that you prefer to communicate with people over social media instead of face to face?
A: Yes I do!
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nhac tai tu
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OR:
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Reflection Assignment
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Reading Assignment
Our reading assignment for our class this week will involve:
Chapter 16 – Internet, Secondary Analysis and Historical Research
Chapter 17 - Intervention
Your class participation is the basis for grading of this requirement. Please note that I am actively going through everyone’s phrase three written assignments. Thank you for your continued diligence in our course.
Under chapter 16 this week, we will explore topics such as incorporating the internet for your research, revisiting participant testing as well as interviewing. Ethical concerns, historical research, and its appraisal.
In review of chapter 17, intervention in research will be explained. As per our text, not all research involves an intervention. Frequently, interventions are seen within improvement projects frequently completed in DNP programs. At this phase of research, the principle investigator interacts with their research team. Documentation stems from the methodology section.
Investigating the internet in research, please know and understand the following.
Internet-based research method
refers to any research method that uses the Internet to collect data. Most commonly, the Web has been used as the means for conducting the study, but e-mail has been used as well. The use of e-mail to collect data dates back to the 1980s while the first uses of the Web to collect data started in the mid-1990s. Whereas e-mail is principally limited to survey and questionnaire methodology, the Web, with its ability to use media, has the ability to execute full experiments and implement a wide variety of research methods. The use of the Internet offers new opportunities for access to participants allowing for larger and more diverse samples.
Reference
Salkind, N. J. (2010).
Encyclopedia of research design
(Vols. 1-0). Thousand Oaks, CA: SAGE Publications, Inc. doi: 10.4135/9781412961288
Secondary analysis
is the re-analysis of either qualitative or quantitative data already collected in a previous study, by a different researcher normally wishing to address a new research question.
Reference
Tate, J. A., Happ, M. B. (2018). Qualitative secondary analysis: A case exemplar.
Journal of Pediatric Health Care
. Volume 32, Issue 3, p. 308-312.
Historical inquiry
proceeds with the formulation of a problem or set of questions worth pursuing. In the most direct approach, students might be encouraged to analyze a document, record, or site itself. Who produced it, when, how, and why? What is the e.
Reflection assignments1. Action-observation-reflection model.docx
Reflection assignments
1. Action-observation-reflection model: Leadership development is enhanced when people do something (act), note what happened (observe), and think about what occurred (reflect).
2. Leadership and Maxims: You will write down the leadership maxims (three to five that are of most interest to you) of a personal or famous leader. In what situations do they work or not work, how would you go about testing the maxims.
3. Upon completing your personality profile, describe the results of each section or facet of the profile, discuss if you believe the profile fits your self-perception or image and share the profile with a good friend or family member and record their reactions concerning how well they believe the profile fits you.
4. Chapter 8 discussed several skills identified important to good leaders. These skills were: (a) Building Credibility, (b) Communication, (c) Listening, (d) Assertiveness, (e) Conducting Meetings, (f) Effective Stress Management, (g) Problem solving, and (h) Improving creativity. Although you might not engage in all of these activities at work or in school, choose four of the eight skills that you believe are most important, and discuss how you personally improve these skills for effective leadership development.
5. Stages: There are four well-known stages all groups move through prior to becoming cohesive, they are: (a) Forming, (b) Storming, (c) Norming, and (d) Performing first developed by Bruce Tuckman in 1965. Later, adjouring was added to the original four to make: (a) Forming, (b) Storming, (c) Norming, (d) Performing, and (e) Adjourning. Describe a recent school, work or family group you were a part of; did you notice these various stages? Now you are aware of these stages, do you believe any of these stages can be skipped and is there a “price” in skipping any of these stages?
6. In Chapter 13, p. 522, Highlight 13.6, Edgar Schein is introduced as a significant figure in the theory of organizational development, career development, group process consultation, and organizational culture. Briefly provide a historical background on Schein’s theory’s and describe an organization you were or are a part of in terms of these 4 factors: myths/symbols/ritual/language. How do you think those factors affect leadership in that organization?
7. Level 5 Leadership: In chapter 15, pp. 614-615, Highlight 15.9 discussed the concept of Good to Great. Within the confines of leadership and change discussed throughout much of the chapter, answer the first question focused on Level 5 leadership. The chapter spent a good deal of time discussing three types of leadership personalities: (a) Charismatic leadership, (b) Transformational leadership, and (c) Transactional leadership, how would each of these personalities fit into the Level 5 leadership model?
8.
Week 7 Memo
In the article, “All Hits Are Flukes” by William Bielby and Denise Bielby, they showed
how entertainment in the culture industry .
Reflection assignments are essays, based on the assigned chapters no.docx
Reflection assignments are essays, based on the assigned chapters noted in the syllabus. Type your reflection using correct grammar, spelling, writing mechanics and articulation. Each reflection assignment should be a
minimum of 2 pages
(it can be longer), double-spaced with one inch margins and size 12 font. Upload your reflection into D2L. Follow these directions:
Identify one passage from the assigned book (introduction through chapter 4),
The Collapse of American Criminal Justice,
that you find interesting, thought-provoking, controversial or one with which you agree or disagree.
Begin your reflection assignment by reprinting the quoted passage and also provide the page #.
Then reflect on the passage, explaining why you chose it, what you think about it, why it is or is not important, and/or how the passage relates to other theories, ideas, concepts, history, or findings from the lectures, reading and/or from other credible sources.
In addition to the book, cite other sources as you analyze each passage in order to support your opinions, reasoning and observations. Use APA Edition 6 for all sources.
A rubric will be used to grade your reflections; if instructor feedback seems auto-generated, that’s because it is.
The best two or three reflection assignments will be posted so that great work can be recognized and other students have examples on how to improve. To be considered for this honor, permission must be granted in the form of a quiz to be completed in the week 1 module.
EXAMPLE
“Violence was not controlled chiefly through criminal punishment… it was controlled through local democracy in the network of relationships that supported it… criminal punishment was embedded in that network of relationships. Police officer sometimes lived in the neighborhood they patrolled, and had political ties to those neighborhoods through the ward bosses who represented their cities’ political machines. Those patrols happened on foot: officers, those whom they targeted, and those whom they served knew one another. Cops, crime victims, criminals, and the jurors who judged them-these were not wholly district communities; they overlapped, and the overlaps could be large.” (Stuntz, 2011, p. 31).
I specifically chose this passage for two reasons. First, it addresses current issues that are relevant today; racial profiling, stereotyping, and the large incarcerated population of minorities. Second, it presents an upstream solution, which I will define and discuss further along in the reflection, to the large incarcerated population of minority that I personally quite agree with.
“Crime victims in black neighborhoods have difficulty convincing local police to take their victimization seriously… Cab drivers are slow to pick up” African Americans, and “pedestrians… hold their possession more tightly when they approach young black males” (Stuntz, 2011, p.22). All these scenarios demonstrate what is formally known as stereotyping. It’s wrong, but.
Reflection AssignmentChose to reflect on number, either 1, 2.docx
Reflection Assignment
Chose to reflect on number, either 1, 2, or 3.
No response to Peers required.
After reading chapters 16 and 17 post a short reflection, approximately one paragraph in length, discussing your thoughts and opinions about the use of : 1. Internet in Research or 2. Concerns of Ethics in Internet Research. 3. What do you understand about Interventions.
***
Chose to reflect on number, either 1, 2, or 3.
Reading Assignment
Chapter 16 – Internet, Secondary Analysis and Historical Research
Chapter 17 - Intervention
.
Reflection Assignment (Required for All Students)For this assi.docx
Reflection Assignment (Required for All Students)
For this assignment, I want you to complete the prompt below and to post your response to this discussion board. Click on "reply" below and type your response in at least 4 paragraphs with at least 3 sentences in each paragraph.
For full credit:
· Your response must be at least 4 paragraphs long with each paragraph having at least 3 complete sentences. I highly recommend typing your response into a separate file first, then copying/pasting and submitting your response here.
· Your writing must reflect proper spelling, grammar, and punctuation.
· All information that is obtained and discussed beyond the lecture and/or required or optional readings are appropriately cited and are only peer-reviewed scientific journal articles.
Prompt: Reflection on Your Experience during the ACT Seminar
Please address each of the following points (please follow the directions "For full credit" above when completing this prompt):
· If you were talking with a friend, how would you describe what ACT is? Try using what was discussed during the seminar.
· What was the most difficult part of the ACT seminar? This may include the exercises or discussions you found most challenging to engage in. In addition, why was it the most difficult part?
· What was the most engaging/interesting part of the ACT seminar? This may include the exercises or discussions you found the most interesting or fulfilling. In addition, why was it the most engaging/interesting part?
· In your opinion, what are at least three key take-away points from the ACT seminar?
Acceptance and Commitment Therapy-PSYC 498/598
Spring 2020 quarter
Kevin Criswell, Ph.D.
Just so you all are aware, students with the accommodation to do so may be audio recording this seminar.
As Steve Hayes said in his TEDx talk in Nevada, “Life asks us questions…and one of the most important questions it asks us is, ‘What are you going to do about difficult thoughts and feelings?’”
1
Open Up
Open Up: Defusion
“Defusion”? “Fusion”? What are you talking about?
Cognitive fusion: becoming “fused” with an idea that the mind brought up.
What “cognitive fusion” can look like:
Clipboard metaphor
“I am angry.”
“It would be great to see my good friend, but I am tired right now.”
And other ways we buy into the thoughts our mind brings up…
Open up: Defusion
What cognitive defusion can look like:
Feeding the tiger metaphor
Chessboard metaphor
Fix-it metaphor
“I am having the feeling of anger right now.” (see relationship to mindfulness here)
“It would be great to see my good friend, and I am tired right now.” (a glimpse into how DBT and ACT are similar in some emphases)
Titchener’s repetition
Leaves on a stream
Open up: Titchener’s repetition
Literally saying a word repeatedly for at least 40 seconds.
I want you to imagine cookies. Freshly-baked, your favorite variety (if you don’t like cookies, this will still work; just imagine them as best you can!).
Now say “cookies” rap.
Reflection as an Educational Strategyin Nursing Professional.docx
Reflection as an Educational Strategy
in Nursing Professional Development
An Integrative Review
Robbin Miraglia, MSN, RN ƒ Marilyn E. Asselin, PhD, RN-BC
Reflection is a critical component of professional nursing
practice and a strategy for learning through practice. This
integrative review synthesizes the literature addressing the
use of reflection as an educational strategy and reports
outcomes from the use of reflective strategies. Reflection
education is primarily nested in programs to meet specific
clinical goals, structured with group facilitation. Findings
suggest that reflective strategies stimulate learning in
practice, enhance readiness to apply new knowledge,
and promote practice change.
INTRODUCTION
In recent years, reflection has gained increased recognition
as a critical component of professional nursing practice and
as an educational strategy to acquire knowledge and learn
through practice (Asselin & Fain, 2013; Kim, 1999; Perry,
2000). Although there is no agreed upon definition, reflec-
tion is generally understood as the deliberate process of
critically thinking about a clinical experience, which leads
to development of insights for potential practice change
(Asselin & Fain, 2013). Scholars contend that reflection of-
fers nurses the opportunity to build on existing knowledge
through clinical experiences (Johns, 1995; Kuiper & Pesut,
2004; Perry, 2000), develop clinical judgment (Nielsen,
Stragnell, & Jester, 2007; Tanner, 2006), promote strong
communication skills, build collaborative practice, and im-
prove patient care (Horton-Deutsch, 2012; Peden-McAlpine,
Tomlinson, Forneris, Genck, & Meiers, 2005).
Although it is generally assumed that nurses know how
to reflect, findings from recent studies suggest that nurses’
reflective thinking may be prolonged by pauses and they
may need assistance in systematically moving insights to
practice change (Asselin & Fain, 2013; Asselin, Schwartz-
Barcott, & Osterman, 2013). Consequently, continuing ed-
ucation on reflection and reflective practice is viewed as a
vehicle to enhance professional practice, promote evidence-
based practice, and potentially improve patient outcomes.
As an educational strategy, reflection allows nurses to ex-
plore clinical experiences and the thoughts and feelings
associated with the experience, allowing for a change in
beliefs and assumptions, emergence of new knowledge,
and a transformation of clinical practice (Asselin & Fain,
2013; Dube & Ducharme, 2014; Horton-Deutsch, 2012;
Johns, 1995; Perry, 2000). Although numerous articles have
been published exploring the concept of reflection and the
use of reflection as an educational strategy, there has been
no attempt to synthesize existing literature presenting the
use of reflection as an educational strategy in nursing pro-
fessional development (NPD). This article provides an
integrative review of the literature addressing the use of re-
flection as an educational strategy for nurses. The rev.
Reflection and Discussion ForumReflection and Discussion Forum .docx
Reflection and Discussion Forum
Reflection and Discussion Forum
Reflect on the assigned readings for this Week and then type a two page paper regarding what you thought was the most important concept(s), method(s), term(s), and/or any other thing that you felt was worthy of your understanding. Define and describe what you thought was worthy of your understanding in half a page, and then explain why you felt it was important, how you will use it, and/or how important it is in project planning. Submit your two page paper by Thursday 12:00 pm EST.
.
Reflection and Discussion Forum Week 9Reflect on the assigne.docx
Reflection and Discussion Forum Week 9
Reflect on the assigned readings for the week. Identify what you thought was the most important concept(s), method(s), term(s), and/or any other thing that you felt was worthy of your understanding.
Also, provide a graduate-level response to each of the following questions:
California passes regulations that address pesticides. These regulations are much stricter on the use and production of pesticides than the federal regulations. Is this permissible under current law? What if California’s regulations are much less strict than the federal regulations?
Discuss the required elements of a valid contract analyzing when an agreement rises tothe level of a legally enforceable contract and when it does not
Week 9 - Short Essays
Question I -
Explain some of the hurdles litigants have encountered when it comes to the Endangered Species Act and standing to bring a lawsuit.
Question II -
A contract is made between two parties. The terms of the contract are complete and unambiguous. A dispute arises between the Parties. Party A wants to pull out of the contract without penalty. Party B argues that Party A’s proposed action is prohibited by the express terms of the contract. Party A argues that the Parties verbally agreed to ignore that provision of the contract that would impose a penalty on Party A. Which Party will prevail and why?
.
Reflection and Discussion Forum Week 31.What is the chief purpos.docx
Reflection and Discussion Forum Week 3
1.What is the chief purpose of configuration management? In your opinion, why has it become increasingly popular in recent years as a part of the project management process?
2.Sustainable project development has many features and can mean many things when beginning a project. If you were to identify three critical messages that explain what sustainable project management really means, what would they be?
3.Identify the five major methods for resolving conflict. Give an example of how each might be applied in a hypothetical project team conflict episode.
[Your initial post should be at least
450+ words
and in APA format (including Times New Roman with font size 12 and double spaced). Post the actual body of your paper in the discussion thread then attach a Word version of the paper for APA review]
Activity 3
Case Study 5.2: California’s High-Speed Rail Project
A goal of the Obama administration has been to promote high-speed rail across the most populous and geographically-dispersed states in the United States. The idea is to adopt more energy-saving initiatives while also helping to improve state’s infrastructure. It is with this in mind that the Federal Government made billions available to various states in the 2008–2010 budget cycles. After the Fall, 2010 elections, several states that had elected Republican governors refused the grants, suspicious that this seed money would not be sufficient to pay for what they viewed as unnecessary construction based on over-optimistic expectations of the need for and use of high-speed rail. One of the states that accepted the money and has moved forward strongly into high-speed rail has been California, which has already begun work on a 65-mile section in the middle of the state, earning the derisive nickname, the “train to nowhere.” This case details the state’s projections regarding the need for high-speed rail, against the views of infrastructure experts and critics who charge that for a state that is already in a severe budget crisis, this is just the sort of project that makes no sense economically or demographically.
Questions
Assess the benefits and drawbacks of the high-speed rail project. In your opinion, do benefits outweigh drawbacks, or vice versa? Why? Justify your answer.
What are the implications of starting a project based on tenuous projections that may or may not come true 10 years from now?
Could you justify the California high-speed rail project from the perspective of a massive public works initiative? In other words, what other factors enter into the decision of whether to pursue a high-speed rail project? Why are they important?
Case Study 6.1: Columbus Instruments
This case is based on a true story of a once-successful organization that had allowed its project management practices to degenerate to the point where assignment to a project team was often a mark of disfavor and a sign of pending termination. The case.
Reflection and Discussion Forum Week 14Reflect on the assign.docx
Reflection and Discussion Forum Week 14
Reflect on the assigned readings for the week. Identify what you thought was the most important concept(s), method(s), term(s), and/or any other thing that you felt was worthy of your understanding.
Also, provide a graduate-level response to each of the following questions:
Summarize the required elements for the various business entities described in Chapter 17, providing examples of each and specifically describing the similarities and differences in each.
What factors would be considered when a director of a company makes a large trade of the company’s stock?
Week 14 - Short Essays
Question I -
Paul is the sole incorporator of Hemp Co., a company that processes hemp into clothing. Prior to incorporation, Paul enters into a contract on Hemp Co.’s behalf with a local farmer for the purchase of the crop. After formation of the corporation, the board does not ratify the contract because Paul bought the crop at 3 times the market price. Who is liable to the farmer?
Question II -
Tina Technology is looking to raise $85,000 worth of capital, and she is looking to raise that money through the internet and still fall under an SEC exemption. How should Tina go about raising that money? Due to the amount of capital she is looking to raise, will Tina be subject to any other special requirements?
.
Reflection 1In no more than 3 and no less than 2 full doubl.docx
Reflection 1:
In no more than 3 and no less than 2 full double spaced page(s) of text, APA format respond to the following about the information you have already covered (Ch. 7) about oppression and microaggressions. Also read "Confronting a Bias" that is attached to this assignment. (Don't forget to cite and source!)
1. How do you see yourself in relation to the information presented in your textbook about racism and prejudice? (remember that we all have some prejudices and that the purpose here is to help you explore within yourself so you can increase your own self-awareness)
2. What did you read in the microaggressions chart in Ch. 6 that resonated within you? This is likely to be among the things you read that you had the strongest reactions to. Be SPECIFIC in your responses. Describing generally what you didn't like or don't ascribe to is too general.
3. What are your thoughts and reactions to the reading "Confronting a Bias?" Use the information about oppression and microaggressions thatyou have read, and analyze the situation described in the reading.
Confronting a Bias:
Personal Example of Communicating an Observed
Bias
Initially upon reading the text about racism and prejudice, I was able to identify times
when I was on the receiving end. A recent encounter at the Michael Kors store came to mind as it resonated within me for some time.
Just for background purposes, when you enter the Michael Kors store you are greeted by the salesperson and they will let you know of any specials they have. On this particular day I entered right behind a daughter, her mother, and grandchild in a stroller, which were white. As soon as they got in the middle store area the sales person greeted them and told them about the sale they were having. I was within a couple feet of them and received no greeting or sales pitch.
Often I believe that in order to be sure it is not just me that I need to observe. In my observation, there was an Asian female that entered the store and she also did not receive a greeting or sales pitch. At this point, I am feeling offended an aggravated and felt that this behavior needed to be pointed out. So I politely explained to the manager that because of my current class at school I am being more observant with regards to interactions and treatment. Furthermore, “I observed the discriminative behaviors of your worker and it should be addressed.”
Initially the manager was contributing the busyness of the store to the worker being
distracted. However I was able to show the manager that as another white female walked in the worker was always readily available but I still had not received a greeting.
At this point, I was thinking of the Pretty Woman scene when she was able to come back and let the sales person know that their prejudgment of her had cost them big on commission and sales. Unfortunately, I was unable to spend big and the commission would not have resulted too much.
I definite.
Reflection #4Select a Nursing Theory that closely aligns wit.docx
Reflection #4
Select a Nursing Theory that closely aligns with your current practice or personal viewpoint. Reflect why you chose your theory and how it applies to your nursing practice or personal nursing philosophy.
Reference
Smith, M. & Parker, M. (2014). Nursing Theories and Nursing Practice. (4th ed.). Philadelphia, PA: F. A. Davis Company. ISBN-13: 978-0-8036-3312-4
All assignments must be completed and submitted as Microsoft Word documents.
All assignments must follow APA 7th edition format.
minimum of 250 words
three references needed
(one the reference’s book )
.
Reflection #4Follow the guidelines already provided for refl.docx
Reflection #4
Follow the guidelines already provided for reflection papers (200 words, double spaced, Word doc). Choose from one of the following prompts below and reflect,
do not report
.
1. Reflecting back on Heraclitus and Parmenides, what makes for the identity of a thing? Is it the way it changes over time or is it the way that it stays the same?
2. What do you make of Kant’s claim that we never reach the true nature of something? Do you agree that all we ever reach is the way things appear to us or can we reach some form of ultimate reality?
3. Which form of metaphysics did you agree with the most and why?
4. Reflect on some key aspect of Plotinus or Aquinas. What did you take away from them?
5. How did you grow a greater appreciation for art after the class on beauty? What did you think of art before this?
Reflection #4
Follow the guidelines already provided for reflection papers (200 words, double spaced, Word doc). Choose from one of the following prompts below and reflect,
do not report
.
1. Reflecting back on Heraclitus and Parmenides, what makes for the identity of a thing? Is it the way it changes over time or is it the way that it stays the same?
2. What do you make of Kant’s claim that we never reach the true nature of something? Do you agree that all we ever reach is the way things appear to us or can we reach some form of ultimate reality?
3. Which form of metaphysics did you agree with the most and why?
4. Reflect on some key aspect of Plotinus or Aquinas. What did you take away from them?
5. How did you grow a greater appreciation for art after the class on beauty? What did you think of art before this?
.
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