Dr. Jessica Garrett-Staib and Scott C. Bates, Published in Focus On Colleges, Universities, and Schools, www.nationalforum,com - NATIONAL FORUM JOURNALS (Since 1982) - Dr. William Allan Kritsonis, Editor-in-Chief
Davis, corey stranger truth a case study focus v7 n1 2013William Kritsonis
William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Article published by NATIONAL FORUM JOURNALS. William Allan Kritsonis, Professor of Educational Leadership, The University of Texas of the Permian Basin.
Davis, corey stranger truth a case study focus v7 n1 2013William Kritsonis
William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Article published by NATIONAL FORUM JOURNALS. William Allan Kritsonis, Professor of Educational Leadership, The University of Texas of the Permian Basin.
Biznes plan przedsiębiorstwa internetowego MLMveryfikator
Schemat prezentuje zasady dzialania przedsiębiorstwa budującego sieć konsumentów zaopatrujących się przez internet w produkty bezpośrednio od producenta.
Wrap a Webinar Venue around your favorite webinar tool to collect attendee social profile and behavioral analytics. Use the increased insight and analytics to better quality sales-ready leads and improve follow ups.
ADMN 5083 p01ADMN 5083 Special Topics in Educational LeadershipWilliam Kritsonis
Dr. Kritsonis Honored as Professor, Scholar & Pioneer Publisher
The Texas National Association for Multicultural Education honored Dr. William Allan Kritsonis as a Professor, Scholar, and Pioneer Publisher for Distinguished Service to Multicultural Research Publishing. The ceremony was on April 28th 2012 at Texas A&M University, College Station, Texas.
Dr. Jessica Garrett-Staib and James Johnson, International Journal of Educat...William Kritsonis
Dr. Jessica Garrett-Staib and James Johnson, International Journal of Education, 2(1) 2014.
Recently, attention has been focused on analyzing the ethical framework used by educational leaders. The purpose of this study was to analyze some specific ethical dilemmas faced by a school district and one of its teachers. Several ethical questions are posed stemming from an allegation of inappropriate music videos found on Mr. Jones’ personal computer hard drive. Ethical principles such as equal respect, benefit maximization, the ethic of care, the ethic of justice, and consequentialist and nonconsequentialist viewpoints are used to justify opposing answers to these questions. Mr. Jones’ case illustrates the value of establishing a clear ethical framework to guide personal and professional decisions that may arise from technology-related issues.
In Australia, the Government 2.0 Taskforce have made some recommendations associated with the use of Creative Commons. These slides formed the backbone of a short presentation to the Seamless Council Connect Conference
15 disorders of childhood and adolescence (neurodevelopmental diso.docxdrennanmicah
15 disorders of childhood and adolescence (neurodevelopmental disorders)
learning objectives 15
· 15.1 How does maladaptive behavior appear in different life periods?
· 15.2 What are the common disorders of childhood?
· 15.3 Do anxiety and depression appear in children and adolescents?
· 15.4 What are some specific disorders that occur in childhood?
· 15.5 What are intellectual disabilities?
· 15.6 How can we plan better programs to help children and adolescents?
A Case of Adolescent Depression and Attempted Suicide Emily is 15-year-old girl from a middle-class Caucasian background who had a history of depression during her childhood. She had periods of low mood, poor self-esteem, and social withdrawal. She also had symptoms of anxiety and was very reluctant to leave her home. During her year in the seventh grade, she became so fearful of going to school that she missed so many days she had to repeat the grade. She currently is in the eighth grade and has, to this point, missed a great deal of school. Her family became very concerned over Emily’s low mood and isolation, so they enrolled her in an out-patient treatment program for depression, anxiety episodes, and eating disorders. Her depression continued, and she became more isolated, lonely, and depressed and would not leave her room even for meals. One day her grandmother found her in their car in the garage with the engine running in an effort to end her life. Emily was admitted into an inpatient treatment program following her serious suicide attempt.
There is a history of psychiatric problems, particularly mood disorders, in her family. Her mother has been hospitalized on three occasions for depression. Her maternal grandfather, now deceased, was hospitalized at one time following a manic depressive episode.
In the early phases of her hospitalization, Emily underwent an extensive psychological and psychiatric evaluation. She was administered a battery of tests, including the Minnesota Multiphasic Personality Inventory for Adolescents (MMPI-A). She was cooperative with the evaluation and provided the assessment staff with sufficient information regarding her mood and attitudes to assist in developing a treatment program.
Emily showed many symptoms of a mood disorder in which both depression and anxiety were prominent features. The psychological evaluation indicated that she was depressed, anxious, and felt unable to deal with the school stress that her condition prompted. Moreover, her physical appearance and eating behavior suggested the strong likelihood of anorexia nervosa. Emily showed an extreme degree of social introversion on several measures and acknowledged her reticence at engaging in social interactions. The assessment psychologist concluded that her personality characteristics of social withdrawal, isolation, and difficult interpersonal relationships would likely result in her having problems in establishing a therapeutic relationship. Her treatment program involv.
Biznes plan przedsiębiorstwa internetowego MLMveryfikator
Schemat prezentuje zasady dzialania przedsiębiorstwa budującego sieć konsumentów zaopatrujących się przez internet w produkty bezpośrednio od producenta.
Wrap a Webinar Venue around your favorite webinar tool to collect attendee social profile and behavioral analytics. Use the increased insight and analytics to better quality sales-ready leads and improve follow ups.
ADMN 5083 p01ADMN 5083 Special Topics in Educational LeadershipWilliam Kritsonis
Dr. Kritsonis Honored as Professor, Scholar & Pioneer Publisher
The Texas National Association for Multicultural Education honored Dr. William Allan Kritsonis as a Professor, Scholar, and Pioneer Publisher for Distinguished Service to Multicultural Research Publishing. The ceremony was on April 28th 2012 at Texas A&M University, College Station, Texas.
Dr. Jessica Garrett-Staib and James Johnson, International Journal of Educat...William Kritsonis
Dr. Jessica Garrett-Staib and James Johnson, International Journal of Education, 2(1) 2014.
Recently, attention has been focused on analyzing the ethical framework used by educational leaders. The purpose of this study was to analyze some specific ethical dilemmas faced by a school district and one of its teachers. Several ethical questions are posed stemming from an allegation of inappropriate music videos found on Mr. Jones’ personal computer hard drive. Ethical principles such as equal respect, benefit maximization, the ethic of care, the ethic of justice, and consequentialist and nonconsequentialist viewpoints are used to justify opposing answers to these questions. Mr. Jones’ case illustrates the value of establishing a clear ethical framework to guide personal and professional decisions that may arise from technology-related issues.
In Australia, the Government 2.0 Taskforce have made some recommendations associated with the use of Creative Commons. These slides formed the backbone of a short presentation to the Seamless Council Connect Conference
15 disorders of childhood and adolescence (neurodevelopmental diso.docxdrennanmicah
15 disorders of childhood and adolescence (neurodevelopmental disorders)
learning objectives 15
· 15.1 How does maladaptive behavior appear in different life periods?
· 15.2 What are the common disorders of childhood?
· 15.3 Do anxiety and depression appear in children and adolescents?
· 15.4 What are some specific disorders that occur in childhood?
· 15.5 What are intellectual disabilities?
· 15.6 How can we plan better programs to help children and adolescents?
A Case of Adolescent Depression and Attempted Suicide Emily is 15-year-old girl from a middle-class Caucasian background who had a history of depression during her childhood. She had periods of low mood, poor self-esteem, and social withdrawal. She also had symptoms of anxiety and was very reluctant to leave her home. During her year in the seventh grade, she became so fearful of going to school that she missed so many days she had to repeat the grade. She currently is in the eighth grade and has, to this point, missed a great deal of school. Her family became very concerned over Emily’s low mood and isolation, so they enrolled her in an out-patient treatment program for depression, anxiety episodes, and eating disorders. Her depression continued, and she became more isolated, lonely, and depressed and would not leave her room even for meals. One day her grandmother found her in their car in the garage with the engine running in an effort to end her life. Emily was admitted into an inpatient treatment program following her serious suicide attempt.
There is a history of psychiatric problems, particularly mood disorders, in her family. Her mother has been hospitalized on three occasions for depression. Her maternal grandfather, now deceased, was hospitalized at one time following a manic depressive episode.
In the early phases of her hospitalization, Emily underwent an extensive psychological and psychiatric evaluation. She was administered a battery of tests, including the Minnesota Multiphasic Personality Inventory for Adolescents (MMPI-A). She was cooperative with the evaluation and provided the assessment staff with sufficient information regarding her mood and attitudes to assist in developing a treatment program.
Emily showed many symptoms of a mood disorder in which both depression and anxiety were prominent features. The psychological evaluation indicated that she was depressed, anxious, and felt unable to deal with the school stress that her condition prompted. Moreover, her physical appearance and eating behavior suggested the strong likelihood of anorexia nervosa. Emily showed an extreme degree of social introversion on several measures and acknowledged her reticence at engaging in social interactions. The assessment psychologist concluded that her personality characteristics of social withdrawal, isolation, and difficult interpersonal relationships would likely result in her having problems in establishing a therapeutic relationship. Her treatment program involv.
Jalani is 27 years old and recently graduated from an elite Publi.docxvrickens
Jalani is 27 years old and recently graduated from an elite Public Health Law program where she focused on civil rights law for women in 3rd world countries. She describes herself as passionate, principled, goal-oriented, rational and a bit irritable. She is highly articulate and an expert in arguing any point she sees as important and has a tendency to become impassioned about social issues and social justice in a way that makes her a powerhouse in her law program. Jalani says she feels like it's her job in the world to crusade for justice and fight for equity for those who don't have a voice. She has always considered herself to be ethically minded and fair but she knows that her emotional investment and zeal can be intimidating to others (a strength she uses in her work). She is short but has broad shoulders and a strong sturdy, muscular body, with well developed legs. She was a successful track athlete in high school and college. she has a squared jaw and fierce and penetrating yet somewhat intimidating eyes. Jalani has often found it difficult to let people into her life in an intimate way because she can come across as too opinionated, judgmental or stern. She's idealistic, well learned and studious but her delivery is often blunt and strident which makes people feel like she's angry and disapproving even when she's not (and even if she is she has trouble admitting it). She's very focused on facts and the practical application of life so she very rarely enjoys things like art, food or music or what she says are "frivolous things" partially because she's so busy pursuing her new career as a lawyer at a non profit and partially because she says she "doesn't see the point". Jalani lacks rhythm and fluidity in her movements but she's strong, physically grounded and good at taking care of practical resources. At times, when she cares to, Jalani can be very charming utilizing diplomacy, tact and a smooth professionalism to get her goals met. She has a knack for social networking, mostly because she is so knowledgeable and can be funny and self-deprecating when necessary, she's good at adapting somewhat to get what she needs, but for the most part what you see is what you get. Jalani is typically expedient and efficient and derives a lot of joy from completing a task and doing it with detailed precision and accuracy. has difficulty relaxing and so experienced insomnia, tension headaches and has struggled with asthma throughout her life.
Lin has been pursuing Jalani for a over a year now, she is 28, curvy, with wider hips and a soft feminine frame. She has a sweet smile and big, inviting and seductive eyes. She loves to spend time making herself look beautiful and decorating her environment. Lin met Jalani during a mock trial in their litigation class and fell for her immediately. Lin is accommodating, kind, gregarious and seemingly friends with everyone, and she loves more than anything to be in a monogamous relationship with someone she's ...
Psychopathology Case Studies Psychotic DisordersCase #1 Magical .docxamrit47
Psychopathology Case Studies: Psychotic Disorders
Case #1: Magical Art?
Isaac, a 31-year-old single male, joins a therapeutic art group that runs twice weekly at an art school in the small northeastern city where he lives. It is an open group, with a core of long-standing members but fairly frequent additions or dropouts, and Charlene, the art therapist who facilitates the group, is keenly attuned to the subtle shifts in group dynamics that ensue whenever one of these changes takes place. Within a few weeks of Isaac’s appearance, she is noticing that a couple of group members have become much more reticent, unwilling to share their reactions to their own (or others’) artwork. She also observes that two other long-time group members who occupy leadership positions among their peers frequently exchange covert glances and smiles or grimaces whenever Isaac contributes to group discussions. Her own sense of his speech is that he tends to be a bit stilted or overelaborate, and that he sometimes takes too long to get to the point, but that he is mostly logical and goal-directed. He speaks softly but clearly and modulates well, though his facial affect is slightly constricted and he often averts his gaze from the person to whom he is speaking after the first few words. He seems shy or anxious, but not especially odd.
Isaac’s artwork, on the other hand, does have a rather strange ‘feel’ to it. He tends to avoid messy materials like clay, paint, or pastels, preferring drawing and collage-making. His drawings include exquisitely detailed architectural exteriors: depictions of palaces and temples set in rocky, forbidding landscapes. Sometimes words or phrases are written across the sky or on the temple walls: “The Day is soon,” “Moon Commune,” “Submission Rules.” Often angelic or demonic faces peer through the clouds or emerge from mountain peaks or minarets. His collage work, likewise, is painstakingly precise, but usually populated by scantily clad models.
Curious to know more, Charlene conducts a 1:1 interview with Isaac. He is the son of a single mother who attended college but worked as a restaurant hostess. Isaacs’s delivery was complicated; the umbilical cord was wrapped tightly around his neck for several minutes. Perhaps as a result, he suffered from a slight left-sided weakness as a young child, but this resolved. He had little contact with his father, who worked as a tax lawyer but drank excessively and whose practice dwindled. He was often alone as a boy, since his mother had to work in the evening. He coped with this by becoming deeply involved in certain television programs, books, and video games. Those he enjoyed most tended to have fantastic themes, and his inner world came to be populated by fantasy figures. Never very popular in school, still he mostly escaped bullying and performed well academically. He attended a local college for three years, majoring in English, but never graduated, and now works as a barista at an upscale coffe ...
Developing successful transition outcomes for post high school students with ...Laura Flores
Are schools prepared for the influx of transition age High School Students with Autism? This article explores ideas to use current resources to develop transition plans and develop skills for students with autism.
Sexual behavior is a highly controversial topic. Different cultu.docxmanningchassidy
Sexual behavior is a highly controversial topic. Different cultural groups have varying beliefs regarding the appropriateness and morality of various sexual behaviors, when these behaviors should occur and with whom, the age at which sexual behavior should occur, and so forth. Sexual behavior is a common topic in religion, politics, and education. It is so grounded in cultural and religious belief systems that accepting differences in others’ sexual behavior is difficult, if not impossible, for some.
Not only are there differing religious and cultural views on sexuality, but there are also different views and perceptions of gender-related aspects of sexuality within cultural groups. For example, in some cultures, prepubescent, same-sex experimentation is expected and encouraged prior to adulthood, whereas this behavior is perceived as abnormal in most Western societies. In some cultures, women are perceived as having a much lower sex drive than men, and older adults may be perceived as having no sex drive at all. As with any perception, when society acts on an assumption, people are impacted. As a simple example, if you assume that older adults do not have sex and construct barriers for sexual activity in assisted living facilities, the psychological well being of the residents in that facility may be affected. Understanding the differences in sexuality in different cultural groups is an important aspect of understanding the whole person and the person's behavior.
For this Discussion, you analyze two case studies of individuals who have multiple identities related to sex, gender, and sexual orientation and consider how these identities would affect aspects of their lives if they lived in your culture.
To prepare
Review the two case studies in this week’s Learning Resources and consider the subjects’ specific identities related to sex, gender, and sexual orientation.
Think about how Alberto and Jeanette would experience life in your culture given their specific identities.
Consider the advantages and challenges that Alberto and Jeanette may face regarding friendships, romantic relationship, and sexuality within your culture.
By Day 4
Post
a brief description of your culture. Then explain the advantages and challenges that Alberto and Jeanette would encounter related to friendships, romantic relationships, and sexuality in your culture.
Two case studies: Case Study: Alberto Alberto is an 18-year-old genetically born male. He is the eldest of four siblings; he has two brothers (ages 17 and 14) and a sister (age 12). From the time Alberto was a young child, his parents noticed that he was quiet and shy compared to other boys his age. He learned to read at a very young age and was content to curl up with a book rather than play with other children. Several of Alberto’s early grade school teachers referred to him as “sensitive” and “gentle” for a boy. Alberto was very close to his siblings growing up, often acting as caregiver or babysi ...
The first step in understanding the behaviors that are associated wi.docxssuser454af01
The first step in understanding the behaviors that are associated with mental disorders is to be able to differentiate the potential symptoms of a mental disorder from the everyday fluctuations or behaviors that we observe. Read the following brief case histories.
Case Study 1:
Bob is a very intelligent, 25-year-old member of a religious organization based on Buddhism. Bob’s working for this organization has caused considerable conflict between him and his parents, who are devout Baptists. Recently, Bob has experienced acute spells of nausea and fatigue that have prevented him from working and have forced him to return home to live with his parents. Various medical tests are being conducted, but as yet, no physical causes for his problems have been found.
Case Study 2:
Mary is a 30-year-old musician who is very dedicated and successful in her work as a teacher in a local high school and as a part-time member of local musical groups. Since her marriage five years ago, which ended in divorce after six months, she has dated very few men. She often worries about her time running out for establishing a good relationship with a man, getting married, and raising a family. Her friends tell her she gets way too anxious around men, and, in general, she needs to relax a little.
Case Study 3:
Jim was vice-president of the freshmen class at a local college and played on the school’s football team. Later that year, he dropped out of these activities and gradually became more and more withdrawn from friends and family. Neglecting to shave and shower, he began to look dirty and unhealthy. He spent most of his time alone in his room and sometimes complained to his parents that he heard voices in the curtains and in the closet. In his sophomore year, he dropped out of school entirely. With increasing anxiety and agitation, he began to worry that the Nazis were plotting to kill his family and kidnap him.
Case Study 4:
Larry, a 37-year-old gay man, has lived for three years with his partner, whom he met in graduate school. Larry works as a psychologist in a large hospital. Although competent in his work, he often feels strained by the pressures of his demanding position. An added source of tension on the job is his not being out with his co-workers, and, thus, he is not able to confide in anyone or talk about his private life. Most of his leisure activities are with good friends who are also part of the local gay community.
For each case, identify the individual's behaviors that seem to be problematic for the patient.
For each case study, explain from the biological, psychological, or socio-cultural perspective your decision-making process for identifying the behaviors that may or may not have been associated with the symptoms of a mental disorder.
Based on your course and text readings, provide an explanation why you would consider some of these cases to exhibit behaviors that may be associated with problems that occur in everyday life, while others could be as.
Assignment 3 Case Study Analysis IThe first step in understanding.docxastonrenna
Assignment 3: Case Study Analysis I
The first step in understanding the behaviors that are associated with mental disorders is to be able to differentiate the potential symptoms of a mental disorder from the everyday fluctuations or behaviors that we observe. Read the following brief case histories.
Case Study 1:
Bob is a very intelligent, 25-year-old member of a religious organization based on Buddhism. Bob’s working for this organization has caused considerable conflict between him and his parents, who are devout Baptists. Recently, Bob has experienced acute spells of nausea and fatigue that have prevented him from working and have forced him to return home to live with his parents. Various medical tests are being conducted, but as yet, no physical causes for his problems have been found.
Case Study 2:
Mary is a 30-year-old musician who is very dedicated and successful in her work as a teacher in a local high school and as a part-time member of local musical groups. Since her marriage five years ago, which ended in divorce after six months, she has dated very few men. She often worries about her time running out for establishing a good relationship with a man, getting married, and raising a family. Her friends tell her she gets way too anxious around men, and, in general, she needs to relax a little.
Case Study 3:
Jim was vice-president of the freshmen class at a local college and played on the school’s football team. Later that year, he dropped out of these activities and gradually became more and more withdrawn from friends and family. Neglecting to shave and shower, he began to look dirty and unhealthy. He spent most of his time alone in his room and sometimes complained to his parents that he heard voices in the curtains and in the closet. In his sophomore year, he dropped out of school entirely. With increasing anxiety and agitation, he began to worry that the Nazis were plotting to kill his family and kidnap him.
Case Study 4:
Larry, a 37-year-old gay man, has lived for three years with his partner, whom he met in graduate school. Larry works as a psychologist in a large hospital. Although competent in his work, he often feels strained by the pressures of his demanding position. An added source of tension on the job is his not being out with his co-workers, and, thus, he is not able to confide in anyone or talk about his private life. Most of his leisure activities are with good friends who are also part of the local gay community.
For each case, identify the individual's behaviors that seem to be problematic for the patient.
For each case study, explain from the biological, psychological, or socio-cultural perspective your decision-making process for identifying the behaviors that may or may not have been associated with the symptoms of a mental disorder.
Based on your course and text readings, provide an explanation why you would consider some of these cases to exhibit behaviors that may be associated with problems that occur in eve.
Topic I will send in private message 1. Key Termand Why Yo.docxturveycharlyn
Topic: I will send in private message
1. Key Termand Why You Are Interested in It (100 words minimum)
After reading the textbook, specifically state why you are interested in conducting further research on this key term (e.g., academic curiosity, application to a current issue related to employment, or any other professional rationale). Include a substantive reason, not simply a phrase.
1. Explanation of the Key Term(100 words minimum)
Provide a clear and concise overview of the essentials relevant to understanding this key term.
1. Major Article Summary(300 words minimum)
Using your own words, provide a clear and concise summary of the article, including the major points and conclusions.
1. Discussion
In your own words, discuss each of the following points:
1. How the cited work relates to your above explanation AND how it relates specifically to the content of the assigned module/week. This part of your thread provides evidence that you have extended your understanding of this key term beyond the textbook readings. (150 words minimum)
1. How the cited work relates to the other 4 works you researched. This part of your thread provides evidence that you have refined your research key term to a coherent and specialized aspect of the key term, rather than a random selection of works on the key term. The idea here is to prove that you have focused your research and that all works cited are related in some manner to each other rather than simply a collection of the first 5 results from your Internet search. (150 words minimum)
1. References
A minimum of 5 recent scholarly articles (not textbooks, Wikipedia, or other popular reading magazines), in current APA format, must be included and must contain persistent links so others may have instant access. In the event that formatting is lost or corrupted when submitting the thread, attach the Microsoft Word document to your thread as evidence that your work was completed in the proper format.
Psychiatric Conditions: Bias and Shame
Prior to engaging in this discussion, read Chapters 7 and 8 in your text as well as the articles by Clark, et al. (2013) “California’s historic effort to reduce the stigma of mental illness: The Mental Health Services Act” .and Cummins (2013) “Addressing public stigma and disparities among persons with mental illness: The role of federal policy.” It is highly recommended that you also watch a few of the videos on mental illness from the TED playlist, “All kinds of minds” as these provide valuable insights into a variety of disorders and the issues associated with them.
For this discussion, refer to the information in the SOC313 Family Document. Lucy Miller is a 20 year old who has recently been diagnosed with bipolar disorder. She is working on the family farm. She would rather work elsewhere because she does not get along well with her family. However, she has been fired from four jobs in the past two years and this is her only option for work currently. Lu ...
1. Psychology is defined as the scientific study of behavior. (the.docxjeremylockett77
1. Psychology is defined as the scientific study of behavior. (the psychology majors handbook). Though I feel most TV shows and or movies have some form of a psychological based plot, because its so broad. However I want to focus on a TV show called "The Good Doctor". This is a series about a doctor who is on the Autism spectrum. Autism refers to a broad range of conditions characterized by challenges with social skills, repetitive behaviors, speech and nonverbal communication... Autism is a spectrum disorder each person with autism has a distinct set of strengths and challenges. (what is autism). this show was my top pick because, taking a look more into psychology as stated in the text topics of psychology study includes relationships, the brain and the chemicals that influence it, visual and auditory perception, human development, the causes of normative and atypical behavior, and much more. In the show they focus on the main character who has autism but is so smart and they show his strengths analyze the body and research in a different, more in depth way that the typical doctors do. They show how he is socially awkward and how the typical doctors may accept him and how some don't because they feel he has a disorder and doesn't belong in the medical field. the show touches base on his difficulty fitting into the culture but also show how he fits in in his own unique way.
2. The TV show that comes to mind when I think of a TV show in which psychology played an important role is a show, I am currently watching called Blindspot. Psychology is a big factor in this show because a woman had her memory erased and had herself dropped in the middle of Times Square. When found, she had tattoos all over her body, which helped the FBI save many lives. It turns out that she was a part of a terrorist organization that wanted to bring the country down. With all of that being said, when she first got to the FBI, they had a psychologist talk to her to try and help her understand her feelings and help her engage with the man she had grown to like. In the end, the psychologist was also a part of the terrorist organization and was manipulating the woman during her sessions to make her think she liked the man so she could get close to him because they needed him to be a part of their plan to bring down the country. Psychology was also a big factor because growing closer to the man she liked, who was the assistant director of the FBI and a good person, he helped her be a better person. With all of her memory gone he also made her think she was his best friend who had gone missing when he was a child, when if fact she was not this little girl at all.
3. When I think of psychology in relation to a tv show or movie, I think of a Netflix series that I recently watched titled "YOU." I feel that psychology definitely played a major part in the way the main character Joe interacted with everyone that he encountered or had some type of relationship with. The mai ...
Similar to Dr. Jessica Garrett-Staib and Scott C. Bates, Published in Focus On Colleges, Universities, and Schools, www.nationalforum,com (16)
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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.
Chapter 3 - Islamic Banking Products and Services.pptx
Dr. Jessica Garrett-Staib and Scott C. Bates, Published in Focus On Colleges, Universities, and Schools, www.nationalforum,com
1. FOCUS ON COLLEGES, UNIVERSITIES, AND SCHOOLS
VOLUME 7, NUMBER 1, 2013
Stranger Truth: A Case Study
Corey Davis, MA
Director of Online Learning
Our Lady of the Lake University
San Antonio, TX
Jessica Garrett-Staib, EdD
Assistant Professor
Chair of the Department of Educational Leadership, Foundations, and Counseling
College of Education
The University of Texas of the Permian Basin
Odessa, TX
Abstract
This case study chronicles the details of one particular doctoral candidate and the trials and
tribulations faced during the course of his degree attainment. Elton was a very bright young man.
However, many demons haunted him. He battled dyslexia, Attention Deficit Hyperactivity
Disorder, Bipolar I Disorder with psychotic features, Generalized Anxiety Disorder, and
Obsessive Compulsive Disorder. As if this was not enough, he found himself in an abusive
relationship with a significant other. His circumstances and challenges were never presented to
faculty until Elton’s world came crumbling down around him one summer. All at once he faced
exposing his deepest, darkest secrets and the possibility of being permanently removed from his
doctoral program.
Keywords: higher education, mental illness, policy, student services
“Truth is stranger than fiction, but it is because Fiction is obliged to stick to possibilities; Truth
isn't.” – Mark Twain (n.d.)
Elton Thomas was a forty-two year old African-American doctoral student in a Texas
university doctoral program in Educational Leadership. He was also the Director of Global
Education at a Texas community college. The doctoral program was situated in the town where
Elton worked. He was new to the area. He moved to Texas from Los Angles a year prior in order
to be with his partner with whom he had been in a long distance relationship for the past year. He
began his job at the community college the same time he began the doctoral program. He knew
doing the two would be a challenge – the college’s global education department and the
university’s doctoral degree were brand new programs that would require a lot of his time and
attention.
In the past, Elton had a hard time focusing due to multiple psychological disorders and
2. learning disabilities. He had Bipolar I Disorder with psychotic features, placing him closer to
schizophrenia on the bipolar-schizophrenia continuum. He was also diagnosed with Generalized
Anxiety Disorder and Obsessive Compulsive Disorder (OCD). He was diagnosed with two
learning disabilities as well: dyslexia and Attention Deficit Hyperactivity Disorder (ADHD). He
came from a family with a long history of mental illness on both sides of his family including his
mother who was clinically depressed and his father who was schizophrenic. Despite his multiple
diagnoses, Elton considered himself lucky. He had not burned down his home, shot his mother,
hung himself, walked the streets naked or spent the better part of his life in a straight jacket as
did some of his relatives. He had, however, dropped out of two masters degree programs before
he decided to enroll in Bay Area University’s online program in Masters of Science in Distance
Education, which he successfully completed two years before entering the doctoral program,
hence his passion for online learning.
Elton was confident he could complete the doctoral program, but he was not 100% sure.
He believed in self-fulfilling prophecies to the extent that one could control his or her own
thoughts, which, without medication he could not do. The last time he tried to control his own
thoughts, he was involuntarily confined to a mental institution. According to the LantermanPertis-Short (LPS) Act of 1967, codified in California Welfare and Institutions Code, Section
5150, a peace officer or health professional can involuntarily confine to a mental institution any
person who, as a result of mental disorder, poses a danger to himself or others (California
Hospital Association, 2013). Without medication Elton posed a danger to himself, with it no one
could tell.
His mental collapse came during the last semester of his second attempt at graduate
school. No one knew this, and no one knew of his whereabouts. He was administratively
withdrawn - dropped - from his masters program for not showing up to class, and the school did
little to investigate his disappearance. After he was released from the hospital, he emailed the
program’s director (because he was too terrified to call) to explain where he had been. Although
she was sympathetic to his situation, she denied his petition back into the masters program.
Maybe she knew he would relapse, which he did six months later. This time, instead of being
committed to a hospital, he was homeless.
That was five years ago. If he said he did not worry that it would happen again, he would
be lying, but he did not disclose his mental health issues when he applied to the doctoral program
because for him they were no longer issues, at least not pressing ones. For the past five years, he
had taken his medications religiously, believing it was only through God’s grace that he was still
alive after buying medications on the black market when he was unemployed and uninsured after
getting off the streets of Hollywood.
With medication, Elton could control his thoughts, but not all of them all of the time. The
average person has 70,000 thoughts per day of which it is estimated at least half of them are
negative (UCLA Laboratory of Neuro Imaging, 2008). Exactly how many of his thoughts he
actually controlled, Elton did not know; but he knew that some of them were definitely not his
own. Around age thirteen Elton began having auditory hallucinations. In other words, he heard
voices. Hears voices would be more accurate, since they never went away. At best, he could
quiet them down. With 150 milligrams of lamotrigine a day, he could control, mostly, how loud
and how long they stayed.
Despite the voices competing for his attention (or perhaps because of them) by the time
he reached high school, Elton considered his hearing a gift. Dyslexia, ADHD and now the voices
made reading difficult. He learned best by listening to people talk - to his teacher, his classmates
3. and even himself. Except, at that age, reading aloud was not allowed and silent reading was
beyond complicated. Unable to read for more than a few seconds at a time, he listened for the
text embedded in classroom discussions and the side conversations going on inside his head and
around him. In four years, he heard just enough to make valedictorian.
After four more years, he had heard enough of the voices. In high school the voices kept
him company, in college they demanded and competed for more and more of his attention.
Shushing them all day while he tried to do his homework wore him out, and he was grateful for
the reprieve not being able to pay attention to anything for very long afforded him. They - he had
still not yet figured out who “they” were - criticized him a lot, especially when he had to write a
paper, which is something he had not had to do much of in high school. When he did, he
memorized the text he heard in his head and merely repeated the conversation on paper. At the
Ivy League school he attended, there was more than one text in each class, none of them related,
all of them long, and keeping track of all their conversations plus holding 10-20 page papers in
his head all at once was all he could handle. He managed, barely, to graduate from college in
four years with over a 3.5 grade point average. However, his greatest feat was not maintaining
his GPA, but keeping secret his secret - that he never read a book the whole time and that he was
slowly losing his mind. By the time he entered his doctoral program, his mental struggles and
learning disabilities were no longer secret, but, as with his sexuality, they were not obvious
either. And, as with his sexuality he only told people if they asked, and nobody ever asked about
those kinds of things in this part of the “Bible belt”, least of all the program’s admissions
committee.
He tried to clue in the admissions committee by alluding to his family’s mental health
history in his personal statement and interview without speaking directly of his own. He half
hoped they would figure it out. Perhaps they did and needing more time to make up their mind
explained why he was one of the last candidates offered admission. Less than a year after he was
admitted, Elton found himself reapplying to the doctoral program. In fact, he was petitioning for
reinstatement, in other words, pleading his case. This time he left nothing out.
He had been kicked out of the program for failing one of his summer courses. According
to the program’s written policy, academic dismissal occurs:
1. When a student at the graduate level earns a grade point average of less than 2.0 in
any term.
2. When a student at the graduate level earns a grade of “F” in any course.
3. When a student at the graduate level is admitted on probation with conditions and
fails to meet a condition.
4. When a student at the graduate level who is on academic probation during a term
would again be placed on academic probation under the provisions of academic
probation set forth above. If, however, the student’s grade point average for the term
is at least 3.0, he or she will continue on academic probation.
He escaped dismissal by the first clause because he received an A in the second class he
took during the accelerated term, giving him a GPA of 2.0, not less, but that fact made his case
even more confusing. Why, and better yet, how did he perform so well in one class and
completely fail the other?
The question of “How?” was an easy one. Elton completed all his work for his
“Organizational Theory” class, the one he passed; and according to the instructor, Dr. William
4. Ball, it was some of the best reflective written work he had seen that semester. That was not the
case in his “School Reform” class. According to that instructor, Dr. Francine McClain, Mr.
Thomas earned an F because he failed to turn in his final paper on time. In fact, he turned in it
two weeks after the specified due date, even though the syllabus clearly stated that no late work
was accepted. And he failed, in fact, to arrange a conference with the professor prior to the start
of the course to discuss approved accommodations, all of which is clearly spelled out in the
course syllabus. Elton did not argue the facts. He confirmed everything Dr. McClain said. So the
question of “Why?” was left up to him to explain and for a reinstatement committee to decide if
he were telling the truth (which, consciously or unconsciously, is the first decision such
committees make) and, assuming they believed him, if his circumstances were compelling
enough (for which there were no objective measures) to warrant letting him back into the
program. Elton told them, first in writing, as was required (which, given his psychological and
learning disabilities, posed a hardship), and again at the mandatory hearing. Luckily, he did not
have to make the 350-mile trip (one-way) from one school to the other to be heard which the
school’s normal policy
Quiet as it’s kept, Elton’s story was not normal, although “normal” was not a call he felt
qualified to make. He had this to say for himself:
I have dyslexia, Bipolar Disorder Type I with psychotic features, ADHD, OCD and
Generalized Anxiety Disorder. All of theses conditions impact my learning, particularly
my ability to read and write. I was diagnosed many years ago, and I am currently under a
local psychiatrist’s care. The impact of these conditions on learning is well documented
in research; and I display most of the known symptoms including tremendous difficulty
sustaining attention, comprehending written text, writing, following instructions and
completing tasks that require even moderate mental effort.
Fortunately, I take several medications to treat these conditions. Unfortunately, I have
competing disorders, and I can never be medicated properly for one condition without
great risk of adversely affecting the other. Thus, all of my medications must remain
below what is normally prescribed. And, unfortunately, I did not apply for
accommodations because I was ashamed and afraid that, if obtained, my degree would
mean less. It was not until I was in the accelerated courses, which I had never been in
before, did I realize that I needed the accommodations.
That realization itself, and the timing of that realization, late, towards the end of the
course, triggered a severe anxiety attack and obsessive-compulsive episode, which, you
may or may not know, drives one to run and hide, fearing physical harm and retribution
for doing something wrong (in this case not turning in my work on time) in order to save
oneself. The danger, unseen by others, is real and palpable. It was not until I finished my
paper that I felt safe enough to come back.
Fearing that was not compelling enough, Elton then told them what he thought no man
his size, his age, or his color should ever have to admit. That same summer and for six months
before that, he was being beat by his partner, terrorized daily in fact, until he was forced to go
literally, beyond his own psychologically-induced escape, into hiding. It would have been a fact
worth debating among the reinstatement committee, if were not supported by evidence from the
police and the psychiatrists who attended to him during that time.
There it was, a truth stranger than fiction, but the truth nonetheless. The question then
5. became, not was it enough, but was it too much for an institution to bear?
Questions
1. Should Elton have fully disclosed his psychological disorders in his application to the
doctoral program? What are the implications for doing so or not doing so?
2. To what extent should colleges or universities go to find out what happened to
students who fails to show up for class, disappears and apparently drops out?
3. When are administrative withdrawals ethical or unethical?
4. Doctoral programs base their decision to admit or reject an applicant based on their
perceived ability to contribute the field’s research literature. Should a student’s
known psychological issues be part of the formula?
5. Should a student with psychological disorders be admitted under the school’s
diversity policy? In other words, should universities consider psychological disorders
a diversity category like race and gender?
6. Ironically, the course Elton failed was “School Reform”. Is this case cause for
consideration for an institution about how it handles students with psychological
disorders, and if so, what?
7. Reinstatement committees’ decisions are typically more subjective than the
admissions committees’ decision to admit the student. Should reinstatement
committees be comprised of the same members who made up the admissions
committee?
8. Some institutions and states view the syllabus as a written contract. Do you think
there should be room for negotiation after the contract is published, and if so, when
and where should those negations take place?
Mental Illness
The term “mental illness” makes reference to the collective body of all diagnosable
mental disorders. The Centers for Disease Control and Prevention reports (2011) that the
economic burden of mental illness in America was around $300 billion in 2002, and about 25%
of U.S. adults have a mental illness. Additionally, 50% of the general population will experience
mental illness at some point over the course of their lifetime. The National Alliance on Mental
Health published a study in 2012 specifically focused on the needs of college students living
with mental health issues.
These issues are vitally important because colleges across the country are reporting large
increases in the prevalence and severity of mental health conditions experienced by
students attending their schools. This is good news for those living with these conditions
since higher education is the foundation for securing stable employment and achieving
financial independence. At the same time, it places pressure on schools to provide the
services and supports that are necessary for these students to stay in school and to achieve
academic success. (Gruttadaro & Crudo, 2012, p. 4)
6. Concluding Remarks
Graduation rates are a key piece in the ranking of universities around the country. It
makes sense that colleges and universities would want to have mental health services readily
available to help assist and retain students with mental illnesses, since they are so widespread. It
appears, however, that many students perceive there to be a stigma attached to being identified as
one with a mental illness. The truth is students cannot receive accommodations without
disclosure, and the fear of this disclosure is simply too great for many students. Kadison and
DeGeronimo (2004) implied that in addition to the typical developmental worries of college
students (identity concerns, changes in lifestyle and living arrangements, and relationship issues),
today's students are forced to make good grades, keep jobs, and be involved in college life. On
top of that, the financial realities of a college education can be extremely stressful. These issues
are compounded when college students are minority, international, first-generation, or
immigrants. The college experience for these students may mean handling new forms of
discrimination, an absence of role models, and high expectations of their family, or for many no
family support at all. There is no doubt that in order to retain those students with mental illness,
colleges and universities are going to have to find ways to assist these students.
References
California Hospital Association. (2013). The Lanterman-Petris-Short (LPS) Act: 5150
Involuntary civil commitment for psychiatric treatment. Retrieved from
http://www.calhospital.org/overview/lanterman-petris-short-lps-act
Centers for Disease Control and Prevention. (2011). CDC report: Mental illness surveillance
among U.S. adults. Retrieved from http://www.cdc.gov/mentalhealthsurveillance/
Gruttadaro, D., & Crudo, D. (2012). College students speak: A survey report on mental health.
Retrieved from the National Alliance on Mental Illness website:
http://www.nami.org/Content/NavigationMenu/Find_Support/NAMI_on_Campus1/colle
gereport.pdf
Kadison, R., & DiGeronimo, T.F. (2004). College of the overwhelmed: The campus mental
health crisis and what to do about it .San Francisco, CA: Jossey-Bass.
Twain, M. (n.d.). Mark twain quotes. Retrieved from
http://www.brainyquote.com/quotes/quotes/m/marktwain122865.html
University of California Los Angeles Laboratory of Neuro Imaging. (2008). Brain trivia.
Retrieved from http://www.loni.ucla.edu/About_Loni/education/brain_trivia.shtml