How do we use the arts to develop students' creativity in schoolsEduSkills OECD
This presentation was given by Tatiana Chemi at the international conference “Fostering creativity in children and young people through education and culture” in Durham, United Kingdom on 4-5 September 2017.
How do we use the arts to develop students' creativity in schoolsEduSkills OECD
This presentation was given by Tatiana Chemi at the international conference “Fostering creativity in children and young people through education and culture” in Durham, United Kingdom on 4-5 September 2017.
here we explain the role of the 4 C's, collaboration, critical thinking,creativity and communication in the 21st century skills. we explain their iportance and their application in the classroom.
Workshop: Media Literacy Instructional Practices for Every TeacherRenee Hobbs
How can media literacy education help address important community needs? Review 16 media literacy instructional practices that are foundational to students in primary and secondary education and learn about research on the specific characteristics of quality MIL education. Then work in a small group under deadline pressure to plan how you could implement one or more instructional practices to address a timely and relevant community issue, using a creative design process to imagine educational futures.
In this presentation, you will find an overview of each of the “Four Cs”: critical thinking and problem solving, communication, collaboration, and creativity and innovation.
These are the skills we as teachers have to work in our students, in order for them to be prepared for life.
Presentation MEDEAnet webinar “Conversation with Prof Renee Hobbs”MEDEA Awards
This presentation was given by Prof Renee Hobbs as part of the MEDEAnet webinar on “Conversation with Prof Renee Hobbs”" on 5 December 2013. MEDEAnet aims to promote media-based learning to organisations and practitioners through local training and networking events, online resources and knowledge sharing. MEDEAnet will also exploit best practices of the annual competition MEDEA Awards and extend its existing informal network and support the MEDEA Association, a membership organisation that ensures the sustainability of the MEDEA Awards. More info: http://www.medeanet.eu/
In addition the CBSE is formulating an internationally benchmarked global curriculum, the CBSE-i will be enquiry and skill focused, catering to individual learning styles in terms of pedagogy and assessment. It will address global needs as well as relate to local issues and local culture. It aims to promote critical and creative thinking skills, effective communication skills, interpersonal and collaborative skills and information and media skills. There is an inbuilt flexibility as it provides a foundation and an extension curriculum in all subject areas to cater to the different pace of learners. Through CBSE-i, the Board hopes to provide quality with a reasonable fee commensurate with the facilities offered (infrastructural and academic).
Running head Multi-actor modelling system 1Multi-actor mod.docxglendar3
Running head: Multi-actor modelling system 1
Multi-actor modelling system3
Multi-actor modelling system
Yogesh Dagwale
University of the Cumberland’s
Ligtenberg, A., Wachowicz, M., Bregt, A. K., Beulens, A., & Kettenis, D. L. (2004). A design and application of a multi-agent system for simulation of multi-actor spatial planning. Journal of environmental management, 72(1-2), 43-55.
They talk about the potential and restrictions of the MAS to manufacture models that empower spatial organizers to incorporate the 'actor factor' in their examination. Their structure system contemplates actors who assume a functioning job in the spatial planning. They included actors who can watch and see a spatial domain. Using these perceptions and discernment they produce an inclination for a preferred spatial situation. Actors at that point present and discuss their inclinations amid their exchanges with different actors.
The inclinations of the actor fill in as inputs for an official choice making. Finally, ultimate conclusions are actualized in the spatial framework. They found that MAS can produce space utilization designs in light of a portrayal of a multi-actor planning process. It additionally can clear up the impacts of actors under the administration of various planning styles on the space utilization and prove how the relations between actors change amid a planning process and under different orders of coming up with decisions. Unlike the work by Parker, Manson, Janssen, Hoffman & Deadman,2003, cited below, this paper did not include the various challenges associated with the use of MAS.
Parker, D. C., Manson, S. M., Janssen, M. A., Hoffmann, M. J., & Deadman, P. (2003). Multi-agent systems for the simulation of land-use and land-cover change: a review. Annals of the association of American Geographers, 93(2), 314-337.
In this paper, they studied different models. These models, however, were not thorough enough and therefore they took into account the multi-actor system, dynamic spatial Simulation, which has two components, that is, a cellular model that speaks to biogeophysical and biological parts of a demonstrated framework and an actor-based model to speak to human conclusion making. Because of its nature and ability to model complex situations, they highlighted some of the areas that MAS can be applied where other models cannot be able to deliver. Such areas are modeling of emergent phenomena whereby MAS can model landscape plans, due to its flexibility, MAS can represent complex land use/ cover systems, and they can be used to model dynamic paths. They also outlined the various challenges to Multi-actor systems. Such challenges include an understanding of complexity, individual decision making, empirical parameterization and model validation, and communication.
Faber, N. R., & Jorna, R. J. (2011, June). The use of multi-actor systems for studying social sustainability: Theoretical backgrounds and pseudo-specifications. In Com.
Running head: MY MOTHER MY HERO 1
MY MOTHER MY HERO 4
My Mother My hero
Institution Affiliation
Students’ Name
Date of Submission
My Mother My hero
Once I think of a hero, there are specific qualities that surround my imagination, being courageous, hardworking, truthful, strong, resilient, and generous have been the qualities I taught about. I also think a hero is someone protective, caring, and so concerned to change the life of the others and make them happy in their life. My Mother has all these qualities and recognizes her as my hero. Otherwise, she grew up on the support of two great parents who had a good life where she grew up and become a teacher in her life. Almost every individual has had some achievements in their life, and there must be a factor behind those achievements, especially someone who had a significant impact on their life. My mother appears to be my hero, who had a substantial impact on my life.
She is currently 54 years old. She was a teacher by profession, and she did her best as a teacher, where she influenced the lives of many students positively; up to now, some still call her and pass their appreciation to her. She was blessed and gave birth to seven kids; the first three are daughters, then a boy and a girl, and then the last two are boys. All of them have been significantly raised, everyone has something to do for a living, my big brother is a doctor, and three of my sisters are teachers, (like Mother like daughters). Our last born is an engineer interior designer and all of us are married with happy family. All these were not for granted but because of the love of God and the efforts, commitment, and great concern of our beloved parents, especially our Mother.
Even though she did not make a complete journey in her teaching profession, but up to where she stopped, she did a lot. They have been in a relationship with my father for thirty-six years of marriage, and when they had their third kid, my dad suggested that she stop teaching and remain at home to take care of the children. Throughout my entire life, my Mother had been supportive of me, a center of inspiration, and she has always been telling me to have self-confidence and believe in myself that I can make it. In case I face a problem, and I have to make a concrete decision towards it, my Mother always had behind me because I seek for her consultation before I move on to the next step.
It feels so great knowing that there is someone who will support you despite the intensity of the problem you face. It relieves much of the stress that comes along with making decisions. My Mother is beautiful inside and out, but most importantly, she has the biggest heart. She's a hard-working person and can play both parent roles. Everyon.
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Similar to Running head PROGRAM AND MISSION ALIGNMENT .docx
here we explain the role of the 4 C's, collaboration, critical thinking,creativity and communication in the 21st century skills. we explain their iportance and their application in the classroom.
Workshop: Media Literacy Instructional Practices for Every TeacherRenee Hobbs
How can media literacy education help address important community needs? Review 16 media literacy instructional practices that are foundational to students in primary and secondary education and learn about research on the specific characteristics of quality MIL education. Then work in a small group under deadline pressure to plan how you could implement one or more instructional practices to address a timely and relevant community issue, using a creative design process to imagine educational futures.
In this presentation, you will find an overview of each of the “Four Cs”: critical thinking and problem solving, communication, collaboration, and creativity and innovation.
These are the skills we as teachers have to work in our students, in order for them to be prepared for life.
Presentation MEDEAnet webinar “Conversation with Prof Renee Hobbs”MEDEA Awards
This presentation was given by Prof Renee Hobbs as part of the MEDEAnet webinar on “Conversation with Prof Renee Hobbs”" on 5 December 2013. MEDEAnet aims to promote media-based learning to organisations and practitioners through local training and networking events, online resources and knowledge sharing. MEDEAnet will also exploit best practices of the annual competition MEDEA Awards and extend its existing informal network and support the MEDEA Association, a membership organisation that ensures the sustainability of the MEDEA Awards. More info: http://www.medeanet.eu/
In addition the CBSE is formulating an internationally benchmarked global curriculum, the CBSE-i will be enquiry and skill focused, catering to individual learning styles in terms of pedagogy and assessment. It will address global needs as well as relate to local issues and local culture. It aims to promote critical and creative thinking skills, effective communication skills, interpersonal and collaborative skills and information and media skills. There is an inbuilt flexibility as it provides a foundation and an extension curriculum in all subject areas to cater to the different pace of learners. Through CBSE-i, the Board hopes to provide quality with a reasonable fee commensurate with the facilities offered (infrastructural and academic).
Similar to Running head PROGRAM AND MISSION ALIGNMENT .docx (20)
Running head Multi-actor modelling system 1Multi-actor mod.docxglendar3
Running head: Multi-actor modelling system 1
Multi-actor modelling system3
Multi-actor modelling system
Yogesh Dagwale
University of the Cumberland’s
Ligtenberg, A., Wachowicz, M., Bregt, A. K., Beulens, A., & Kettenis, D. L. (2004). A design and application of a multi-agent system for simulation of multi-actor spatial planning. Journal of environmental management, 72(1-2), 43-55.
They talk about the potential and restrictions of the MAS to manufacture models that empower spatial organizers to incorporate the 'actor factor' in their examination. Their structure system contemplates actors who assume a functioning job in the spatial planning. They included actors who can watch and see a spatial domain. Using these perceptions and discernment they produce an inclination for a preferred spatial situation. Actors at that point present and discuss their inclinations amid their exchanges with different actors.
The inclinations of the actor fill in as inputs for an official choice making. Finally, ultimate conclusions are actualized in the spatial framework. They found that MAS can produce space utilization designs in light of a portrayal of a multi-actor planning process. It additionally can clear up the impacts of actors under the administration of various planning styles on the space utilization and prove how the relations between actors change amid a planning process and under different orders of coming up with decisions. Unlike the work by Parker, Manson, Janssen, Hoffman & Deadman,2003, cited below, this paper did not include the various challenges associated with the use of MAS.
Parker, D. C., Manson, S. M., Janssen, M. A., Hoffmann, M. J., & Deadman, P. (2003). Multi-agent systems for the simulation of land-use and land-cover change: a review. Annals of the association of American Geographers, 93(2), 314-337.
In this paper, they studied different models. These models, however, were not thorough enough and therefore they took into account the multi-actor system, dynamic spatial Simulation, which has two components, that is, a cellular model that speaks to biogeophysical and biological parts of a demonstrated framework and an actor-based model to speak to human conclusion making. Because of its nature and ability to model complex situations, they highlighted some of the areas that MAS can be applied where other models cannot be able to deliver. Such areas are modeling of emergent phenomena whereby MAS can model landscape plans, due to its flexibility, MAS can represent complex land use/ cover systems, and they can be used to model dynamic paths. They also outlined the various challenges to Multi-actor systems. Such challenges include an understanding of complexity, individual decision making, empirical parameterization and model validation, and communication.
Faber, N. R., & Jorna, R. J. (2011, June). The use of multi-actor systems for studying social sustainability: Theoretical backgrounds and pseudo-specifications. In Com.
Running head: MY MOTHER MY HERO 1
MY MOTHER MY HERO 4
My Mother My hero
Institution Affiliation
Students’ Name
Date of Submission
My Mother My hero
Once I think of a hero, there are specific qualities that surround my imagination, being courageous, hardworking, truthful, strong, resilient, and generous have been the qualities I taught about. I also think a hero is someone protective, caring, and so concerned to change the life of the others and make them happy in their life. My Mother has all these qualities and recognizes her as my hero. Otherwise, she grew up on the support of two great parents who had a good life where she grew up and become a teacher in her life. Almost every individual has had some achievements in their life, and there must be a factor behind those achievements, especially someone who had a significant impact on their life. My mother appears to be my hero, who had a substantial impact on my life.
She is currently 54 years old. She was a teacher by profession, and she did her best as a teacher, where she influenced the lives of many students positively; up to now, some still call her and pass their appreciation to her. She was blessed and gave birth to seven kids; the first three are daughters, then a boy and a girl, and then the last two are boys. All of them have been significantly raised, everyone has something to do for a living, my big brother is a doctor, and three of my sisters are teachers, (like Mother like daughters). Our last born is an engineer interior designer and all of us are married with happy family. All these were not for granted but because of the love of God and the efforts, commitment, and great concern of our beloved parents, especially our Mother.
Even though she did not make a complete journey in her teaching profession, but up to where she stopped, she did a lot. They have been in a relationship with my father for thirty-six years of marriage, and when they had their third kid, my dad suggested that she stop teaching and remain at home to take care of the children. Throughout my entire life, my Mother had been supportive of me, a center of inspiration, and she has always been telling me to have self-confidence and believe in myself that I can make it. In case I face a problem, and I have to make a concrete decision towards it, my Mother always had behind me because I seek for her consultation before I move on to the next step.
It feels so great knowing that there is someone who will support you despite the intensity of the problem you face. It relieves much of the stress that comes along with making decisions. My Mother is beautiful inside and out, but most importantly, she has the biggest heart. She's a hard-working person and can play both parent roles. Everyon.
Running head PROGRAM EVALUATION PLAN1PROGRAM EVALUATION PLAN.docxglendar3
Running head: PROGRAM EVALUATION PLAN 1
PROGRAM EVALUATION PLAN 10
Program Evaluation Plan
Name:
Tanisha Hannah
Institution:
Strayer University
Professor:
Dr. Jacob
Course:
Edu 571
Date:
March 2, 2020
Program Evaluation Plan (Part 3)
Goals of Evaluation
Evaluation refers to the act of checking various things thoroughly in order to characterize their worth or value, with reference to a certain context. In the field of education, the amount of success in a person’s aims can only be determined through evaluation. Therefore, there is a very close relationship between various aims and evaluation. The main goals of evaluation in schools are as discussed below. The first goal of evaluation in the field of education is to create an educational program ("Evaluation in Teaching and Learning Process | Education", 2020). Through evaluation, evaluators and the school management can build a given program of learning among the students. This is after gathering and checking various factors in order to find what program will fit and make a positive impact in the school. This involves consulting all the stakeholders of the program and developing strategies that will ensure the development of a good program.
The second goal of evaluation is assessing the effectiveness of the program. Evaluation ensures that the developed program is up to standards and serves the purpose that it was intended to. It helps the evaluators to check if the teaching strategies and techniques are being applied properly. The third goal of evaluation is to ensure improvement of the program. Through evaluation, evaluators can gauge the impact of the program on the school and learners. They can also identify various things that can make the program more effective. It acts as an in-built monitor in the program in order to review the progress of the program from time to time. It also gives feedback regarding the design and the implementation of a given program. Through such assessments, the school management can know where to work on, and what they need in order to enhance effective programs in teaching and learning.
For instance, in our case, evaluators can comfortably tell whether or not the program is helping girls become more superior in math. If not they can suggest better or other strategies that will make positive impact.
Cultural Issues Affecting the Program
Culture can influence how different people view things. An individual’s culture and upbringing can affect their way of processing information. Among the cultural issues that might be faced in the evaluation plan include cultural stereotypes. Some students believe that they cannot perform as expected in school or in a particular subject due to lack of preparation from their home environment. This makes them believe they do not have enough potential to do well in a given subject when they get to school. For instance, some students may not have calculat.
Running head Project 21Project 22Projec.docxglendar3
Running head: Project 2 1
Project 2 2
Project 2: Historical Context and Introduction
Your Name
Southern New Hampshire University
Research Plan
Research Question: [Revised research question from Topic Exploration Worksheet.]
Introduction
[Three- to five-sentence discussion of background information about your historical event to capture the interest of your audience.] [Two- to three-sentence thesis statement based on your research question that addresses your historical event and explains how your event has been influenced by historical context.] [Two- to three-sentence explanation of how you will use the primary and secondary sources you listed in the Research Plan in your hypothetical research paper.]
Historical Context: [Three- to five-sentence explanation of your event’s historical context, citing sources one and two.]
Impact of Historical Context: [Three- to five-sentence discussion of how historical context impacted your event, citing sources one and two.]
Resources
HIS 100 Project 2: Historical Context and Introduction Guidelines and Rubric
Overview
“If you want to understand today, you have to search yesterday.”
—Pearl Buck
Your second project in this course is to complete a historical context and introduction project. The work you did on the Topic Exploration Worksheet in Theme 1
will directly support your work on this project as well as your third longer term project—the multimedia presentation—due in Theme 4.
One of the prime benefits of studying history is that it allows us to learn about who we are and where we came from. The people and events of the past can
often shed light on the conditions and social norms of the present. Having historical awareness can inform various aspects of your life as well as future
aspirations. Learning from past failures and successes can shape ideals and values for years to come.
This is your second longer-term project designed to help you understand the fundamental processes and value of studying history. In the first project, you
completed the Topic Exploration Worksheet on one of the topics or themes from the library guide. You investigated the types of research you might need to do
to learn more about the topic and developed research questions. In Project 2, you will use your completed Topic Exploration Worksheet to explore the
historical context and develop an introduction. You will choose one of your research questions and do some secondary source research, speculate on primary
source needs, and use the information to write the introduction and thesis statement for a possible research paper. (You will not write the entire paper—
only the introduction.) In the third project, you will create a multimedia presentation that explores both major developments in historical inquiry and the value
of examining history.
This research plan and introduction assignment will assess the following course outcome, which you focused on throughou.
Running head: MILESTONE ONE 2
2
Milestone One Final Project
John Doe
Southern New Hampshire University
I. Executive Summary
In this section, you should accurately highlight the essential elements of the intelligence report for quick reference by the agency receiving the report. You should include the name of referring agent (your name), the name of the agency that you are imagining you work for, the current date, dates of the activities being covered in the intelligence report, and a brief summary (two to three sentences) on the adversary, scope, and nature of the potential threat. Although this is the opening section of the report, you may wish to complete it last in order to accurately capture the analysis of the body of your report. (This section is the summary so be sure this section is brief. Additional relevant details should be written in their respective sections of the report.)
II. Adversary, Motivation, and Jurisdiction
Summary
Accurately summarize the intelligence collected from the SARs to date, focusing on the “who, what, when, where, why, and how” of the threat situation. Information should be annotated with dates and times from relevant SARs, and information from each date should be provided in a separate paragraph, from inception to most recent. Your summary should focus on connecting the dots, with as much detail as needed to present all the relevant intelligence. It should highlight information that would be of particular relevance for the law enforcement agency doing follow-up in understanding the potential threat. (If it makes it easier, you can format your first section as follows:
A. Who
B. What
C. When
D. Where
E. Why
F. How
Adversary
Determine who the adversary is for this potential threat. It may be an individual or a group. You should identify the names of suspects (if known) and also the type of adversary. For example, is the adversary an international terrorist group, a domestic terrorist group, an organized crime, a local or international gang, drug traffickers, an extremist or militia group, a hacker, or a white-collar criminal? Support your answer using relevant information from the SARs.
Range
Analyze the range of the adversary’s operations. Are their activities focused within one city or state or across multiple states? Support your answer with relevant information from the SARs.
Motivation
Analyze what is known about the adversary’s motivation and how that might affect their choice of target (individual or location). Might it affect whether they choose one target or many, the type of target they select, or the location of the attack? Support your answer with relevant information from the SARs.
Jurisdiction
Based on your analyses in Parts A–C above, determine which agency has jurisdiction in following up on the potential threat. For example, should local or state law enforcement follow up? Should federa.
Running Head PROJECT 31DISCUSSION5Project 3.docxglendar3
Running Head: PROJECT 3 1
DISCUSSION 5
Project 3
Problem statement:
The specific problem to be addressed is how McDonald's is going to deal with a decrease in demand in the wake of COVID-19 pandemic. The general problem to be addressed is how fast-food chains and food outlets are changing their operations during the pandemic of Corona Virus in the world, especially in the United States (Daniel, 2016).
You must always list your general problem statement first. Provide context for that statement. Then present your specific problem statement and provide context for that statement. Per the assignment instructions you should list your research questions following your problem statements.
The method selected for research:
To conduct research on the above-stated problem stated, the right methodThe research method that will be adopted in conducting the proposed research will be the mixed method approach a combination approach withwhich includes both quantitative and qualitative methodologies. A quantitative approach will help understand the insights into what is triggering a certain behavior in participants. While on the other hand, quantitative study is important to figure out the proportion of customers who is are not availing their previous interest in fast food and epically McDonald's (Apuke, 2017). But dueDue to the lockdown and social distancing, going in the market and conducting research is out of option. The suitable technique is to develop a flexible approach where both primary and secondary sources are sued. For secondary resources, the reports by McDonald's' Company and other institutions regarding the change in the food industry will be a suitable option. For primary data collection, developing an online survey is the safest option. For the qualitative study, online interviews can be scheduled. Both structured and unstructured interviews can be planned. Similarly, panel discussion over video calls is also a safe option. Through a mixed approach data for both quantitative and qualitative questions can be gathered (Yoshikawa & Kalil, 2008). Comment by Terrance Woods: What does this mean? Poor word choice. Consider rephrasing Comment by Terrance Woods: Word choice
Per the assignment instructions you were required to “include the justification as to why other methods would not be appropriate”. You failed to do that here.
Research question
Qualitative Research Question:
1. How the fast-food business of McDonald's in the United States is getting affected by the pandemic of COVID-19? Comment by Terrance Woods: I provided you with feedback in your Project 2 submission regarding this research question. My exact feedback was - This questions is not well-articulated. Reword for clarity. You failed to address the feedback received and merely presented the same question in this submission.
Quantitative research question:
2. How many Americans have stopped buying McDonald's because of coronavirus threat in the United States? Comment by.
Running head: PROBLEM STATEMENT 1
PROBLEM STATEMENT 3
Problem statement
Name:
Institution:
Date:
There is a critical need for a good instructional design because it is a multipurpose learning tools that not only serves instructional designers but also learners of all ages. According to Clark (2016), e-learning courses need to be integrated with instructional methods which align with high-quality research.” The implication is that the process of designing instructional designs should involve careful planning, preparing and researching in order to achieve high quality learning outcomes. In this regard, those responsible for designing must identify their strategic purpose as it predetermines the goals, objectives, expected outcomes, and resource allocation of the entire instruction model.
The main approach involves studying the critical elements in the design phases of an instructional model which enhances the learning experience of learners based on evidence-based literature. This is because humans apply appropriate cognitive processes to learn and thus instruction must adopt similar cognitive processing (Clark, 2016).The main purpose is therefore to emphasize the importance of good instructional design in enhancing the quality of education among instructors and learners. The objective involves highlighting the goals of an instructional program, the instructional objectives, relevant instructional materials and design assessment which rationalize the need for a good instructional design with the goal of engaging both learners and instructors. After all, learning is a process that requires the active participation of the learners (Reigeluth, 1987). This research study seeks to identify answers to two questions: a) What are the critical elements that build up a strong foundation for a good instructional design and b) what value do these elements offer to the learners and instructor who are the main consumers of learning instructional designs.
References
Clark, R.C. (2016). E-learning and the science of instruction: proven guideline for consumers and designers of multimedia. Walden University Library.
Regeiluth, C.M. (1987). Instructional Theories in Action: Lessons Illustrating Selected Theories and Models. Walden University Library.
Running head: PROBLEM STATEMENT 1
PROBLEM STATEMENT 6
Need working title
Problem statement
Tangela Jones
Walden University
11/10/18
Need section heading
There is a critical need for a good instructional design because it is a multipurpose learning tools that not only serves instructional designers but also learners of.
Running head MUSIC AND GENDER WOMEN PORTRAYAL IN RAP 1.docxglendar3
Running head: MUSIC AND GENDER: WOMEN PORTRAYAL IN RAP 1
MUSIC AND GENDER: WOMEN PORTRAYAL IN RAP 15
Music and Gender: Women Portrayal in Rap Music
Student’s Name:
Course:
Music and Gender: Women Portrayal in Rap Music
The introduction of rap music in the 1980s was welcomed with a lot positivity. However, this genre of music has on many occasions been considered as being controversial. Rap music has been accused of advancing messages and themes that deal with sexism, violence, gender stereotyping and materialism. Previous studies on rap music have indicated the content found in rap music promotes negative behavior. Moreover, research has shown that rap music videos generally differ in their portrayals of men and women in music videos. Males are often cast in positive light compared to females who are depicted in positions that portray them as a submissive gender to males.
The scope of this research narrows down on rap music produced from the years 2016 to 2018.The songs selected for this research are songs with lyrics that have misogynistic themes on women. Rap songs are observed in normalizing, objectifying, glorifying, victimizing and even exploiting women. Moreover, the rap songs are observed in defaming women through using innuendos and stereotypical language which portray misogynistic and sexist perspectives. The main area of focus for this paper is on the kind of nouns that are used in rap music to refer to the concept of woman and ways in which these nouns depict women. It is critical for this project to investigate the lyrics and its representations, as rap music has in the past years been under criticism for increasingly presenting a negative and controversial image of women in the society. A theological perspective on these issues is undertaken at understanding and criticizing the misogynistic and sexist culture of rap music generally.
Men in rap music have a higher probability of perpetuating violence on women. A review done on the common rap images found out that women were more likely to be dressed in images which portrayed them in provocative ways, especially in videos that had sexual content. Research has suggested that the perpetuation of gender in the media is a theme which has been occurring for eons of time[footnoteRef:1]. Specifically, music and gender and the portrayal of women in rap music has not been extensively studied previously. It is essential to consider the differences of gender in rap music and the portrayal of women in this genre of music. [1: Ronald Weitzer and Charis E Kubrin, “Articles Misogyny in Rap Music A Content Analysis of Prevalence and Meanings,” accessed October 23, 2018, https://doi.org/10.1177/1097184X08327696.]
Although scholars have attempted examining the interactions between rap music and religion, there has been a gap in regard to how artists frame religious messages within their lyrics. However, this lack of sufficient research does not reflect on the continued .
Running head Museum Focus1Museum Focus.docxglendar3
Running head: Museum Focus
1
Museum Focus
4
Museum Focus
Linda Dotson
Walden University
Interdisciplinary Experience: Sustaining Quality of Life in the City
Professor Paige Parker
September 15, 2018
Question 1
Brief introduction of Ohio City
Ohio is a great city named after the Ohio River in the 18th century. The area was disputed by the France and Great Britain. After the dispute, it established its own territories. This territory included the land where west of Pennsylvania in United States and the northwest of the Ohio River. The area covered more than 260,000 square miles (Turner, & Bogue 2010).
The History of Ohio City that has led to construction of Museums.
The area remained as a hunting ground by the Iroquois after the dispute. Later, some American groups began to migrate to the area. Later there was a seven years war between the Europeans, British and France. They all wanted to colonize the area. Unfortunately, the British worn and after the win, they ordered French settlers to leave the area. It is evident that the war brought about the breakdown of ethnicities.
How museum focus has been of great importance to the citizens of the city
The area is known for its landscape, mountains, rivers and minerals. This makes Ohio City to be a great city suitable for great museums. It is evident that, Ohio City creates the best environment for a museum with the theme of History and Natural History to be built. For instance, Miami River is known to be a great river. Many people admire visiting the area just to see the river. This creates the best conditions to build a museum. People within the city can also visit the museum and get to enjoy the benefits of the museums.
How people from outside the city benefit from the construction of the museums.
People outside Ohio City can also visit the museums. These museums will offer the history of the river to its visitors. They will also address an increasing array of issues in the dynamic environment (Edson, 2017).
Question 2
Permanent Exhibition.
Modern museum are designed to have a permanent exhibit, in this case the museum must have enough collections and classification of a field of knowledge for research and for display purposes. This will enlighten the visits about the history of Ohio City. The history stored in this museum will also be of great use to students as they will learn a lot in these museums,
References
Edson, G. (2017). Museum management. In Encyclopedia of Library and Information Sciences(pp. 3185-3198). CRC Press.
Turner, F. J., & Bogue, A. G. (2010). The frontier in American history. Courier Corporation.
If you can do it send confirmation at [email protected]
If you can do it send confirmation at [email protected]
Assessment Details and Submission Guidelines
Trimester
T2 2018
Unit Code
MN603
Unit Title
Wireless Networks and Security
Assessment
Individual
Type
Assessment
Design and implementation of secure enterprise wireless network
Tit.
Running head: MODULE 3 - SLP 1
MODULE 3 – SLP 2
Module 3 – SLP
Elizabeth Davis
Trident International University
Dr. Sharlene Gozalians
13 May 2019
Module 3 – SLP
In a bid to control the prevalence of diabetes among the African Americans, it is important to examine a number of attributes of culture that can empower a person towards changing a behavior. The factors may be positive, existential, and negative. Existential factors may be not harmful but need to be acknowledged. The importance of a family cannot be ignored especially because of the support they provide to diabetic patients. Family is therefore a positive cultural value which will assist in managing diabetes disease. This paper therefore seeks to address how each of the PEN-3 model’s three factors within the dimension of cultural empowerment applies to the African American group.
It is important to explore by identifying several cultural beliefs and practices that are positive, existential and negative. Positive factors are likely to lead to an improvement by reducing the prevalence of diabetes among the African Americans. Existential factors are existing cultural values and beliefs that may have no harmful health consequences. Cultural practices that may act as barriers in controlling the prevalence of diabetes among the African Americans are the negative factors. Example of these negative practices includes poor nutrition leading to obesity.
Positive Factors
The positive factors which will influence management and control of diabetes among the African Americans include spirituality and family. For example, talking about a family affair with diabetes will make a great impact in controlling diabetes among the African Americans. This is because it will create awareness of how to handle and deal with diabetes. Spirituality will have a positive impact in controlling the prevalence of diabetes among the African Americans. African Americans who have spiritual faith are likely to engage in activities which will reduce the prevalence of the disease.
Existential Factors
Existential factors include faith healing. A belief in faith healing is a factor which is likely to reduction in prevalence of diabetes among the African Americans. Individuals who are religious are likely to visit religious leaders to seek healing and intervention. Many individuals confess that they got healed after being prayed for by the Pastors and other religious leaders. This is attributed to believing in faith healing.
Negative Factors
Consumption of “comfort foods” is common in the diet of the African Americans. These foods contain high fat, sugar, and calorie contents. Example of negative cultural factors includes unhealthy traditional foods. Poor nutrition among the African Americans is more l.
Running Head PROGRAM EVALUATION PLAN1PROGRAM EVALUATION.docxglendar3
Running Head: PROGRAM EVALUATION PLAN 1
PROGRAM EVALUATION PLAN 2
PROGRAM EVALUATION PLAN
Name:
Tanisha Hannah
Institution:
Strayer University
Class:
EDU 571 Evaluating School Programs
Professor:
Antony Jacob
Date of Submission:
February 19, 2020
Program evaluation plan (part 2)
In order to ensure that the “gender equity for girls in math” education program which applies to master’s level students is efficient in fulfilling the outlaid goals, the goal based approach of evaluation should be applied in evaluating the effectiveness of the program. The major objective of this education program is to empower the girl child and to ensure that there are increase female students taking courses in mathematics at higher education levels (Markovits & Forgasz, 2017). In this case therefore, the evaluators has to establish if the establishment of this program will promote the positivity and capability of girls to take courses in Mathematics and to increasingly love the subject even in the lower classes so as to portray an increased number in the number of girls pursing this course in the masters level.
The goal based approach of evaluation will help the school evaluator to be able to determine how they can ensure that all the institutions are able to empower the girl child and encourage them to increasingly perfect their skills in mathematics in order to see a reflection of changes in the higher education levels (Sarouphim & Chartouny, 2017). This evaluation technique will help the education program creators to determine if the program is efficient in attaining the set objects through checking the outcomes of the implementation of the program over certain period of time.
The gender equality for girls in Math is a program that is anticipated to help the girl children be able to resolve their issues that result from fear and insecurities which cause them to undermine their power and be left behind by the boy child in regard to prosperity in Mathematics (Ganley.et.al, 2018). Therefore, the evaluators will have a role of determining the broader impacts of this approach as well as investigate what greater good is served as a result of this program. This will include identify the consequences that the program will have on other courses which most female students major in and how the male students will be affected by the program. The goals based evaluation method will help establish the objectives which can be added in the program to make it have optimal results to both girls and boys as well as ensure that other courses that are male dominated portray gender equality (Stoehr.et.al, 2017).
The major areas where the evaluators will assess include; the goals of the program, the outcomes of the program as well as the consequences. The main questions concerning these areas will be; what are the objectives of the program? How will the program be able to meet these goals? How do the goals of the program align with the activities involved.
Running head: PROGRAM EVALUATION 1
PROGRAM EVALUATION 5
Program Evaluation
Student’s Name
Institution
Program Evaluation
Application of Social Cognitive Theory in Information Science and Education
Social cognitive theory first started as a social learning theory by Albert Bandura for application in psychology. Jenkins, Hall, and Raeside (2018) asserted that, regarding the deployment of social cognitive theory in understanding information seeking behavior and use, the social cognitive theory had been used to explore significant areas. Such areas like consumption of social media content, information retrieval skills in the academic field, information retrieval skills at the workplace, information literacy in the educational field and day to day life information seeking. For instance, Kim (2010) used the theory to explore expectation differences in students of different genders when using university library website resources. With regards to knowledge sharing, Jenkins et al. (2018) found that social cognitive theory has been used to explore various fields like blogging and knowledge management systems.
In the field of education, Erlich and Russ-Eft (2011) reviewed the application of social cognitive theory to academic advising for assessment of student learning. Specifically, the researchers applied the social cognitive theory concepts of self-regulated learning as well as self-efficacy for the study. This medium is because these concepts have been successfully applied to education. The idea that learners should be able to recognize, create as well as choose their career plans for successful navigation through their college life contains the elements of self-efficacy concept and self-regulated learning. For instance, Erlich and Russ-Eft (2011) indicated that the confidence in achieving academic plans at a given level could be an indication of a student’s ability to perform academic planning activities at a complex level, which is a demonstration of increased efficacy. Learner’s self-regulated learning skills may help in understanding the learning mechanisms by which a learner acquired the strategies and tactics for performing academic planning activities with independence and sophistication.
Program Timeline
Project Goal
Related Objective
Activity
Duration
To promote awareness about breast cancer prevention
By 2020, increase to 75% proportion of African American women who understand the importance of annual clinical breast exams
Identify the population who underutilize clinical breast exams
January 1, 2020-January 31, 2020
Develop a media campaign to educate African American women about the benefits of early breast cancer detection
February 1,2020-March 30, 2020
Train faith-based organization members on how to educate their congregations about the.
Running Head MUNCHAUSEN SYNDROMEMunchausen SyndromeKr.docxglendar3
Running Head: MUNCHAUSEN SYNDROME
Munchausen Syndrome
Krystina Joseph
Columbia College
Munchausen Syndrome Article Review
Introduction
The Munchausen Syndrome Article explains about the Munchausen Syndrome, which is a rare fictitious disorder which involves the frequent hospitalization together with an intentional display of signs of sickness and pathological lying. In this regards, the management needs the security history taking with collaboration with the sound clinical processes which entails organicity exclusion in addressing the psychological problems. It is worth noting that a case which is presented having unusual symptoms of same dimensions are as well discussed. The case in this regards brings the finer nuances in the assessment of the entity (Prakash., et al 2014).
Research Question
Based on the abstract of the article, it can be denoted that the research question of the article is the need to understand more on the Munchausen Syndrome as well as the symptoms and therefore the need to ensure that such issues are solved by having a sound clinical process to handle the problem. The problem for the case as well was to find out what caused the 19-year-old housewife to vomit pink substance.
Findings
The findings depict that the 19-year-old housewife was suffering from a factitious disorder, also termed as the Munchausen syndrome. The psychometry performed also showed that there is an elevation of scales of anxiety together with hysteria. Consequently, being managed in an empathetic as well as non-confrontational manner, the psychotherapy was intended to improve the positive coping abilities while at the same time improving the interpersonal relationships which had been imparted (Prakash., et al 2014).
Research Methods Used
The methods used involved observations and clinical assessments. Observations were done by checking regularly the presence of the bloodstained vomits as well as the asthenia and any forms of skin allergy. This was carried out to ensure that the patient had no issues. The observations, as well as little conversation, showed that there were no cases of psychiatric illnesses for the patient in the past. Further, the assessment entails involves the systematic examinations which were performed within the normal limit. The psychiatric evaluation was performed together with ward observations which were intended at revealing the comfortability of the patient while in the hospital (Prakash., et al 2014).
The credibility of the Source of Information
To know the credibility of sources, the authors are scrutinized where their qualifications and their areas of experience assessed to understand whether the information provided is related to the topic at hand. For this article, it can be denoted that all the information provided is credible. This is because all the four authors who contributed to the article have sufficient skills and knowledge pertaining to health-related disorders, and thus, their pieces of information.
Running head PROGRAM EVALUATION 6PROGRAM EVALUATIONPr.docxglendar3
Running head: PROGRAM EVALUATION
6
PROGRAM EVALUATION
Program Evaluation
Insert Your First & Last Name
Capella University
COUN 5280 – Introduction to School Counseling
Professor: Dr. Erin Berry
Month, Year
Setting up the format for an APA style paper
· Begin by setting your cursor at the first, beginning space of the first page of your paper and creating all of your margins at 1”. You do this by going to File>Page Set Up>Margin Tab and set at 1 inch for all 4 sides, Top, Bottom, Right, and Left.
· To set spacing to true Double: First, highlight the entire document text, or choose Select All. Then go to Format>Paragraph>Indents and Spacing Tab and in the box that says Line Spacing: select Double from the pull down menu. Make sure the ‘before’ and ‘after’ boxes are set at 0 pt, and not at Auto. Double Spacethroughout the document and see rules in APA Publication Manual, 6th Edition. APA is about saving space… no gaps or quadruple spacing, so the document is consistent and easy to read.
· The font is Times New Roman, 12 pt. Use the same size and typeface throughout, including the paging and Running heads.
(REMOVE THIS INSTRUCTION PAGE WHEN SUBMITTING PAPER)
Start your introduction here. APA 6th edition does not use a heading title for the introduction because its position in the paper identifies it as the introduction. Open your paper with a nice foreword to introduce your response to the unit 7 discussion. You also want to set the reader up about the four general topic areas you will present . At this point, you may respond to the assignment in an outline fashion or take a narrative approach. An example of an outline form is provided. Please review the rubric carefully! There is still an expectation to support your ideas with the literature.
I. School specific needs
In this section you will examine your understanding of identified gaps or specific needs for Model Middle School.
· Included in this section should be an analysis that addresses academic career, personal-social and developmental needs. A strong analysis is demonstrated when the ideas presented in this section are supported by specific examples and scholarly literature.
· A strong program analysis takes into consideration the ways in which student development is fostered through stakeholder collaboration (e.g., school, family and community). Additionally, the measures used to demonstrate accountability are reviewed. Be sure these two ideas clearly addressed in your outline.
II. Program outline
Strong action plans demonstrate critical thinking through the discussion of reasonable assumptions, drawing inferences or making predictions while exploring the potential risks and benefits of the plan. Make sure specific examples are provided! For example, the plan may include group counseling for an academic issues because intervention is supported in the literature.
· In this section, you will describe the specific program of services you plan to provide to .
Running head PROGRAM DESIGN 1PROGRAM DESIGN 2.docxglendar3
Running head: PROGRAM DESIGN 1
PROGRAM DESIGN 2
Program Design to Promote Social Goals in American K12 Schools
January 15th,2018
Program Design to Promote Social Goals in American K12 Schools
Explanation of Each Initiative
The three main initiatives of promoting social goals in school will include: promoting moral and character education, improving children’s health and nutrition, and creating school communities through extracurricular activities, after school programs, and school spirits (Rissanen et al. 2018). Comment by Evelyn Young: The 3 initiatives are clearly stated. Although did Rissanen et al. propose these 3 initiatives to promote social goals in schools? If these are your arguments, take credit for them. No need to give credit to Rissanen et al. for formulating the thesis for your paper.
I think that your paper could have used an introduction followed by the thesis statement.
Explanation of Each Initiative
Moral education is meant to promote good conduct among school-going children, not just within their immediate social relationships, but also in their dealings with their fellow citizens. This initiative is premised on the need for students to possess clear ideals and judgments on what action are right and what are wrong, including the determination of students’ conduct through a constant reference to those ideals. Moral education will be offered as a social goal to enlighten students on a system of rules and norms that regulate the social interactions of people on concepts of welfare, such as harm, trust, justice, and rights. For some students, issues related to values, personal feelings, and societal norms are constructs for discussions and are as such viewed as being influenced by the manner in which morality taught or experienced in schools, churches, and social institution settings. Moral education will be meant to reduce criminal and deviant behaviors among students. Moral character is required in schools because many parents do not teach their children morality issues.
The health and nutrition initiative is meant to improve the physical and mental well being of students. This initiative has the potential to improve the quality of students’ urban life, strengthen the ability of poor children to excel in their studies, and to compensate them for the substandard home and school environments spawned by competitive, inequitable social order. Health and nutritional initiatives will be strengthened through planning and introducing curriculum on nutrition with educational activities. These will include physical activities, which are combined with the farm to school programs that motivate students to consume healthy diets. Indeed, the hybrid school-based nutritional programs have major influence on attitudes, beliefs, and behaviors associated with fruits and vegetable consumption diffused throughout a bigger urban community (Dudley Cotton & Peralta, 2015). This hybrid intervention includes combining district stra.
Running head PROFICIENCY LEVEL ANALYSIS1PROFICIENCY LEVEL AN.docxglendar3
Running head: PROFICIENCY LEVEL ANALYSIS 1
PROFICIENCY LEVEL ANALYSIS 4
Proficiency Level Analysis
ESL-433
6/16/19
Proficiency Level Analysis
Grouping Strategy for Ms. Jensen
The arrangement of the student in the class should be based on their proficiency level while factoring the different capabilities of each student. The teacher should ensure that the both fast learners and slow learners are catered in terms of understanding how to handle their comprehension capabilities. The class has three categories of student, basic, intermediate and proficient.
Cooperative Learning
Cooperative grouping is based on the differences among the children in terms of their learning abilities. Li & Lam (2013) states that cooperative grouping is best suited for situations where students have learning abilities which are differing. The grouping technique is implemented following the analysis of the heterogeneous factors such that students should be grouped depending gender, economic background, culture, race and ethnicities. The ranking of students should follow the descending order starting with the highest to the lowest. To make a ranking legend, the teacher should use L for low achiever, M for medium achievers and H for highest achievers. The grouping should include at least one student from each category for the purposes of achieving diversity. The grouping system should however be done without involving the students as such could encourage discrimination. The issues of gender should be defined effectively to avoid the majority of gender in any of the group.
Rationale for Placement
The strategy is important and useful for the given case because students have different abilities and proficiency. The grouping strategy also promotes involvement of all students since the group is designed in manner which facilitates individual contribution. Tsay & Brady (2012) states that the cooperative grouping is important since it allows for the development of critical thinking skills and communication skills.
Conclusion
Ms. Jensen’s class has students with different abilities and varying English proficiency. Cooperative grouping is effective for 7th grade children since it allow them to exchange information amongst themselves while encouraging collaborative learning. Students are more likely to improve their self-esteem and moralization to study English tasks since group composition allows individual contribution and peer discussions.
References
Li, M. P., & Lam, B. H. (2013). Cooperative learning. 2015-01-20]. http://www. ied. edu. hk/aclass/l'heories/cooperative learning course writing_LBH% 2024June, pdf.
Tsay, M., & Brady, M. (2012). A case study of cooperative learning and communication pedagogy: Does working in teams make a difference?. Journal of the Scholarship of Teaching and Learning, 10(2), 78-89.
Ms. Jensen's 7th Grade Class AZELLA Scores
Student Name
Reading Label
Writing Label
Listening Label
Speaking Label
Aryanna
P.
Running head PROFESSIONAL CAPSTONE AND PRACTICUM1PROFESSIONA.docxglendar3
Running head: PROFESSIONAL CAPSTONE AND PRACTICUM 1
PROFESSIONAL CAPSTONE AND PRACTICUM 5
Falls and Related Injuries
Nanah Kamara Comment by Nelson, Emily Jeanette: Please see my comments in your previous assignment about how to format your title page.
GCU
Falls and Related Injuries
Nurses, being the initial contacts for patients in any most health facilities and the fact they interact or engage with patients more when compared to other providers of care constitute a critical component of the healthcare system. Consequently, nurses play a much huge role in making sure that the healthcare system provides not only safe care but also and care of high standard or quality (Sato, Hase, Osaka, Sairyo & Katoh, 2018). However one of the major healthcare or nursing issue over the years is the fall and associated injuries which have proved not only difficult for healthcare providers and facility to manage. The purpose of this essay is to… Comment by Nelson, Emily Jeanette: Reference needed
For instance, and according to DuPree, Fritz-Campiz & Musheno, (2014), Unintentional falls constitute the highest cause of non-fatal injuries among people over 65 years in the US. Moreover, one in every three individuals above 65 years falls at least one time in a given year. In addition, injuries from falls cause the highest number of accidental deaths among people 65-year-old and above (Tricco, Thomas, Veroniki, Hamid, Cogo, Strifler & Riva, 2017). Such statistics coupled with the extent of the costs associated with fall call for proper intervention to reduce falls and their associated injuries. For instance, the government spends billions of dollars on fall and their associated injuries on treating falls. The prevention of fall would provide increased funds for investment in other social programs aimed at improving both healthcare and addressing social or communal problems (Zakrajsek, Schuster, Wells, Williams & Silverchanz, 2018).
In addition, falls and their related injuries are responsible for almost 15% of the recorded hospitalization. This increases the burden of healthcare providers especially given the numerous stressors like staff shortage, huge workloads, leadership problems and personal factors among others. An increase in falls and associated injury, therefore, is detrimental to the provision of quality care as captured under the healthy 2020 program goal of reducing deaths that result from falls. Comment by Nelson, Emily Jeanette: Reference needed Comment by Nelson, Emily Jeanette: Reference needed
Despite this, falls are very complex and difficult to manage or prevent. Given the implications that falls bear on the patients, the healthcare providers and the healthcare system as a whole (Joseph, Henriksen & Malone, 2018), there has been increased There has been an increased research focus towards fall prevention and reduction strategies. As a result, there exist a significant amount of literature regarding the reduction and prevention of falls..
Running head PROFESSIONAL DEVELOPMENT PROPOSAL PROGRAM .docxglendar3
Running head: PROFESSIONAL DEVELOPMENT PROPOSAL PROGRAM 1
PROFESSIONAL DEVELOPMENT PROPOSAL PROGRAM 3
Professional Development Proposal Program
BUS520
Strayer University
November 9, 2018
Executive Summary
Professional Development Proposal Program
The need for organizational efficiency is driving the need for understanding the competency of individuals that generate effectiveness. The emotional intelligence capabilities help explain considerable as well as significant variances in accepting and predicting performance in capability studies. Emotional intelligence is the ability to monitor personal feelings and emotions visa vie other people’s feelings and emotions and use the information to guide personal thinking and actions. Management can rely on employees’ emotional building blocks to not only enhance their performance, but also their job satisfaction levels. The most important emotional intelligence building blocks that enhance employee performance and job satisfaction are social skills, self-awareness, self regulation, self motivation and empathy. Managers will use emotional intelligence to identify the positive and negative reinforcement of motivation to enhance employee morale within the organization. Positive reinforcement motivation tools are the rewards given to employees for exemplary performance while negative reinforcement is the penalty or punishment for poor performance.
Leaders can use the concept of emotional intelligence to enhance their social skills and decision-making skills in management. Emotional intelligence plays a critical role in helping persons requiring social skills to help them deal with social situations. Given that building strong relationship is one aspect of effective leadership, there is need for organizational leaders to build capacity in social skills for better organizational performance. Leaders can also utilize the concept of emotional intelligence to enhance their decision-making skills. Emotionally intelligent decision makers rely on self-awareness and self-management to determine their appropriate duties in decision making process. Decision makers use these skills to determine whether they have the necessary orientation to a problem.
Emotionally intelligent leaders strive for the establishment of effective teams to help realize organizational and team goals. Effective teams have clear purpose and goals, engage in consensus decision making, shared leadership and embrace open communication. To develop effective teams, departmental managers must define the team’s purpose and goals, define the roles for each group member and quickly identify and resolve conflicts. Finally, there is need to develop both extrinsic and intrinsic reward systems for employee motivation and improved performance.
Professional Development Proposal Program
Introduction
The need for organizatio.
Running Head Process Recording TemplateProcess Recording Temp.docxglendar3
Running Head: Process Recording Template
Process Recording Template
Process Recording Template
Student Name: Shaneka Ratchford Date of Contact: 6th Dec 2018
Session number or Contact number: Location of the client interview: Mrs. Michelle Rowell’s house
Verbatim dialogue
Assessment of client
Student impression/ feeling / thoughts/ reactions
Identify skills /theory/ conceptual framework
Social work intern:
Hello Madam, I am pleased to meet you
I am a little bit nervous since I have not gained so much confidence in the field study, but I want to deliver good results I start with the greetings to start the conversation in and make my client feel at ease.
Invites her in the conversation
Client:
Hello, am also pleased to meet you. Call me Mrs. Rowell.
She greeted me in a friendly way and seemed to be at ease
Social work intern:
As we had agreed, I have come in your house for a pre-assessment and see your readiness. Are you ready for this?
I look at the client, she is not looking at me, I take a deep breath to ease my nervousness
I used closed-ended method requiring a yes or no answer to start the dialogue
Client:
Yes, I am ready
She is confident and seems very ready and nodded in acceptance
Social work intern:
It must be very difficult accepting that you cannot bear children biologically? You must have thought about adopting a child for a long time?
I feel confident now that my client looks like I could now see she has full confidence with me
I deploy open-ended tactic to kick-start the conversation
Client:
It has been a tough time for me, this is one of the reasons I ended up being divorced by my husband of many years
Her face changes and she looks very thoughtful
Social work intern:
I am sorry for this ma’am, everything will be fine
I feel sorry for her
I deploy empathy to make her feel more
Client:
Thank you for your concern
Her face brightens again
Social work intern:
You believe that you can be able to take care of the child alone bearing in mind you seem to ambivalent about a child below the age of ten? Please tell me more about that?
I try Showing some concern
I try engaging her to get clarifications of what she exactly wants
Client:
As I earlier told you I am working, I would like a child who is a little bit grown up since I will not be at home at all times due to work commitment
The client looks uncomfortable at this point since she starts fidgeting
Social work intern:
How will you handle this alone
She Seems confident
I try digging more from her
Client:
It is a difficult task as I have said, but since I have been working as a teacher for many years, I have a lot of experience in parenting
She smiles as she explains her passion with children.
Social work intern:
Now that your mind is set in the adoption of a school going child, how will you handle the discipline of the child?
I feel she is fit for the task
I want to understa.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
1. Running head: PROGRAM AND MISSION ALIGNMENT
1
PROGRAM AND MISSION ALIGNMENT
4
Program and Mission Alignment
Student Name
Institutional Affiliation
Winthrop University aims at offering personalized challenging,
graduate, and continuing professional education programs of
national caliber. Doing a degree in communication sciences and
disorder does not align to the university’s mission since the
program is not offered at the university anymore. The program
started its closure while I was still in school, which was an
indication of its coming to extinction. The program in
communication sciences and disorders is also not part of the
long-term mission of the university of achieving national stature
as a competitive and distinctive, co-educational, public,
residential comprehensive, and value-oriented institution. The
program has been closed, which is an implication of the failure
to meet the required standards to provide competitive skills to
its students. Communication sciences and disorders program
3. CREATING SPACE FOR CONNECTION:
A COLUMN FOR CREATIVE PRACTICE
This column is designed to underscore relationally based
creative inter-
ventions used by counselors and psychotherapists in their
practices. Our
intention is to provide examples of novel, innovative ways of
working with
clients in their efforts to deepen self-awareness and their
connections with
others. Although the interventions within this column will be
presented in a
linear “how to” manner, an essential premise of this column is
that inter-
ventions submitted for publication have a contextual and
relational basis.
Basic to this column is the therapeutic focus of working through
latent hurts
and impediments to our clients’ health and happiness. Client
goals generally
involve creating the requisite emotional space needed for
genuine relational
choice for connection to manifest. If you have created a useful
therapy tool,
or if you have adapted an existing creative tool that you would
like to
share with readers, please follow submission guidelines in the
author infor-
mation packet available at
http://www.creativecounselor.org/Journal.html.
107
5. tiple purposes. Art educators teach children about techniques,
materials,
processes, art appreciation, and art history; they also encourage
play, cre-
ativity, and imagination (Szekely, 2006). Art making can be a
support to
classroom teaching: The ateliers of Reggio Emilia schools and
the curricula
of Waldorf schools are art based (Gandini, Hill, Cadwell, &
Schwall, 2005;
Pelo, 2007). Also, North Carolina and Oklahoma’s system of A+
Schools
is a reform model of arts integration (President’s Committee on
the Arts
and the Humanities, 2011). School counselors use visual art to
provide
creative counseling in individual or themed group settings
(Allan, 1988;
Address correspondence to Katherine Ziff, Athens City School
District, 25 S. Plains Road,
The Plains, OH 45780, USA. E-mail: [email protected]
108
ArtBreak: Creative Group Counseling 109
Gladding, 2011; Somody & Hobbs, 2006/2007). Art therapists
sometimes
practice in schools, their work supporting student mental health
(Essex,
Frostig, & Hertz, 1996; Malchiodi, 1996; Pleasant-Metcalf &
Rosal, 1997;
Rosal, McCulloch-Vislisel, & Neece, 1997). Visual arts in
schools is valuable
6. in encouraging school engagement and community, creativity,
collabora-
tion, innovative thinking, and attention (Kosik, 2009;
President’s Committee
on the Arts and the Humanities, 2011).
ArtBreak, a program grounded in the therapeutic use of studio
art, is
a choice-based studio art experience for children based on the
restorative
possibilities of art making delineated in the expressive therapies
contin-
uum (ETC; Kagin & Lusebrink, 1978). The pilot program took
place in
two elementary schools in rural Southeastern Ohio from 2009
through 2011.
ArtBreak was planned and facilitated by an elementary school
counselor in
consultation with school psychologists and administrators and a
university
professor.
RATIONALE
ArtBreak shares boundaries with both art therapy and art
education,
although it is neither. It incorporates the ETC as a guide for
choosing mate-
rials for the studio, offering them to children, and thinking
about what
children are accomplishing as they choose and work with
various media.
Grounded in the ETC and studio art, ArtBreak is a group-based
creative
counseling program designed to help students build social
skills, develop
7. problem-solving abilities, and relax and express feelings.
The ETC is a theoretical framework for engaging the expressive
and
integrative potential of creativity through the use and properties
of visual
art. Art therapists Sandra Kagin and Vija Lusebrink introduced
the ETC
in 1978; it has been elaborated by Lisa Hinz (2009). The ETC
features
a developmental hierarchy associated with how information is
processed
in relation to how art is created in a therapeutic context. ETC
delineates
three general restorative goals of associated media: (a) Fluid
media like
watercolor, chalk pastels, and finger paint support
kinesthetic/sensory goals
such as relaxation and expression of feelings; (b) more resistive
media
like colored pencils, crayons, markers, clay, and tempera paint
support
perceptual/affective goals such as improving cognition,
increasing empathic
understanding, identifying emotions, and cause and effect; and
(c) resistive
media like collage, sculpture with found and recycled materials,
and illus-
trated books support cognitive/symbolic goals such as
developing problem-
solving skills and identifying and integrating strengths (Hinz,
2009). The
third cognitive/symbolic area of the ETC is further
differentiated by Project
Zero research, which identifies eight habits of mind supported
by studio art,
8. including development of craft, ability to engage and persist,
envisioning,
110 K. Ziff et al.
TABLE 1 The Expressive Therapies Continuum: Therapeutic
Goals and Suggested Materials
Continuum Level Therapeutic Goals Suggested Materials
I. Kinesthetic/Sensory Relax Soft clay
Express feelings Finger paint
Watercolor
Chalk pastels
II. Perceptual/Affective Improve cognition Tempera paint
Empathic understanding Crayons
Identify feelings Oil pastels
Improve social skills Drawing materials
Improve attention
Understand cause and effect
III. Cognitive/Symbolic Develop problem-solving
abilities
Identify and integrate
strengths
Collage
Sculpture with repurposed
materials
Clay
9. Mask making
Markers
Art making with two or more
steps
Illustrated books and narratives
Note. Adapted from Hinz (2009).
expression, observation, and reflection (Winner, Hetland,
Veenema,
Sheridan, & Palmer, 2006). Table 1 shows the three levels of
the ETC.
Studio art has long been associated with psychological healing
and
regeneration (Adamson & Timlin, 1990; Essex et al., 1996;
Moon, 2002).
Douglas and Jaquith (2009) associated choice-based art in the
classroom
with building skills of problem solving, working habits,
reflecting, connect-
ing, constructing knowledge, and problem finding. Boldt and
Brooks (2006)
described how art making by groups of students builds
community, supports
social skills, and fosters belonging, mastery, independence, and
generosity.
Art making can reduce stress, and for children experiencing
cognitive, physi-
cal, or emotional stress, a source of relaxation at school can
support learning
(DeLue, 1999).
In studio art therapy, art making is central to the theoretical
approach,
10. conceptual understanding of clients and their art making, design
and cre-
ation of therapeutic work space, and interactions and
communications about
the process (Moon, 2002). Likewise, an art studio orientation in
which stu-
dents are supported in their ideas, intentions, decisions, and
choices is
different from the use of art-based protocols for assessment,
diagnosis, and
treatment. In such an environment where work is facilitated
rather than
directed, authentic growth and learning can take place
(Adamson & Timlin,
1990; McLennan, 2010; Rogers, 1989). ArtBreak offers students
an opportu-
nity to pursue independent, choice-based art making according
to their own
ArtBreak: Creative Group Counseling 111
interests, in a studio furnished with materials and media that
reflect and
support all three levels of the ETC framework.
ASSUMPTIONS
ArtBreak is based on the following assumptions:
1. Art making supports children in expressive, affective, and
cognitive ways
as delineated in the ETC.
2. Art making in a group builds community and develops social
11. skills.
3. Art making in school increases student engagement.
4. Art making supports creativity and divergent thinking.
ARTBREAK PILOT OBJECTIVES
Our pilot program included five objectives:
1. Learn whether the ETC is applicable to a school-based group
studio art
format and, if so, how.
2. Provide an opportunity for students to build social skills,
develop
problem-solving abilities, and relax and express feelings as they
choose.
3. Learn whether the logistics of ArtBreak (weekly 30-minute
groups) are
feasible in a school setting.
4. Create forms and documentation systems for ArtBreak.
5. Identify other learning from the pilot.
PILOT PROJECT
In its 1st year, the program served 36 children in six groups in
one school.
The following year, ArtBreak expanded to serve 44 children in
two schools
in a total of eight groups. Each group, composed of
kindergarten through
sixth-grade students of diverse ages, genders, and skills, worked
together
for 30 minutes per week throughout the school year in an open
art studio
12. format.
Process
We followed a simple framework for implementing ArtBreak,
available to
any practitioner in the field wishing to implement the program.
1. Begin by setting up the art studio; the size and facilities of
the space
determine the parameters of what can be offered. A room with a
sink and
112 K. Ziff et al.
shelves can accommodate many options. A very small space can
work
by having students build sketchbooks to work in and keeping
handy a
bucket of clean water, damp rags, and a pan for things to be
washed
later.
2. Using the ETC (see Table 1) as a guide, stock the studio
space with at least
two kinds of materials from each of the three areas of the ETC,
choosing
media with which you are familiar. For ideas on acquiring and
setting up
materials, consultation with a school art educator is helpful.
Douglas and
Jaquith (2009) also provide advice on how to set up art centers.
3. Introduce teachers, families, and administrators to the
13. ArtBreak pro-
gram by inviting teachers to visit the studio and offering art
materials
as door prizes, hosting an open studio for families at fall
parent–
teacher conferences, and/or announcing the program in the
school
newsletter.
4. Invite teachers to refer students and obtain written
parent/guardian per-
mission for students to participate. We developed a referral
form (see
Appendix) based upon the ETC.
5. Begin the groups by introducing new materials and processes
as students
ask or seem ready for them. An ongoing list of “things we need”
posted in
the studio is a helpful guide for introducing new materials.
Daily written
reflections by the practitioner are also a good support for
deciding about
new materials and problem solving.
Our ArtBreak groups were organized and facilitated by the
school counselor
whose role was to model problem solving; demonstrate the use
and care
of materials; teach skills such as clean-up; introduce new tools;
encourage
and model supportive behavior, supportive language, and other
prosocial
skills; keep time; and make decisions about introducing new
materials and
processes.
14. Students were referred to the groups by their teachers, a school-
based intervention team, community mental health
professionals, or families.
Students were introduced to ArtBreak in a contained format to
help them
learn the choice-based format. For the first two sessions, the
counselor
placed an appealing object (e.g., a toy dragon, a clay turtle, an
orchid in
bloom) on the table and invited students to create an image of it
with media
of their choice. Students then continued with their own choice
of media and
projects. More art materials, tools, and processes at all three
levels of the
ETC were introduced to the ArtBreak groups when students
seemed ready
or when students asked for them. Some students began making
art on cafe-
teria trays and chose from a basic set of media from all three
sections of the
ETC: fluid media such as finger paint, more resistive materials
such as oil
pastels and colored pencils, and very resistive media such as
markers. Other
groups began by building sketchbooks from repurposed
cardboard, filling
them with papers of their choice, and using media from all
levels of the
ArtBreak: Creative Group Counseling 113
ETC such as finger paint, water color, chalk pastels, tempera
15. paint, crayons,
markers, collage, and “pop-up” creations.
Documentation of ArtBreak included the counselor’s weekly
notes on
each child’s work, including choice of media, the child’s
description, and
group process. Notes were taken by hand during ArtBreak and
transcribed
on a laptop. At the end of the day, the counselor wrote
reflections about
materials, questions, problems and challenges, ideas for
improvements, com-
munications, and collaborations. The counselor also
photographed student
work. Some parents requested electronic portfolios of their
children’s work,
which was accomplished via e-mail.
Each ArtBreak session had its own rhythm and challenges.
Following
are composite vignettes illustrating two very different sessions.
The fol-
lowing scenario occurred during the ninth session while
children worked
independently with different media.
Six children, ages 5 through 11 years, rush into the school
counselor’s
room and dive into the apron box for smocks. It is time for
ArtBreak in
this rural elementary school. Two students head for the back
table where
their robots are ready for them; they have been under
construction for
several weeks now, and today the students would decide to work
16. on the
problem of how to create and attach moveable arms. A second
grader
circles the room a time or two before settling on finger paint,
choos-
ing glossy paper and a selection of paints, dampening the paper
with
a sponge, and carefully squeezing out globs of paint, while
exclaim-
ing over the bright hues and the satisfyingly squishy feel of the
paint.
A fourth grader reaches for her cardboard and duct tape
construction
and continues to grapple with how she will make a sturdy and
mean-
ingful object. Another child walks about the room eyeing paints,
boxes
of collage materials, and the construction corner stacked with
cardboard
and other repurposed objects. This child selects a 5-gallon
plastic jug,
mixes tempera paint, and covers the jug with a turquoise and
green
under-the-seascape. Filling the jug with water makes it hard to
handle,
so a handful of glass pebbles serves as sea water. A sixth child
works
carefully on a valentine collage for a sibling. ‘Where’s the
music?’ one
child shouts. Oops—the counselor forgot to turn it on, and she
hits
the start button for the jazz CD the group has become
accustomed to.
The children work steadily for half an hour, talking among
themselves
and occasionally offering announcements to the group. The
17. counselor
moves around the room, supporting problem solving by offering
tools,
assistance with hole punching, towels when water spills, and a
basket of
new string and yarn. The counselor occasionally pauses to make
notes
about what the children are doing and saying. The children try
to eke
out a few more minutes past the half hour of allotted work time
and
then help with a whirlwind clean-up. Art is stacked on a rack to
dry, and
the counselor takes 5 minutes to write down notes about the
group’s
process and reminders about materials or room rearrangements
needed.
114 K. Ziff et al.
Morning ArtBreak ends; the counselor gets the room ready for
the rest of
the day, which will include an afternoon session with a different
group.
In the next scenario, upper-elementary boys are in their 12th
week of
ArtBreak. By this time, the group had formed a working
community, and all
elected to embark on sewing projects.
Six boys enter the room and walk around, examining the latest
addi-
tions to the cardboard sculpture center and plunging their hands
18. into the
giant bowl of buttons. The counselor points out a shelf newly
stocked
with fabric, and there are exclamations—the boys have been
anxious
to sew for 2 weeks, ever since one of them fashioned large
pieces of
fleece scraps into a lap blanket for his teacher. All of them
decide to
work on fabric projects and they rummage through wool
remnants, flan-
nel yardage, cotton batting, threads, and needles. They decide to
make
pillows of varying sizes, and chaos ensues with cries such as:
‘How do
you thread the needle?’; ‘How do I knot the thread?; ‘Will you
help me
straighten out my pillow?’; ’I need help! These scissors won’t
cut this
material’; ‘I asked first for help!’; and ‘No, I did!’ One boy has
an outburst
of impatience and retreats to the counselor’s desk to recover,
rejoining
the sewing table after a few minutes. The counselor gives a
brief demon-
stration of a running stitch (wishing she had purchased thicker
thread
that would tangle less easily). Ten minutes of calm descend
upon the
room, the boys carefully stitching. ‘I thought sewing was girly
but it’s
not,’ one of them offers to the group. ‘We like this,’ a few boys
reply.
‘So shorter stitches make the sewing stronger, don’t they?’
notes another
student. ‘You know, this is relaxing,’ declares the student who
19. had the
impatient outburst. Then, another rush of calls for assistance
occurs as
the boys hurry to finish up their projects so they can take them
home
that day. A bag of polyester batting is passed around, and
pillows of
cotton flannel, calico, and fake fur ranging in size from 6 to 18
inches
long are stuffed, stitched, and tried out. One boy shouts with
frustration
about finding a way to bring his completed cardboard structure
from
the previous week safely home on the bus; another student
comes to
his aid, rummaging in the sculpture center for just the right size
box.
The boys rush back to their classrooms to get ready to go home
for
the day. The counselor sits down and thinks about how she
might have
created a more orderly introduction to sewing. The next day, the
school
psychologist, after listening to an account of the sewing group,
reflected
that the session was a model for the boys in moving from chaos
to calm
productivity.
ADAPTATIONS
ArtBreak could be offered to children by classroom teachers and
in other
settings such as libraries and mental health centers. ArtBreak
could also be
20. ArtBreak: Creative Group Counseling 115
adapted for middle and high schools. During the pilot, teachers
requested
an ArtBreak for themselves, which could be offered on a drop-
in basis. The
counseling center of George Washington University offered to
students an
ArtBreak program of structured art-based activities to support
creativity and
mental health (Gladding, 2011). Campus programs could
include an ongoing
ArtBreak in a studio format based on the atelier model offered
by the Medical
College of Pennsylvania (Bartley, 1997) to its students in a
course entitled
Medicine and Art.
REQUIREMENTS AND LIMITATIONS
ArtBreak is situated in a school-based group-art studio
environment facili-
tated by a school counselor; participating students have been
referred for
support with goals listed on the referral form (see Appendix)
aligned with
the ETC. Therefore, ethical considerations addressed included
(a) necessity
for written parent/guardian permission for students to
participate; (b) pri-
vacy and confidentiality related to student work; (c) written
parent/family
permission for use of student work in public presentations; (d)
considera-
21. tions for managing requests from education professionals to
visit an ArtBreak
group; and (e) a working knowledge of the ETC and its
associated art-
making materials by the ArtBreak facilitator. Space is also a
consideration.
A space with no running water needs cleaning, a container of
water for
watercolor paints, and a bucket for used brushes. A small room
can accom-
modate ArtBreak with groups of three to four children and
creative use of
space. Funds are necessary for many of the art supplies needed,
though
construction/sculpture and collage materials can be obtained
free from a
variety of sources.
DISCUSSION
ETC
Learning from the pilot program encompassed three areas: the
ETC, com-
munity, and logistics. In regard to the ETC, ArtBreak students
worked at
all three levels of the ETC. Figure 1 shows kinesthetic
enjoyment of paint.
In Figure 2, a student has used collage and pastels to express a
relationship,
a function of the perceptual/affective level of the ETC. Figure 3
illustrates
use of construction materials and multistep problem-solving
processes at the
cognitive end of the ETC.
22. Some children spent months using the same medium. Others
began at
one end of the continuum and moved to the other end (e.g., from
chalk
pastels to multistep sculptures or from markers and construction
to finger
paint). Teachers referred students to ArtBreak for reasons at all
three levels
116 K. Ziff et al.
FIGURE 1 Fluid media can encourage tactile expressiveness.
The Garden of Rain, watercolor
spattered on paper. Printed with permission.
FIGURE 2 Media with some resistiveness can encourage
exploration of relationships and
cause and effect. Earth With Ocean, Fish, and Moon, collage
with paper and chalk pastels.
Printed with permission.
of the ETC. Referral reasons for the 44 students in the 2010–
2011 program
were: kinesthetic/sensory reasons, such as relaxation, for 14
students;
perceptual/affective reasons, such as improving attention and
social skills,
for 25 students; and cognitive/symbolic support, such as
integrating personal
strengths or improving problem-solving skills, for 5 students.
Of the 44 stu-
dents, 31 were boys and 13 were girls. ArtBreak supported some
students in
making progress on referral goals. Some, referred to ArtBreak
23. for a needed
break from the academic or social demands of the classroom,
found the
group a relaxing experience. Several children with social skills
goals became
more comfortable with new processes and new people, and they
later
ArtBreak: Creative Group Counseling 117
FIGURE 3 Resistive media can encourage creative problem
solving. School of the Future With
Roof That Opens, cardboard, tempera paint, yarn. Printed with
permission.
demonstrated the ability to engage in meaningful social
interactions in the
group and in the classroom. In several cases, students made
great improve-
ments in prosocial behaviors in both the group and classroom
settings.
A child with behavior goals became positively engaged in
ArtBreak—
completing work and offering to help others—as well as in the
classroom.
A child who was referred to develop skills of concentration
worked
with steady focus in ArtBreak, carefully making cardboard
constructions
meaningful to him. His teacher later noted increased focus in
the classroom.
Community
24. In regard to community, the ArtBreak groups became supportive
commu-
nities where students felt safe to explore pursuits of their own
choosing.
Students helped each other solve problems, practiced and
developed pos-
itive social skills in the groups, learned how to be flexible and
tolerate
frustration, and made friends. We found that mixing ages in the
groups
offered advantages by freeing students from preexisting
classroom-based
expectations and friendships.
The ArtBreak pilot flourished with the support of a community
of adults
inside and outside the school district. Teachers, the school
intervention
team, community mental health specialists, and families
referred students for
118 K. Ziff et al.
participation. Students also referred themselves, and ArtBreak
participants
referred their friends. School art educators helped identify
resources for sup-
plies, and students brought to ArtBreak the skills they learned
in their art
classes. Principals and school district administrators provided
funds for key
supplies and materials. School psychologists collaborated
during all steps
of the ArtBreak pilot. A university faculty member provided
25. consultation
and served as a writing and research collaborator. School staff
as well as
local business establishments donated materials for students to
use for art
making.
Logistics
With regard to logistics, we learned that although the half-hour
format fits
well within the context of a busy school day, it is a bare
minimum amount
of time for students to decide upon and begin a project. Some
students
embarked on complex projects requiring multiple sessions, but
no matter
what the project, a half hour seems to be a minimum for
students to have
a satisfying experience. Though students are taught clean-up
skills, there is
usually little time for thorough clean up in a 30-minute period.
Therefore, the
counselor needs additional time after each group to complete
the cleaning
process. Some students, though, seemed to find cleaning up
meaningful,
especially when it involved running water. Finding time in the
counselor’s
day to offer enough ArtBreak sessions to meet demand was a
challenge.
Finally, acquisition of materials, especially keeping the
sculpture center well
stocked with cardboard boxes and other repurposed items, is a
continuing
process requiring time and ingenuity.
26. CONCLUSION
The ETC is a valuable framework for selecting and providing
media in
our ArtBreak studio. It is also a useful guide for reflecting upon
art made
by students and deciding about materials that should be
introduced. The
ETC provides a practical structure for referring students for
participation in
ArtBreak. ArtBreak also seems to support sensory, affective,
and cognitive
development of its participants.
Our documentation of the ArtBreak pilot generated a
considerable
quantity of materials: photographs, hand-written reflections,
and notes on
conversations with teachers and administrators, children, and
families. This
process of reflection and documentation helped guide the work
through
the school year. Counselors or others setting up a similar
program should
plan for daily time to reflect and document their work. It would
be helpful
also to set up a structure for assessing each student’s progress
on referral
goals.
ArtBreak: Creative Group Counseling 119
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Katherine Ziff is a School Counselor at Athens City School
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ArtBreak: Creative Group Counseling 121
APPENDIX
ArtBreak Referral Form
31. Student’s Name: ________________ Classroom Teacher:
_______________
Primary Reason for Referral Other
Reasons
(check one) (check as many as
apply)
Kinesthetic/sensory reasons for referral
Express feelings: is sad......................
..................................................( ) (
)........................................................
Express feelings: is angry.................
..................................................( ) (
)........................................................
Express feelings: is upset.................
..................................................( ) (
)........................................................
Needs a chance to relax....................
..................................................( ) (
)........................................................
Needs a break from academic
demands...................................( ) (
)........................................................
Needs a break from social
demands...................................( ) (
)........................................................
Perceptual/affective reasons for referral
32. Develop empathic understanding
for self or others.......................( ) (
)........................................................
Identify feelings in self and
others........................................( ) (
)........................................................
Understand cause and effect.............
..................................................( ) (
)........................................................
Support social skills...........................
..................................................( ) (
)........................................................
Support attention and focus..............
..................................................( ) (
)........................................................
Cognitive/symbolic reasons for referral
Support problem-solving
skills..........................................( ) (
)........................................................
Identify and integrate personal
strengths...................................( ) (
)........................................................
Details or other reason for referral:
Note. Referral form developed by Katherine Ziff based upon the
ETC framework as presented in Hinz
(2009).
34. By using a creative integration of imagery, bibliotherapy, and
tra-
ditional group counseling, this intervention addresses children’s
relational and social competencies. The purpose of this article is
to provide mental health counselors with a creative, pragmatic
approach to use with youth struggling with relational issues.
The
brief, 6-week intervention outlined in this article may benefit
chil-
dren both socially and behaviorally. Improvement in social and
relational competencies helps youth form healthy relationships
in
the future.
KEYWORDS parental incarceration, children, counseling group,
social and relational abilities, group intervention, creativity in
counseling
During the last decade, incarceration has risen considerably due
to a num-
ber of risk factors such as poverty, low parental education, and
absence
of parental figures (Harper & McLanahan, 2004). The dramatic
growth in
Address correspondence to Angelica Lopez, The Village
South/WestCare, 169 East Flagler
Street, Suite 1300, Miami, FL 33131, USA. E-mail:
[email protected]
395
396 A. Lopez and I. Burt
the number of parents being held in state and federal prisons is
35. of par-
ticular concern. For example, Glaze and Maruschak (2008)
reported a 79%
increase in the number of parents being held in state and federal
prisons
from 1991 to 2007, while custodial populations grew by 92%.
Furthermore,
in midyear 2007, 52% of state and 63% of federal inmates
reported hav-
ing at least one child younger than the age of 18 (Glaze &
Maruschak,
2008). Unfortunately, children who witness their parent’s arrest
and con-
viction are the ones left with the complications of putting their
life back
together. Usually referred to as the hidden or invisible victims,
these children
are understudied and underserved, making them an extremely
vulnerable
population (Miller, 2006).
Initially confused by their parent’s absence, most children
experience a
wide range of emotions and behaviors (Geller, Garfinkel,
Cooper, & Mincy,
2009). For example, some boys may display rebellious, angry,
or undisci-
plined behaviors such as acting out and getting into fights to
solicit attention
(Burt & Butler, 2011). Other boys may exhibit shyness, anxiety,
para-
noia, and reticence, particularly around adults (Davies,
Brazzell, La Vigne,
& Shollenberger, 2008). Additionally, two of the most common
emotions
that plague children of incarcerated parents are embarrassment
36. and shame
(Miller, 2006). Increased embarrassment and shame affect
children’s social
and relational development with peers and adults. Consequently,
Miller
(2006) reported that some youth go as far as shutting down to
avoid talk-
ing about their parent’s incarceration. It is also common for
many children
to lie to protect themselves from emotional pain and social
isolation. Lying
then becomes a secondary habit that may enter into adulthood
and cause
further social and relational problems (Johnston, 1995).
Succinctly stated, a
number of harmful issues negatively amalgamate to affect
children’s social
and relational abilities due to parental incarceration (Miller,
2006).
A direct consequence resulting from the preceding factors is
that chil-
dren of incarcerated parents are often apprehensive to create
social bonds,
as they fear others may become aware of their family status.
The result is
that these children oftentimes find themselves feeling alone
with few, if any,
people with whom they can relate or talk to (Nesmith &
Ruhland, 2008;
Phillips & Gates, 2011). Further, Phillips and Gates (2011)
identified the fear
children experience as a type of stigmatization. According to
Phillips and
Gates, stigmatization is the process of having negative
characteristics applied
37. to a person. Consequently, these negative attributes result in
devaluation,
stereotyping, and discriminatory treatment. Isolation begins to
develop, and
detachment from others inhibits children from forming social
ties and bonds
(Miller, 2006). For example, previous researchers found that
children worry
about how others view them after learning about their situation
(Phillips &
Gates, 2011). Worry and anxiety combine, leading to social fear
and loss of
social and relational competencies.
Children of Incarcerated Parents 397
LOSS OF SOCIAL AND RELATIONAL COMPETENCIES
The impact of parental separation and loss of social and
relational
competencies can differ, depending on whether the incarcerated
parent is the
mother or father. Davies et al. (2008) specifically identified a
mother’s incar-
ceration as more detrimental to a child’s capacity for forming
relationships
compared with incarceration of a father. Among many reasons,
the pivotal
role that mothers often play as primary caretaker in the child’s
life explains
this outcome (Davies et al., 2008). Additionally, a father’s
absence due to
incarceration oftentimes leaves the sole caretaking to the
mother (Glaze &
38. Maruschak, 2008). If the mother then commits a crime that
leads to incar-
ceration, it causes a major disruption and parental absence in
the child’s
life. The loss of both parents results in a grandparent or other
relative
providing care for the child, or leads to placement in the child
welfare
or foster care system. Feelings of abandonment, anger, and
anxiety may
increase and might impede the child’s ability to establish and
maintain
relationships with others (Phillips & Gates, 2011). Furthermore,
Glaze and
Maruschak (2008) concluded that regardless of the sex of the
parent, incar-
ceration influences children’s social and relational abilities and
interactions
tremendously.
The Influence of Attachment
According to Bandura (2008), the level of parental attachment
and role-
modeling directly affects a child’s behavior. For example, if the
attachment
level is high and the parent models inappropriate behavior, the
child is likely
to mimic the actions of the adult (Bandura, 2008). Youth’s
imitative behavior
may serve as an undesirable “coming of age” or “badge of
honor” with the
parent and in the juvenile system. However, even if parental
attachment is
not high, but the child perceives it to be, it also directly
influences social and
39. relational abilities (Burt & Butler, 2011).
An example of the influence of the perception of attachment is
an incar-
cerated parent who is not present in a child’s life. However, the
child may
believe mimicking behaviors similar to the incarcerated parent
will create
a bond between them, therefore compensating for the physical
absence.
Thus, the rationale of the child is as follows: Imitating
behaviors will build
a stronger relationship and increase attachment between parent
and child
(Phillips & Gates, 2011). Although this dubious logic may not
be accurate, it
provides the child with feelings of hope (Burt & Butler, 2011).
As a result, a
potentially distorted perception of the attachment between
parent and child
begins to develop (Lopez & Bhat, 2007). Clearly, the perception
of attach-
ment (real or imagined) is critical for this population. Lastly,
recent studies
indicate the sex of the incarcerated parent greatly affects
attachment as well
(Phillips & Gates, 2011).
398 A. Lopez and I. Burt
NEGATIVE PARENTAL ATTACHMENT AND THE
INCARCERATED MOTHER
Traditionally, society views mothers (women) as more nurturing
40. than fathers,
or men, and less likely to have a negative parental attachment
(Burt,
2013). Operationally defined, negative parental attachment is
when a parent
develops an attachment that promotes anxiety, sadness, anger,
or fear in
the child (Phillips & Gates, 2011). As a result, researchers
believe nega-
tive parental attachment is worse when it is the mother who is
incarcerated
(Phillips & Gates, 2011). Although current researchers have
asserted this
view is not entirely accurate, the idea continues to persist in
society (Cross
& Campbell, 2011). Consequently, an incarcerated mother
violates the soci-
etal norm of the nurturing maternal figure (Johnson &
Easterling, 2012).
Violation of this social standard further stigmatizes youth, as
society looks
down on jailed individuals (Shlafer, Poehlmann, & Donelan-
McCall, 2012).
Further, according to societal norms, the mother should be the
one lov-
ing and nurturing the child (Kjellstrand, Cearley, Eddy, Foney,
& Martinez,
2012). Although sex does not necessarily determine the ability
to provide
attachment and nurturing, having a mother (or woman) act in
ways that
contradict societal norms and functioning may be mentally
detrimental for
children (Cross & Campbell, 2011). Hence, the child receives
the following
implicit message from society: The person who should provide
41. care and
love for you is absent and negligent (Shlafer et al., 2012). The
impact of this
message is critical in that it affects children’s ability to
socialize and build
relationships with others (Kjellstrand et al., 2012).
To further illustrate the impact of female parental incarceration
on chil-
dren’s social and relational skills, Glaze and Maruschak (2008)
conducted a
study evaluating children of incarcerated mothers in state
prisons. Glaze and
Maruschak indicated grandmothers (42%) and other relatives
(23%) were pri-
mary caretakers. Furthermore, while in the custody of others,
youth would
imitate behaviors similar to the incarcerated mother. Although
the mother
was absent, some youth perceived a bond or link with her
through their
actions. Additionally, a large percentage of fathers (88%)
reported that at
least one of their children was residing in the care of the child’s
mother
or another person. Obviously, this population has distinct
behavioral and
relational problems that mental health and school counselors
should address.
AN UNDERSERVED POPULATION
Phillips and Gates (2011) indicated counselors should address
the impact
of parental incarceration on a child’s social and relational
ability, as it is
42. extremely important. Although awareness of the influence of
parental incar-
ceration on children’s social capabilities continues to rise,
information on
effective services remains limited. An explanation by Miller
(2006) discussed
this discrepancy. He suggested that while literature provides
practitioners
Children of Incarcerated Parents 399
with awareness of the multitude of problems, there is an
absence of specific
interventions addressing this distinct population. Lopez and
Bhat (2007) addi-
tionally stated, “Despite alarming statistics, research on school-
based support
services remains limited” (p. 140).
Moreover, Nesmith and Ruhland (2008) put forth the idea that
interventions not only need to address relational behaviors, but
also need
to draw upon the population’s unique strengths. Researchers
indicate this
population has distinct characteristics such as resiliency and
dedication
(Phillips & Gates, 2011). As such, mental health counselors
need to be
creative in developing interventions when reaching out to this
popula-
tion. Creative, strength-based interventions are critical with
populations that
may not respond well to traditional therapeutic modalities (Burt,
2013).
43. By creating interventions that focus on strengths, rather than
deficits, tra-
ditionally underserved populations may demonstrate increased
commitment
and respond more positively (Gladding, 2012). Furthermore, due
to mone-
tary limitations in schools and community settings, mental
health and school
counselors have to be creative in developing economical
interventions.
In essence, counselors need to draw upon the strengths of this
popula-
tion, avoid social isolation of children, and at the same time,
utilize resources
to their economic maximum (Burt & Butler, 2011). Clearly,
children of incar-
cerated parents are an underserved population with distinct
attributes and
characteristics not seen in other populations (Miller, 2006).
Thus, coupled
with these distinct traits and the burden of economic
limitations, a dilemma
arises for mental health and school counselors: How do
counselors develop
creative and inexpensive interventions while simultaneously
reaching out to
as many individuals as possible?
Economic Limitations and the Need for Creative Interventions
As mentioned previously, economic resources are less readily
available in
schools and community centers (Burt & Butler, 2011). For
children of incar-
cerated parents, the impact of inadequate economic resources
44. may be even
more detrimental than for the average child. For example,
family income and
home stability are areas in which children with incarcerated
parents suffer
dramatically. Geller et al. (2009) explained reasons for
economic disparity
and loss of familial stability, including a discussion of how
these factors
combine to affect children negatively. First, following a
parent’s incarcer-
ation, there are fewer financial resources available to the family
(i.e., loss
of income). Furthermore, the possibility of needing legal
representation
exists as well, as not all families’ socioeconomic status
qualifies for a public
defender. Second, loss of income directly affects children
through lack of
resources to provide adequate nutritional diets. Thus, some
children do not
receive the necessary vitamins and nutrients required for
developing youth.
Due to loss of income, many children receive little to no health
care and
may experience other losses such as lack of clothing, school
supplies, and
400 A. Lopez and I. Burt
availability of technology. Furthermore, if the primary caretaker
is incarcer-
ated and there are limited capacities for support and
supervision, relationship
45. breakdowns and negative socialization effects are likely to
occur (Murray &
Farrington, 2005). These negative socialization and relationship
problems are
exacerbated if children also attend academically ineffective
schools (Burt &
Butler, 2011).
POTENTIAL RESOURCES AS POSITIVE ROLE MODELS
While researchers demonstrate the challenges children face due
to incar-
cerated parents (Phillips & Gates, 2011), questions remain
about what
resolutions exist that offset these problematic issues. One
identified solution
to decrease the risk for economic hardship and relational
instability is
to develop creative family service interventions that ameliorate
material
hardship and ensure social stability (Geller et al., 2009).
Examples of family
service interventions are free workshops conducted by
counselors, certified
public accounts, and other professionals at local community
centers. Burt
and Butler (2011) supported the idea of professionals providing
free services
at community centers. They further stated that professionals
providing
services could do so voluntarily, or on a pro-bono basis.
Provision of
free services not only assists the family unit, but it also offers a
potential
additional benefit to the child.
46. As stated by Bandura (2008), adults provide implicit direction
and learn-
ing to children through modeling. The professional who is
offering the free
service is a potential role model for the child, and they may
emulate the
positive behavior observed (Burt & Butler, 2011). By offering
free services,
the professional’s altruistic behavior can serve as a buffer
against negative
parental models. Succinctly stated, children need an appropriate
person with
which to identify, as modeling is critical for the development of
children
(Bandura, 2008). For instance, Murray and Farrington (2005)
asserted that
an alarming rate of incarcerated parents have children who
desperately
lack positive role models. Consequently, an emerging need
exists for men-
tal health and school counselors to use effective, creative
interventions to
alleviate the hardship these children endure.
DEVELOPMENTAL CHALLENGES
Nesmith and Ruhland (2008) stated that without creative and
novel inter-
ventions, children’s responses to incarceration or other social
trauma could
manifest later on in negative developmental behaviors. In the
past, research
has indicated that behavioral techniques are best suited to deal
effectively
with these antisocial and delinquent behaviors and responses.
However,
47. current literature suggests otherwise. Roysircar (2009), for
example, stated
that due to an increased awareness of multiculturalism, many
traditional
talk therapies are no longer appropriate. She further asserted
that instead
Children of Incarcerated Parents 401
of strict behavioral strategies, counselors should use creative
culturally sen-
sitive treatments. Burt and Butler (2011), as well as Gladding
(2012), agree
with and support Roysircar’s assertions. Burt and Butler stated
that traditional
talk therapies may not be as effective with the current
generation of clients
exhibiting potentially destructive behaviors. Examples of such
behaviors
are hypervigilance, sexualized behavior, and excessive verbal
and physi-
cal aggression. Boys, in particular, may benefit from creative
interventions
as they may display delinquent and antisocial behavior due to
parental
incarceration (Davies et al., 2008). Murray and Farrington
(2005) found that
71% of men who experienced parental incarceration during
childhood had
more antisocial and delinquent behavioral outcomes at 32 years
of age.
GROUP BENEFITS
48. Although risks for children of incarcerated parents are evident,
key factors
such as social support systems and increased self-efficacy are
imperative for
growth and development (Bandura, 2008). Nontraditional group
counseling
focusing on empowerment, self-efficacy, and creativity has
shown success
with underserved populations (Burt, 2013). Groups provide a
social sphere
that promotes exploration of commonalities in a nonjudgmental
atmosphere.
Furthermore, nonjudgmental groups encompass creative
strategies such as
rope courses, martial arts, and bibliotherapy (Burt, 2013).
Groups can play
a primary role in assisting children of incarcerated parents with
needed
resources that may break the cyclical pattern of
intergenerational criminal-
ity. Murray and Farrington (2005) stated that when parental
incarceration
occurs, there should be an extensive range of creative support
services that
counselors offer. Burt and Butler (2011) suggested group
counseling that
focuses on empowerment and self-efficacy may be a creative
alternative
counselors can use with this distinct, underserved population.
The conceptual group described in this article may serve as a
use-
ful intervention that provides mental health and school
counselors with a
creative method to work with children of incarcerated parents.
Thus, the
49. intent of this article is twofold: (a) to improve children’s social
and rela-
tional competencies, and (b) to provide counselors with a
creative, pragmatic
resource that reaches out to children of incarcerated parents, an
underserved
population.
GROUP PROCESSES
Main Objectives of the Group
The primary purpose of this conceptual counseling group is to
increase chil-
dren’s social and relational competencies. To accomplish this
goal, members
must attain several objectives during the group’s lifespan:
402 A. Lopez and I. Burt
1. Decrease the effect of social stigma and isolation by allowing
members to
voice freely their thoughts and feelings regarding parental
incarceration.
2. Improve self-esteem by increasing children’s sense of
belonging through
providing a warm, caring environment where they can see others
have
issues similar to theirs (Bandura, 2008). An additional benefit
children
receive from having a warm, supportive environment is that it
may help
alleviate confusion and stigma that have arisen due to negative
50. social
experiences (e.g., parent’s incarceration; Bandura, 2008).
3. Increase empowerment through use of collaborative
exercises, pair
sharing, and bibliotherapy.
4. Use role-plays and collaborative exercises to help members
begin to make
appropriate choices, as well as improve academic, social,
relational, and
behavioral decision-making.
5. Use positive interactions, role-modeling, pair sharing, and
bibliotherapy
to guide members to begin forming healthy relationships in and
outside
group sessions.
Miller (2006) stated, “When children have access to resources
that
help them cope with developmental challenges, they
successfully achieve
developmental tasks” (p. 478). Through attaining these
objectives, members
benefit and learn to build established, trustful relationships.
Furthermore,
members begin to understand their feelings and the feelings of
those around
them, as they relate better to others. Ultimately, this
understanding assists in
developing healthy coping skills that support children’s social
and relational
skills into adolescence and adulthood (Burt & Butler, 2011).
Facilitator Style and Theoretical Considerations
51. According to Gladding (2012), facilitation style is a crucial
factor contributing
to the successfulness of a group. When groups provide
therapeutic ser-
vices for children, appropriate facilitation style may be even
more critical
for positive outcomes (Burt & Butler, 2011). For groups serving
underserved
and underage populations (e.g., children and adolescents),
several specific
facilitator and group characteristics must exist (Burt, 2013). For
example,
specific factors may include creativity, empathy, and
appropriate disclosure
(Corey, 2011). However, for underserved populations such as
children of
incarcerated parents, an additional number of factors need
addressing. For
example, facilitation with children of incarcerated parents must
include struc-
ture, appropriate social limits, and consistency to serve as a
buffer against
the instability in their lives (Lopez & Bhat, 2007). Democratic
facilitation,
a leadership style that trusts members to develop their own
potential as
well as that of others in the group, assists in providing clear
explanations
of group format, leadership roles, and group expectations, while
contribut-
ing to successful outcomes (Gladding, 2012; Price & Limberg,
2013). Due to
52. Children of Incarcerated Parents 403
the distrust that is typical among children with incarcerated
parents (Bender,
2003), direction from the facilitator will occur at the start and
end of each
group meeting. Facilitators will primarily focus on the here-
and-now and will
help group members to apply gained insights into making
changes in their
lives (Burt & Butler, 2011).
This conceptual group’s theoretical orientation relies heavily on
Carl
Rogers’s person-centered therapy, which emphasizes empathy
and uncon-
ditional positive regard. Although there is a focus on Rogerian
concepts,
many features of the group are eclectic in nature. This group
also uses tech-
niques from other theories in an organized manner. These
techniques include
bibliotherapy, art therapy, and cognitive-behavioral therapy.
Labeled techni-
cal eclecticism, this style allows the facilitator to use a strong
theoretical base
and draw from other conceptual techniques systematically
(Young, 2013).
Springer, Lynch, and Rubin (2000) advocate the importance of
highlighting
children’s strengths to help youth understand that their parent’s
inappropri-
ate actions do not make the child a bad person, nor do their
actions mean
that the child is at fault. Focus on the here-and-now occurs
during session
53. activities whereby children begin to receive feedback about
their behavior,
are able to practice new social skills, and learn how peers
perceive them
(Lopez & Bhat, 2007).
Logistics and Prescreening
Groups consist of 6–10 children, approximately 6–11 years of
age and in
grades second through fifth. The facilitator needs to work
collaboratively
with administrators, teachers, and school counselors for the
group to be suc-
cessful (Lopez & Bhat, 2007). Teachers and counselors alike
monitor the
children around them for appropriate group fit and serve as a
prescreening
tool to identify children in need of this service. Selection of
potential mem-
bers is from a list that teachers provide to counselors that notes
excessive
behavioral problems within the 6-week academic semester.
Potential mem-
bers must have at least four documented instances of severe
behavioral
problems in the 6-week period, in addition to having
confirmation of an
incarcerated parent. There must be evidence of (a) fighting, (b)
verbal
attacks on peers and teachers, (c) four or more unexcused
absences, and
(d) in-school or out-of-school suspensions (Burt & Butler,
2011).
After identification of potential participants, each one will meet
54. indi-
vidually with the group facilitator (i.e., mental health or school
counselor).
The facilitator explains the group’s purpose and discusses the
opportunity
to interact with others in similar situations and to engage in
activities that
promote self-esteem and social skills (Lopez & Bhat, 2007).
The facilitator
also converses with each potential participant about any
personal goals they
may have at this time. Prior to any group meetings, the
facilitator has each
member sign a child assent form, and a parent or guardian signs
an informed
consent.
404 A. Lopez and I. Burt
DESCRIPTION OF SESSION PLANS
First and Second Sessions
Basic rules for the group consist of respect for people’s
thoughts, beliefs, and
values (Gladding, 2012). These rules are similar to school
protocols where
members will not physically assault others, will refrain from
cursing, and will
allow others to talk (Burt, 2013). The facilitator discusses
confidentiality in
the pregroup meeting and reinforces it as a topic of importance.
At the end
of each session (Table 1), the facilitator will allocate 10
55. minutes for reflection
and summarization.
FIRST SESSION
The first session, an introduction meeting, focuses on relieving
anxiety.
Members break the ice, introduce themselves, and discuss basic
ground
rules and expectations. To ensure that members know they are
there for
a common purpose, the facilitator restates the purpose of the
group.
Next, the facilitator uses nonthreatening collaborative exercises
so mem-
bers get to know each other better while reducing apprehension
and anxiety
(Springer et al., 2000). During this activity, members spread out
from each
other and throw around a soft rubber or cloth ball. When a
member catches
the ball, he or she tells the group something about him or
herself. In this
activity, all members engage in a socially interactive activity
and feel less
pressure in front of the group to disclose things about
themselves. The facil-
itator demonstrates how to do the activity by performing the
activity before
the rest of the group.
Burt, Patel, and Lewis (2012) discuss an activity in which
members
find commonalties between one another, which can increase
cohesion and
56. reduce anxiety. In this activity, members go through a process
of identifying
adult role models. Each member specifies and discusses a
person, as well
as what makes the person special. According to Burt et al.
(2012), cohesion
increases as members see that others choose similar people
(e.g., a family
member or celebrity). Anxiety also decreases as connections
between mem-
bers begin to develop (e.g., role models chosen based on similar
likes and
characteristics). Thus, the objective of the first session is to
allow members to
begin to form bonds and group cohesion as they develop a sense
of relation
to one another.
SECOND SESSION
The second session focuses on further disclosure, development
of group
cohesion, and establishing trust. Here, members continue to get
to know
each other and feel more comfortable with the relationships
forming in
this process. Activities in this session allow members to express
how
T
A
B
L
126. recognize that they are not alone (Lopez & Bhat, 2007).
One creative activity the facilitator uses to achieve this
objective is to
have members write a fear on a small piece of paper, fold it up,
and drop
it into a hat. Members then take a turn reaching into the hat and
reading
the fear they pick. Members test their social and relational
abilities by shar-
ing whether they have felt similarly to other group members.
Proceeding
in this manner allows members to engage in a way that reduces
fear. This
activity is especially helpful for children, as they sometimes
feel as though
they cannot relate to others, or they believe no one understands
their feel-
ings. Nesmith and Ruhland (2008) state that children who suffer
from social
stigma and isolation are often unable to connect to others or
find peo-
ple they can trust. As a result, these children feel socially
marginalized or
ostracized.
Blanton, Christensen, and Shakir (2006) suggest using
collaborative
activities to increase trust and cohesion in a group. An example
is the col-
laborative activity that Blanton et al. label Rattlesnake. In this
activity, group
members attempt to devise strategies to help blindfolded
members locate a
hidden rattle. The group forms a standing circle as the
facilitator gives a rattle
127. to a member. The facilitator blindfolds another member and
tells the person
to locate the rattle by touching the individual holding the rattle.
Both group
members enter the circle as the individual with the rattle
attempts to avoid
being touched. Members forming the circle collaborate and
brainstorm ideas
to help the blindfolded person accomplish the goal of locating
the hidden
rattle.
Through this collaboration activity, all members win. One
person
attains a goal as others take pride in assisting a member’s
accomplishment.
According to Blanton et al. (2006), these types of collaborative
activities
serve to increase cohesion as members begin to build trust
through working
together.
Third and Fourth Sessions
The third and fourth sessions focus on identifying additional
social support,
improving trust in relationships, reducing feelings of isolation,
building self-
esteem, and identifying personal strengths.
THIRD SESSION
As the group progresses into the third session, it is important to
identify
additional social support available to members once the group
terminates.
128. One way the facilitator begins this process is through a family
or community
genogram. Here, members identify people in their lives that
they trust and
408 A. Lopez and I. Burt
with whom they may be able to disclose their feelings. As
evidenced by
Nesmith and Ruhland (2008), children of incarcerated parents
often struggle
with finding anyone to trust in their lives. However, members
may begin
to see improved relationships with others as group sessions
transform their
social and relational abilities with those around them.
According to Phillips
and Gates (2011), improved relationships assist in reducing the
isolation that
children may feel.
The facilitator also utilizes bibliotherapy by reading the book
My Daddy
is in Jail (Bender, 2003). Discussion after the reading explores
how members
were able to identify with the character (Lopez & Bhat, 2007).
This activity
allows members to discuss fears and identify coping strategies
that help to
normalize their situation. Furthermore, the facilitator engages
members in a
dialogue involving how coping strategies can negate harmful
emotions or
thoughts (e.g., sadness, thoughts of social inadequacy)
129. experienced during
the period of parental incarceration.
After leading a discussion on appropriate and inappropriate
ways to
express angry feelings, members participate in an activity
labeled Feeling
Monsters. In this activity, the facilitator provides members with
a slab of
molding clay that they mold into a figure of their choosing,
symbolizing
angry or other unresolved emotions. Members then share their
“monsters”
and explain the feeling they chose and their reasoning. This
activity helps
to facilitate discussion, and perhaps resolution, of feelings
members may
be otherwise unable to disclose, as well as sort out any
displaced anger
or unresolved emotions in a positive manner (Bender, 2003).
Discussion of
helpful coping techniques, such as talking to someone, drawing,
writing a
letter, and journaling during times of stress may prove useful
during these
stages (Nesmith & Ruhland, 2008). It is through these creative,
alternate cop-
ing strategies that members begin to identify and form
relationships with
peers (Miller, 2006). Through positive social bonding, youth
begin to develop
strong relationship skills that can possibly prevent future
unproductive and
destructive behavior (Bandura, 2008).
FOURTH SESSION
130. Johnston (1995) identified low self-esteem as one of the most
common char-
acteristics of children with incarcerated parents. Low self-
esteem, in turn,
adversely affects children’s ability to respond to future
traumatic events.
Therefore, the fourth session focuses on building self-esteem as
well as
identifying strengths. To accomplish these tasks, the facilitator
has members
draw a self-portrait and encourages them to name positive
personal charac-
teristics (Lopez & Bhat, 2007). This activity encourages
members to build a
positive self-image, confidence, and personal strength. Geller et
al. (2009)
emphasized the need for facilitators to encourage personal
creativity for chil-
dren of incarcerated parents. To fulfill this creative
requirement, members in
Children of Incarcerated Parents 409
this group participate in an experiential activity where they
create (i.e., draw)
their own tree of personal strength and growth, a symbolic
representation of
their self-portrait (Bender, 2003).
As suggested by Bender (2003), the facilitator provides group
members
with materials such as construction paper, markers, crayons, or
pencils. After
131. receiving materials, each member draws a tree with roots and
leaves large
enough to fill the paper. Additionally, members place their
name on their
drawing, thus owning the work and making it theirs (Gladding,
2012). The
roots symbolize personal strengths, and the facilitator instructs
each member
to write positive changes they have mastered or noticed in
themselves. The
leaves symbolize members’ current difficulties, including
behaviors they are
continuously working to improve.
Once members finish decorating their tree, the facilitator
instructs them
to pass it around the room until it makes a full circle and
reaches back to the
original member. Through this process, members get to see the
trees of their
peers. As the drawings are passed around the circle, the
facilitator tells mem-
bers to write on the back of the paper one positive attribute of
that member
to whom the tree belongs. Each member has the opportunity to
share their
drawing, descriptors, and what others wrote about them to the
rest of the
group. In an effort to process unresolved feelings resulting from
this activ-
ity, the facilitator needs to pay close attention to each member’s
reaction
and behaviors. This experiential activity not only permits each
member to be
introspective, but also provides for a potential increase in
overall self-efficacy
132. (Bandura, 2008). According to Adalist-Estrin (2006),
improvements in self-
efficacy can occur in children of incarcerated parents when they
become
more aware of personal perceptions and feelings. Therefore,
increasing indi-
vidual insight is paramount as improved awareness leads to
personal growth
and better interpersonal relationships (Miller, 2006).
Fifth and Sixth Sessions
Sessions 5 and 6 focus on building trusting relationships,
developing social
skills and self-awareness, and building outside social support to
lean on after
the termination of the group.
FIFTH SESSION
The focus of Session 5 is trust issues in relationships and
development of
appropriate social skills. In anticipation of termination, the
facilitator also
emphasizes the need for social and relational support in
participants’ per-
sonal lives. An appropriate exercise the facilitator uses is an
activity labeled
A Good Friend (Lopez & Bhat, 2007). In this activity, members
discuss and
define what makes a good friend. Moreover, members create a
fictional
advertisement seeking a friend that meets their described
qualities. The
133. 410 A. Lopez and I. Burt
activity ends with members role-playing and exemplifying the
importance
of the qualities their ideal friend has. Emphasizing positive
qualities in oth-
ers is imperative with this population, as many seek
maladaptive groups,
such as gangs, to fulfill their relational needs (Burt & Butler,
2011). It is with
this increased sense of self-awareness and knowledge about
what qualities
individuals look for in others that social and relational skills
grow.
Encouraging a positive outlook for the future and instilling
confidence in
group members is essential, as worry and hopelessness often
plague children
of incarcerated parents (Adalist-Estrin, 2006). To circumvent
hopelessness,
the facilitator must be sure to deal with termination in a caring
and sensi-
tive manner (Corey, 2011). In this group, the facilitator has
members create
a vision board that assists in the termination process by
providing inspira-
tion and hope for the future (Springer et al., 2000).
Construction paper and
magazines aid the vision board activity. The facilitator instructs
members to
look through appropriate, provided magazines. As members cut
out pictures,
words, people, places, or things, they begin to envision their
future. Here,
134. members have the opportunity to create their vision boards any
way they
choose. This could be a future with or without their parent and
may include
the actions needed to prepare them for either scenario. Having
members
systemically consider how their actions directly affect their
future is simi-
lar to Bandura’s (2008) notion of intentionality. Using
intentionality, people
predict the likelihood that their behavior will have either a
positive or a nega-
tive impact on accomplishing their goals in the future. When
members share
their vision boards with one another, cohesion increases and the
process of
termination may be easier for members to accept (Gladding,
2012).
SIXTH SESSION
In the sixth and final session, the group terminates. The
facilitator gives a
pizza and ice-cream party for all members. This celebration
symbolizes a
culmination of the dedication the members have put forth and
marks a new
beginning. As recommended by Burt et al. (2012), the final
session focuses
on reviewing previous material, as well as identifying strengths
and skills that
have developed throughout time in the group. Additionally,
using cognitive
forethought (i.e., predicting how behavior can influence future
decisions) is a
major component during the final session. Maintaining a key
135. focus on cogni-
tive processes instead of emotional content, as Gladding (2012)
mentioned,
is vital when working with this population during termination.
Therefore,
asking members to identify available support within the
community, family,
and school is useful, as it helps with the transition of
termination.
The facilitator guides members in discussion of how they will
approach
people in their lives for support, including how they will phrase
their request
(Lopez & Bhat, 2007). Corey (2011) and Gladding (2012) both
suggested
that for termination to be impactful and significant, the final
session should
Children of Incarcerated Parents 411
include something creative that is inexpensive and tangible. For
example,
the facilitator has members create a drawing that symbolizes the
progression
made during the group. The drawing is a concrete item the
members can
take with them to keep once the group ends. Similarly, Burt et
al. (2012)
suggested using positive mementos to assist in goal-keeping
once the group
ends.
Evaluations of this conceptual group entail members’ personal
136. evalua-
tions of their experience. Evaluations may determine how
helpful they found
the group and how well it assisted in the development of social
and relational
skills. Evaluations administered preintervention,
midintervention, and postin-
tervention are useful to determine efficacy of the group
(McCarthy, 2012).
Furthermore, the use of evaluations aids in determining where
improvements
can be made in group design and structure, as well as in group
facilitation
(Burt et al., 2012). With evaluation, the ability to pinpoint
populations most in
need of interventions can assist counselors in ensuring
underserved popula-
tions receive necessary services (Burt, 2013). Finally, an option
for follow-up
is an annual assessment of each member determining if they
may benefit
from additional services.
DISCUSSION
Due to a lack of literature and interventions for children of
incarcerated
parents, it is imperative to not underestimate the social and
emotional insta-
bility these children endure. Springer et al. (2000) determined
that although
there is “support in general for group work with children who
have expe-
rienced parental incarceration, there is no available outcome
literature on
the effectiveness of group intervention with this population” (p.
137. 433). Thus,
the purpose of this article is to bring attention to this
population’s needs
and concerns. It is the authors’ contention that researchers need
to focus
on developing and analyzing interventions for children of
incarcerated par-
ents. Practitioners, however, need to focus on using appropriate
or effective
interventions.
Children spend many hours in school, and the environment itself
pro-
vides a developmental context for behavioral, academic, and
socioemotional
functioning. Therefore, Shillingford and Edwards (2008)
suggested strate-
gies that include the school and home as important frameworks
to enhance
the functioning of children of incarcerated parents.
Additionally, collabora-
tive planning between school and home has an added benefit of
ensuring
the promotion of effective resources to address social problems.
Research
indicates that children of incarcerated parents are an
increasingly vulner-
able population that is growing dramatically (Springer et al.,
2000). Thus,
counselors need to position themselves for early intervention
and design
appropriate support strategies for this underserved population.
412 A. Lopez and I. Burt
138. Limitations
Working with a group of children struggling with personal and
familial hard-
ships is a difficult task (Phillips & Gates, 2011). There are
many additional
challenges when implementing a 6-week group intervention.
First, the lim-
ited timeframe may hinder the array of possibilities for the
group itself to
evolve. Due to the extensive time children need to build trust,
past studies
emphasized the importance of extending group sessions for
longer periods
(e.g., 12 weeks). However, Lopez and Bhat (2007) believed this
might be
challenging because obtaining support for a long-term group
from admin-
istrators and teachers is difficult. An additional limitation is the
selection of
potential members coming from a list provided by school staff.
First, having
a list provided by school staff may not produce enough
applicants to fill
the group. Second, the criteria to be included on a list provided
by school
staff could potentially miss students who may be internalizing,
as opposed
to externalizing, their problems. Nevertheless, there are few
interventions
designed specifically for this population (Lopez & Bhat, 2007).
As such,
even with limitations, counseling groups may provide a creative
interven-
tion similar to what Roysircar (2009) indicated underserved
139. populations
need.
FUTURE IMPLICATIONS
Children share the devastation of a parent’s incarceration. Their
reactions,
however, may differ in various ways. Miller (2006) explained,
due to research
primarily emphasizing male participants, that there is still an
unclear picture
of gender differences. Males generally misbehave to acquire
attention, while
females can be withdrawn, shy, or have problems with
communication if the
father is the incarcerated parent (Davies et al., 2008). However,
if the mother
is the incarcerated parent, girls may display excessive anger and
aggression.
Since recent studies do not distinguish between male and female
partici-
pants, further research may be warranted in addressing each
sex’s specific
reactions to incarceration. Specific attention to the implications
of negative
social bonds, such as gangs, can address what Miller (2006)
identified as a
desire for a sense of belonging.
With such variation within children of incarcerated parents, it is
imperative that more researchers explore this population’s needs
and con-
cerns (Murray & Farrington, 2005). Therefore, future studies
may examine
if impact is dependent on sex of parent, type of crime
committed, and
140. length of parental sentence. While the focus of this article was
aimed at
underserved populations (i.e., low socioeconomic status),
parental incarcer-
ation affects all economic backgrounds. Understanding the
effect of parental
incarceration on a variety of economic backgrounds is an area
that future
researchers need to address. Another concern for future
researchers is the
Children of Incarcerated Parents 413
selection process. As mentioned previously, some children
internalize rather
than externalize their issues. Developing a recruitment,
screening, and selec-
tion model that identifies the most appropriate population is
imperative for
groups (Gladding, 2012). Additionally, further studies may wish
to exam-
ine the impact of parental incarceration based upon the child’s
age, amount
of contact maintained between child and parent, and
expectations children
receive from others regarding their parent’s absence. Lastly,
longitudinal
studies in the lives of children with incarcerated parents may
help to clarify
both short-term and long-term impacts on children. Through
future interven-
tions, counselors can develop and structure activities that
positively influence
children’s lives.
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Children of Incarcerated Parents 415
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Angelica Lopez is an In-Home On-Site Therapist at The Village
South/WestCare, Miami, Florida.
Isaac Burt is an Assistant Professor in the Department of
Counselor
Education, Leadership, and Professional Studies at Florida
International
University, Miami, Florida.
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