Task NamePhase 2 Individual ProjectDeliverable Length1-2 pag.docx
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Task Name: Phase 2 Individual Project Deliverable Length: 1-2 pages Details: Weekly tasks or assignments (Individual or Group Projects) will be due by Monday and late submissions will be assigned a late penalty in accordance with the late penalty policy found in the syllabus. NOTE: All submission posting times are based on midnight Central Time. Anne is 10 years old and lives in a major metropolitan U.S. city and is currently in the 4 th grade. Today, during gym class, Anne's teacher notices several large bruises on all of Anne's arms and legs and that her clothing is torn and dirty. When the teacher questions Anne about how she got the bruises, Anne replies "I fell on the playground." The teacher reports the bruising to the school principal. The teacher and principal request Anne's mother attend a conference after school. During the conference, Anne's mother is difficult to communicate with. She appears to be intoxicated, but denies having had anything to drink. She is also very defensive, states that Anne is a clumsy, lazy child and that Anne lies to get attention. The mother denies that anyone has physically hurt Anne. During the conference, Anne sits next to her mother but does not make eye contact with anyone in the room, nor does she speak. When questioned as to why Anne's father could not attend the conference, Anne's mother replies that he was too tired because he works two jobs and has to sleep during the day. Anne and her mother leave the conference and Anne is not in school the next day. As Anne's teacher, you are a mandated reporter, meaning you must notify authorities of suspected cases of child abuse and neglect. You are very concerned about Anne, but you aren't sure if what you have observed rises to the level of abuse or neglect. Write a 1-2 page memo to the principal regarding Anne. You are allowed to take one of two positions. Anne is the victim of abuse/neglect. If you take this position, you must list the rationale including signs/symptoms, parental concerns, and contacts with Anne. Anne is not the victim of abuse/neglect. If you take this position, you must list the rationale including mitigating factors, parental strengths, and contacts with Anne. Make a recommendation to your principal about whether or not you should contact child welfare services. .
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Anne is 10 years old and lives in a major metropolitan U.S. city and.docx
Anne is 10 years old and lives in a major metropolitan U.S. city and is currently in the 4
th
grade. Today, during gym class, Anne's teacher notices several large bruises on all of Anne's arms and legs and that her clothing is torn and dirty. When the teacher questions Anne about how she got the bruises, Anne replies "I fell on the playground." The teacher reports the bruising to the school principal. The teacher and principal request Anne's mother attend a conference after school.
During the conference, Anne's mother is difficult to communicate with. She appears to be intoxicated, but denies having had anything to drink. She is also very defensive, states that Anne is a clumsy, lazy child and that Anne lies to get attention. The mother denies that anyone has physically hurt Anne. During the conference, Anne sits next to her mother but does not make eye contact with anyone in the room, nor does she speak. When questioned as to why Anne's father could not attend the conference, Anne's mother replies that he was too tired because he works two jobs and has to sleep during the day. Anne and her mother leave the conference and Anne is not in school the next day.
As Anne's teacher, you are a mandated reporter, meaning you must notify authorities of suspected cases of child abuse and neglect. You are very concerned about Anne, but you aren't sure if what you have observed rises to the level of abuse or neglect.
Write a 1-2 page memo to the principal regarding Anne. You are allowed to take one of two positions.
Anne is the victim of abuse/neglect.
If you take this position, you must list the rationale including signs/symptoms, parental concerns, and contacts with Anne.
Anne is not the victim of abuse/neglect.
If you take this position, you must list the rationale including mitigating factors, parental strengths, and contacts with Anne.
Make a recommendation to your principal about whether or not you should contact child welfare services.
.
Anne is 10 years old and lives in a major metropolitan U.S. city and.docx
Anne is 10 years old and lives in a major metropolitan U.S. city and is currently in the 4
th
grade. Today, during gym class, Anne's teacher notices several large bruises on all of Anne's arms and legs and that her clothing is torn and dirty. When the teacher questions Anne about how she got the bruises, Anne replies "I fell on the playground." The teacher reports the bruising to the school principal. The teacher and principal request Anne's mother attend a conference after school.
During the conference, Anne's mother is difficult to communicate with. She appears to be intoxicated, but denies having had anything to drink. She is also very defensive, states that Anne is a clumsy, lazy child and that Anne lies to get attention. The mother denies that anyone has physically hurt Anne. During the conference, Anne sits next to her mother but does not make eye contact with anyone in the room, nor does she speak. When questioned as to why Anne's father could not attend the conference, Anne's mother replies that he was too tired because he works two jobs and has to sleep during the day. Anne and her mother leave the conference and Anne is not in school the next day.
In 2-3 paragraphs, using your own words:
List 3 signs and/or symptoms of possible child abuse and neglect with respect to Anne.
List 3 risk factors present in Anne's family that could contribute to abuse.
What do you think would be the best course of action for Anne regarding treatment, placement, and services?
When responding to peers, consider whether you agree with the course of action suggested by your peers. Why might that be the best course of action, or why might another action be more appropriate. Provide support for your choices.
.
Instructions Read the case study to inform the assignment that foll.docx
Instructions: Read the case study to inform the assignment that follows.
Case Study: Ana
9th grade, Age 14
Background Information
Ana's mother, who became pregnant while in high school, is a single parent who completed her GED after Ana's birth. Her mother works full-time. Ana's parent never married and her biological father has had very limited contact with her. Ana has no siblings, but does have two male same-age cousins. Her mother wants Ana to finish school, as she wants her to be different from other family members.
Medical Information
Ana had delayed physical growth from second grade to eighth grade. Her mother took her to a physician during that time and no medical problems were reported. She has received regular medical check-ups with no noted medical concerns and no significant medical history.
School History
Ana entered kindergarten at age 5 after one year of preschool as a model student in the developmental preschool program at the neighborhood school. Her daycare was provided by her maternal grandmother prior to starting kindergarten. Ana has attended schools in her grandmother's neighborhood and has had no grade retentions.
Attendance
Ana has missed an average of 10 days of school from grades K through 7. She had 50 days of absence in grade 8 and missed the first several weeks of grade 9. Ana has had no disciplinary referrals in any grades up to present time.
Grade 8 (last academic year)
Ana was absent at least 1 day per week starting mid-first quarter in the eighth grade. Her absences increased to two or more each week by winter break. By this time, a pattern of tardiness to school in the morning also began. Ana's mother reported to the guidance counselor, “She’s refusing to get up in the mornings…lags in getting dressed…complains of tiredness and lethargy.” Ana then arranged to stay in the guidance office to complete work independently, two hours per day in the afternoon.
Soon she was absent as many days as she attended and by April, Ana rarely attended school at all.
Grade 9 (current academic year)
Ana's physical growth seems to have stopped. At 5’1”, Ana is petite and smaller than most of her peers. She attended the first two days of classes, and then did not attend again for two weeks. She is interested in playing high school sports. She has trouble making friends and keeping connections with peers, but does like teachers and converses easily with them. She has no behavior problems or referrals. She does have trouble completing homework and keeping up with notes in classes and has failing grades in several classes.
Testing and Evaluation
Ana was given both verbal (WISC) and non-verbal (UNIT) IQ testing. Both tests placed her in the average intelligence range with an IQ of 105.
Woodcock-Johnson III Tests of Achievement
Please see attachment.
Classroom Teacher Input
Ana’s English teacher reports that Ana is able to write complete sentences, but is unable to complete a paragraph that f ...
Assessing Mood DisordersMood problems often constitute a pri.docx
Assessing Mood Disorders
Mood problems often constitute a primary reason why parents seek professional help for their children or adolescents. Most often, mood problems include irritability, sadness, or anger. A certain amount of moodiness and impulsivity is normal during childhood and adolescence; therefore, it makes it exceptionally difficult to diagnose children and adolescents with conditions such as clinical depression or bipolar disorders. One of the most challenging elements in counseling is objectively assessing whether a child or adolescent has a mood disorder. Cultural and family factors are one reason this is challenging. At times, these factors are directly the cause of the mood disorder or contribute to the stress or distress of children and adolescents. Therefore, it is important to use a systematic, objective, and dispassionate procedure for gathering data about children and adolescents when conducting assessments.
For this Discussion and subsequent Discussions, consider these questions: a) Where does the child’s or adolescent’s problem originate from, and b) Does the problem stem from the child or adolescent, or is it the family or other factors? By asking these questions, you can more accurately assess a child’s or adolescent’s problems and create evidence-based interventions to address the right problem effectively. Select a case study from the Child and Adolescent Counseling Cases: Mood Disorders and Self-harm document from this week’s resources and consider the child’s or adolescent’s presenting problem and where the presenting problem may originate. Conduct an Internet search or a Walden Library search and select one peer-reviewed article related to the interventions that might be used to address the child or adolescent in your case.
With these thoughts in mind:
Post a brief description of the presenting symptoms of the child or adolescent in the case study you selected. Then, explain one possible reason the child’s or adolescent’s problem exists and why. Finally, explain one evidence-based intervention you might use to address the child/adolescent in this case study and how it will be used. Be specific and support your response using the week’s resources and your research.
These are the Cases below choose one
Child and Adolescent Counseling Cases:
Mood Disorders and Self-Harm
Case 1
Salena is a 16-year-old Native American girl who is a sophomore at a local high school. Her mother, who accompanied her to the initial session, referred her for counseling. During the first session, you spent about 25 minutes with Salena and her mother and then about 25 minutes with Salena alone. While you are interviewing Salena along with her mother, you observe that they appear to have a reasonably good relationship. Her mother is worried about her and primarily attributes Salena’s symptoms to the fact they recently moved from the Indian reservation to a more urban area. She believes Salena is having trouble adjusting to the new sch ...
image1.pngimage2.pngExample Slide 1Yeung.docx
image1.png
image2.png
Example Slide 1
Yeung Yi: Yeung Yi is a Gifted and Talented student from an educated and
economically well-off family. Both of his parents are doctors, and they hold high
expectations for Yeung Yi. The family has toured Harvard while on vacation and
discusses college regularly. Yeung Yi’s grades are outstanding, and he stays busy
participating in art club, orchestra, National Geography Bee, baseball, and UIL
academic competitions. He puts a lot of pressure on himself because he wants to
get into a highly selective college after high school. Though he loves playing his
cello, he has had a few panic attacks while practicing his solo. He has told his
mother that he isn’t good enough to have a solo, though his teacher believes
differently. When he makes a grade he feels is unacceptable, he gets very upset
and may hit the wall with his hand.
Example Slide 2
image1.png
image2.png
700.2PBP The Learner: Performance-Based Assessment
TNT 700.2P KNOWLEDGE OF STUDENTS AND STUDENT NEEDS Effective teaching begins with understanding your students: how they learn, their background and issues that they might face. In the course, TCR 300 Meet Your Students, you were introduced to twenty-four students who are representative of the students in Texas. Several of these students have significant academic issues and/or emotional issues that may impact their performance. This performance-based assessment requires you to identify and research the societal or cultural issues that are faced by four of these students and how they impact their achievement.
Using PowerPoint or Google Slides, you are to create a presentation appropriate for use with other educators or parents. In this presentation you are to do the following:
• Identify each student and the issue he or she is facing.
• Identify the developmental impact of each issue. You will need to include the research that is directly related to the issues and aligned to the developmental goals for the students. For example, you might include a statement such as “According to
Dr. I. M. Expert, cyber-bullying is detrimental to a student’s development because it makes students feel unsafe.”
• Research and provide resources that are directly related to the issue and are aligned to the developmental goals for students. These are resources a parent or teacher could use to learn more about the issue and how to address the impact of the issue. These are resources that may be available in your community, such as food banks, language lessons for parents, etc. You may also choose to include resources that are available from federal, state, and local governments. These are NOT the resources used in your research.
• You will suggest supports teachers can use in the classroom to mitigate the impacts of the issue. • Your presentation should be at least 11 slides long. You are expected to have an introductory slide, two slides per student, and a clo.
Child and Adolescent Counseling Cases Mood Disorders and Self.docx
Child and Adolescent Counseling Cases: Mood Disorders and Self-Harm
© 2014 Laureate Education, Inc. Page 1 of 2
Cases Week 7: Case 1
Salena is a 16-year-old Native American girl who is a sophomore at a local high school.
Her mother, who accompanied her to the initial session, referred her for counseling.
During the first session, you spent about 25 minutes with Salena and her mother and
then about 25 minutes with Salena alone. While you are interviewing Salena along with
her mother, you observe that they appear to have a reasonably good relationship. Her
mother is worried about her and primarily attributes Salena’s symptoms to the fact they
recently moved from the Indian reservation to a more urban area. She believes Salena
is having trouble adjusting to the new school and neighborhood. The move was
prompted by the fact that Salena’s mother is in a new romantic relationship; Salena and
her mother moved in with the mother’s boyfriend. Salena’s father has not been involved
in her life since she was about 6 years old.
Salena’s mother reports that Salena is often irritable and difficult at home. This irritability
has increased substantially in the past 3 months. Salena basically agrees with her
mother on this point. They also both agree that Salena is engaging in fewer recreational
activities and reporting little enjoyment from the activities in which she participates.
During the interview, Salena’s mother describes one of her major concerns: “Salena
keeps talking about not really caring if she’s alive or not anymore.” Salena interrupts at
this point and says, “Mom, you’re making way too much of that. It’s not that big a deal.”
But her mother goes on and says, “What about the other day when you said, ‘Maybe if I
get hit by a truck I won’t have to take that algebra test’? What am I supposed to do
when you say things like that?” Salena responded that she was just expressing her
feelings about her upcoming algebra test.
Based on your time with Salena and her mother and with Salena alone, you discover
she has unintentionally lost 14 pounds and reports little appetite. She also recently quit
her part-time job. Her grades have been going down (from low As to low Bs and high
Cs) and her attendance has been poor recently; otherwise, she has a relatively positive
behavioral record at school. Salena also reports to you that she is having difficulty
concentrating and that school is “boring and stupid.” Also, Salena denies using
alcohol/drugs, and this seems to be valid information as it is consistent with what her
mother reports. Finally, there is no evidence that Salena is suffering from any medical
disorders. She has no history of any mental disorders and no trauma history.
Child and Adolescent Counseling Cases: Mood Disorders and Self-Harm
© 2014 Laureate Education, Inc. Page 2 of 2
Week 7, Case 2
Monte is a 9-year-old white male who has been referred to you by a local school. In the
referral ...
answers to questions on anxiety disorders.docx
The document discusses two case studies, Jennifer and Tommy, and asks questions about diagnosing and treating them.
For Jennifer, a 6-year-old girl with anxiety about school separation, the diagnosis would likely be separation anxiety disorder given her fears of harm coming to her mother and difficulty separating from her. Her symptoms have impacted her peer relationships and could affect her academics if left untreated.
For Tommy, a 13-year-old boy who is increasingly worried and engages in rituals and compulsions, the diagnosis would be obsessive-compulsive disorder. His symptoms have begun interfering with his schoolwork and social life. Initial treatment would involve cognitive behavioral therapy, and medication could be considered if symptoms are not fully relieved
Task NamePhase 4 Individual Project 2Deliverable Length2-3 p.docx
Task Name:
Phase 4 Individual Project 2
Deliverable Length:
2-3 pages
Details:
Weekly tasks or assignments (Individual or Group Projects) will be due
by
Monday and late submissions will be assigned a late penalty in accordance with the late penalty policy found in the syllabus. NOTE: All submission posting times are based on midnight Central Time.
Child Welfare Services has conducted an investigation into allegations that Anne may the victim of child abuse and the results of the investigation were as follows:
Allegation
Finding
Perpetrator
Physical Abuse
Indicated
Biological Father
Risk of Harm
Indicated
Biological Father, Biological Mother
Substance Abuse
Indicated
Biological Mother
As a result of these findings, Anne was removed from the care of her parents and placed in a traditional foster home. The foster home is in the same community where Anne's parents reside, so Anne can still attend the same school. You are the recently-assigned social worker for Anne and want to offer her services to deal with behaviors noted by her teacher such as her withdrawn demeanor, bruises and her torn and dirty wardrobe.
As the assigned caseworker
you are responsible for drafting the initial case plan that outlines the necessary services for Anne and her parents.
Draft a 1-2 page "case plan" that includes the following:
What behaviors has Anne exhibited that would require service intervention?
Which services would you recommend to address those behaviors?
What services would you offer the parents based on the findings of the investigation?
Does the current placement in a foster home appear to be the appropriate type of placement for Anne based on the allegations and her needs? Why or why not?
.
Recommended
Anne is 10 years old and lives in a major metropolitan U.S. city and.docx
Anne is 10 years old and lives in a major metropolitan U.S. city and is currently in the 4
th
grade. Today, during gym class, Anne's teacher notices several large bruises on all of Anne's arms and legs and that her clothing is torn and dirty. When the teacher questions Anne about how she got the bruises, Anne replies "I fell on the playground." The teacher reports the bruising to the school principal. The teacher and principal request Anne's mother attend a conference after school.
During the conference, Anne's mother is difficult to communicate with. She appears to be intoxicated, but denies having had anything to drink. She is also very defensive, states that Anne is a clumsy, lazy child and that Anne lies to get attention. The mother denies that anyone has physically hurt Anne. During the conference, Anne sits next to her mother but does not make eye contact with anyone in the room, nor does she speak. When questioned as to why Anne's father could not attend the conference, Anne's mother replies that he was too tired because he works two jobs and has to sleep during the day. Anne and her mother leave the conference and Anne is not in school the next day.
As Anne's teacher, you are a mandated reporter, meaning you must notify authorities of suspected cases of child abuse and neglect. You are very concerned about Anne, but you aren't sure if what you have observed rises to the level of abuse or neglect.
Write a 1-2 page memo to the principal regarding Anne. You are allowed to take one of two positions.
Anne is the victim of abuse/neglect.
If you take this position, you must list the rationale including signs/symptoms, parental concerns, and contacts with Anne.
Anne is not the victim of abuse/neglect.
If you take this position, you must list the rationale including mitigating factors, parental strengths, and contacts with Anne.
Make a recommendation to your principal about whether or not you should contact child welfare services.
.
Anne is 10 years old and lives in a major metropolitan U.S. city and.docx
Anne is 10 years old and lives in a major metropolitan U.S. city and is currently in the 4
th
grade. Today, during gym class, Anne's teacher notices several large bruises on all of Anne's arms and legs and that her clothing is torn and dirty. When the teacher questions Anne about how she got the bruises, Anne replies "I fell on the playground." The teacher reports the bruising to the school principal. The teacher and principal request Anne's mother attend a conference after school.
During the conference, Anne's mother is difficult to communicate with. She appears to be intoxicated, but denies having had anything to drink. She is also very defensive, states that Anne is a clumsy, lazy child and that Anne lies to get attention. The mother denies that anyone has physically hurt Anne. During the conference, Anne sits next to her mother but does not make eye contact with anyone in the room, nor does she speak. When questioned as to why Anne's father could not attend the conference, Anne's mother replies that he was too tired because he works two jobs and has to sleep during the day. Anne and her mother leave the conference and Anne is not in school the next day.
In 2-3 paragraphs, using your own words:
List 3 signs and/or symptoms of possible child abuse and neglect with respect to Anne.
List 3 risk factors present in Anne's family that could contribute to abuse.
What do you think would be the best course of action for Anne regarding treatment, placement, and services?
When responding to peers, consider whether you agree with the course of action suggested by your peers. Why might that be the best course of action, or why might another action be more appropriate. Provide support for your choices.
.
Instructions Read the case study to inform the assignment that foll.docx
Instructions: Read the case study to inform the assignment that follows.
Case Study: Ana
9th grade, Age 14
Background Information
Ana's mother, who became pregnant while in high school, is a single parent who completed her GED after Ana's birth. Her mother works full-time. Ana's parent never married and her biological father has had very limited contact with her. Ana has no siblings, but does have two male same-age cousins. Her mother wants Ana to finish school, as she wants her to be different from other family members.
Medical Information
Ana had delayed physical growth from second grade to eighth grade. Her mother took her to a physician during that time and no medical problems were reported. She has received regular medical check-ups with no noted medical concerns and no significant medical history.
School History
Ana entered kindergarten at age 5 after one year of preschool as a model student in the developmental preschool program at the neighborhood school. Her daycare was provided by her maternal grandmother prior to starting kindergarten. Ana has attended schools in her grandmother's neighborhood and has had no grade retentions.
Attendance
Ana has missed an average of 10 days of school from grades K through 7. She had 50 days of absence in grade 8 and missed the first several weeks of grade 9. Ana has had no disciplinary referrals in any grades up to present time.
Grade 8 (last academic year)
Ana was absent at least 1 day per week starting mid-first quarter in the eighth grade. Her absences increased to two or more each week by winter break. By this time, a pattern of tardiness to school in the morning also began. Ana's mother reported to the guidance counselor, “She’s refusing to get up in the mornings…lags in getting dressed…complains of tiredness and lethargy.” Ana then arranged to stay in the guidance office to complete work independently, two hours per day in the afternoon.
Soon she was absent as many days as she attended and by April, Ana rarely attended school at all.
Grade 9 (current academic year)
Ana's physical growth seems to have stopped. At 5’1”, Ana is petite and smaller than most of her peers. She attended the first two days of classes, and then did not attend again for two weeks. She is interested in playing high school sports. She has trouble making friends and keeping connections with peers, but does like teachers and converses easily with them. She has no behavior problems or referrals. She does have trouble completing homework and keeping up with notes in classes and has failing grades in several classes.
Testing and Evaluation
Ana was given both verbal (WISC) and non-verbal (UNIT) IQ testing. Both tests placed her in the average intelligence range with an IQ of 105.
Woodcock-Johnson III Tests of Achievement
Please see attachment.
Classroom Teacher Input
Ana’s English teacher reports that Ana is able to write complete sentences, but is unable to complete a paragraph that f ...
Assessing Mood DisordersMood problems often constitute a pri.docx
Assessing Mood Disorders
Mood problems often constitute a primary reason why parents seek professional help for their children or adolescents. Most often, mood problems include irritability, sadness, or anger. A certain amount of moodiness and impulsivity is normal during childhood and adolescence; therefore, it makes it exceptionally difficult to diagnose children and adolescents with conditions such as clinical depression or bipolar disorders. One of the most challenging elements in counseling is objectively assessing whether a child or adolescent has a mood disorder. Cultural and family factors are one reason this is challenging. At times, these factors are directly the cause of the mood disorder or contribute to the stress or distress of children and adolescents. Therefore, it is important to use a systematic, objective, and dispassionate procedure for gathering data about children and adolescents when conducting assessments.
For this Discussion and subsequent Discussions, consider these questions: a) Where does the child’s or adolescent’s problem originate from, and b) Does the problem stem from the child or adolescent, or is it the family or other factors? By asking these questions, you can more accurately assess a child’s or adolescent’s problems and create evidence-based interventions to address the right problem effectively. Select a case study from the Child and Adolescent Counseling Cases: Mood Disorders and Self-harm document from this week’s resources and consider the child’s or adolescent’s presenting problem and where the presenting problem may originate. Conduct an Internet search or a Walden Library search and select one peer-reviewed article related to the interventions that might be used to address the child or adolescent in your case.
With these thoughts in mind:
Post a brief description of the presenting symptoms of the child or adolescent in the case study you selected. Then, explain one possible reason the child’s or adolescent’s problem exists and why. Finally, explain one evidence-based intervention you might use to address the child/adolescent in this case study and how it will be used. Be specific and support your response using the week’s resources and your research.
These are the Cases below choose one
Child and Adolescent Counseling Cases:
Mood Disorders and Self-Harm
Case 1
Salena is a 16-year-old Native American girl who is a sophomore at a local high school. Her mother, who accompanied her to the initial session, referred her for counseling. During the first session, you spent about 25 minutes with Salena and her mother and then about 25 minutes with Salena alone. While you are interviewing Salena along with her mother, you observe that they appear to have a reasonably good relationship. Her mother is worried about her and primarily attributes Salena’s symptoms to the fact they recently moved from the Indian reservation to a more urban area. She believes Salena is having trouble adjusting to the new sch ...
image1.pngimage2.pngExample Slide 1Yeung.docx
image1.png
image2.png
Example Slide 1
Yeung Yi: Yeung Yi is a Gifted and Talented student from an educated and
economically well-off family. Both of his parents are doctors, and they hold high
expectations for Yeung Yi. The family has toured Harvard while on vacation and
discusses college regularly. Yeung Yi’s grades are outstanding, and he stays busy
participating in art club, orchestra, National Geography Bee, baseball, and UIL
academic competitions. He puts a lot of pressure on himself because he wants to
get into a highly selective college after high school. Though he loves playing his
cello, he has had a few panic attacks while practicing his solo. He has told his
mother that he isn’t good enough to have a solo, though his teacher believes
differently. When he makes a grade he feels is unacceptable, he gets very upset
and may hit the wall with his hand.
Example Slide 2
image1.png
image2.png
700.2PBP The Learner: Performance-Based Assessment
TNT 700.2P KNOWLEDGE OF STUDENTS AND STUDENT NEEDS Effective teaching begins with understanding your students: how they learn, their background and issues that they might face. In the course, TCR 300 Meet Your Students, you were introduced to twenty-four students who are representative of the students in Texas. Several of these students have significant academic issues and/or emotional issues that may impact their performance. This performance-based assessment requires you to identify and research the societal or cultural issues that are faced by four of these students and how they impact their achievement.
Using PowerPoint or Google Slides, you are to create a presentation appropriate for use with other educators or parents. In this presentation you are to do the following:
• Identify each student and the issue he or she is facing.
• Identify the developmental impact of each issue. You will need to include the research that is directly related to the issues and aligned to the developmental goals for the students. For example, you might include a statement such as “According to
Dr. I. M. Expert, cyber-bullying is detrimental to a student’s development because it makes students feel unsafe.”
• Research and provide resources that are directly related to the issue and are aligned to the developmental goals for students. These are resources a parent or teacher could use to learn more about the issue and how to address the impact of the issue. These are resources that may be available in your community, such as food banks, language lessons for parents, etc. You may also choose to include resources that are available from federal, state, and local governments. These are NOT the resources used in your research.
• You will suggest supports teachers can use in the classroom to mitigate the impacts of the issue. • Your presentation should be at least 11 slides long. You are expected to have an introductory slide, two slides per student, and a clo.
Child and Adolescent Counseling Cases Mood Disorders and Self.docx
Child and Adolescent Counseling Cases: Mood Disorders and Self-Harm
© 2014 Laureate Education, Inc. Page 1 of 2
Cases Week 7: Case 1
Salena is a 16-year-old Native American girl who is a sophomore at a local high school.
Her mother, who accompanied her to the initial session, referred her for counseling.
During the first session, you spent about 25 minutes with Salena and her mother and
then about 25 minutes with Salena alone. While you are interviewing Salena along with
her mother, you observe that they appear to have a reasonably good relationship. Her
mother is worried about her and primarily attributes Salena’s symptoms to the fact they
recently moved from the Indian reservation to a more urban area. She believes Salena
is having trouble adjusting to the new school and neighborhood. The move was
prompted by the fact that Salena’s mother is in a new romantic relationship; Salena and
her mother moved in with the mother’s boyfriend. Salena’s father has not been involved
in her life since she was about 6 years old.
Salena’s mother reports that Salena is often irritable and difficult at home. This irritability
has increased substantially in the past 3 months. Salena basically agrees with her
mother on this point. They also both agree that Salena is engaging in fewer recreational
activities and reporting little enjoyment from the activities in which she participates.
During the interview, Salena’s mother describes one of her major concerns: “Salena
keeps talking about not really caring if she’s alive or not anymore.” Salena interrupts at
this point and says, “Mom, you’re making way too much of that. It’s not that big a deal.”
But her mother goes on and says, “What about the other day when you said, ‘Maybe if I
get hit by a truck I won’t have to take that algebra test’? What am I supposed to do
when you say things like that?” Salena responded that she was just expressing her
feelings about her upcoming algebra test.
Based on your time with Salena and her mother and with Salena alone, you discover
she has unintentionally lost 14 pounds and reports little appetite. She also recently quit
her part-time job. Her grades have been going down (from low As to low Bs and high
Cs) and her attendance has been poor recently; otherwise, she has a relatively positive
behavioral record at school. Salena also reports to you that she is having difficulty
concentrating and that school is “boring and stupid.” Also, Salena denies using
alcohol/drugs, and this seems to be valid information as it is consistent with what her
mother reports. Finally, there is no evidence that Salena is suffering from any medical
disorders. She has no history of any mental disorders and no trauma history.
Child and Adolescent Counseling Cases: Mood Disorders and Self-Harm
© 2014 Laureate Education, Inc. Page 2 of 2
Week 7, Case 2
Monte is a 9-year-old white male who has been referred to you by a local school. In the
referral ...
answers to questions on anxiety disorders.docx
The document discusses two case studies, Jennifer and Tommy, and asks questions about diagnosing and treating them.
For Jennifer, a 6-year-old girl with anxiety about school separation, the diagnosis would likely be separation anxiety disorder given her fears of harm coming to her mother and difficulty separating from her. Her symptoms have impacted her peer relationships and could affect her academics if left untreated.
For Tommy, a 13-year-old boy who is increasingly worried and engages in rituals and compulsions, the diagnosis would be obsessive-compulsive disorder. His symptoms have begun interfering with his schoolwork and social life. Initial treatment would involve cognitive behavioral therapy, and medication could be considered if symptoms are not fully relieved
Task NamePhase 4 Individual Project 2Deliverable Length2-3 p.docx
Task Name:
Phase 4 Individual Project 2
Deliverable Length:
2-3 pages
Details:
Weekly tasks or assignments (Individual or Group Projects) will be due
by
Monday and late submissions will be assigned a late penalty in accordance with the late penalty policy found in the syllabus. NOTE: All submission posting times are based on midnight Central Time.
Child Welfare Services has conducted an investigation into allegations that Anne may the victim of child abuse and the results of the investigation were as follows:
Allegation
Finding
Perpetrator
Physical Abuse
Indicated
Biological Father
Risk of Harm
Indicated
Biological Father, Biological Mother
Substance Abuse
Indicated
Biological Mother
As a result of these findings, Anne was removed from the care of her parents and placed in a traditional foster home. The foster home is in the same community where Anne's parents reside, so Anne can still attend the same school. You are the recently-assigned social worker for Anne and want to offer her services to deal with behaviors noted by her teacher such as her withdrawn demeanor, bruises and her torn and dirty wardrobe.
As the assigned caseworker
you are responsible for drafting the initial case plan that outlines the necessary services for Anne and her parents.
Draft a 1-2 page "case plan" that includes the following:
What behaviors has Anne exhibited that would require service intervention?
Which services would you recommend to address those behaviors?
What services would you offer the parents based on the findings of the investigation?
Does the current placement in a foster home appear to be the appropriate type of placement for Anne based on the allegations and her needs? Why or why not?
.
Dear Expert I have some question about Virtual Family Proje.pdf
Dear Expert, I have some question about Virtual Family Project (Child Deverlopment 208 - Chil,
Family and Community). I would like to ask an experts and I am looking forward to the help of
experts.
For this Activity you are to provide the following information for your Virtual Family Project: (all 3
items are due for this learning activity)
1. Community Agencies/Organizations - Provide the following information for at least three
Community Agencies/Organizations:
- The name of the agency/organization - sometimes they are referred to as Community Based
Organizations or CBO's
- A brief description of what the agency/organization does; how it supports families - How this
agency/organization will help your Virtual Family
2. Online resources that will support your virtual family (at least three online resources)
- Name of the resource
- Link to the online resource
- The focus of the resource; how they help families Brief description of how this resource will
support your virtual family
3. Articles (at least three articles that would be beneficial to your virtual family) Include the
following information for each article
- Title/Author/Date (current within the last 10 years)
- Topic
- Brief description of how the article will support your virtual family
- Copy of each article
Please see my attach file about my virtual family. Thank you so much.
Meet the Soon Family School/ Teacher Information: You are a preschool teacher at a community-
based preschool program in a wealthy area. Your classroom is comprised of 18,4 -year-old
children and 2 teachers. You have been teaching at this school for over 5 years and absolutely
enjoy working with the director and your fellow co-workers because of their passion for teaching
children and helping families. Child enrolled in your class: Ethan Soon (4 years-old) Family
Information: Raymond and Josephine Soon are the maternal grandparents of 4-year-old Ethan.
Ethan's mother, Judy, is divorced from Ethan's father. Ethan's father lives in China, and has no
contact with Ethan or the rest of the family. Grandfather Raymond, Grandmother Josephine,
mother Judy, and Ethan all live together in the same house. Judy works all day in a high paying
professional job and is the sole source of income for the family. Judy's father, Raymond, has
failing health and requires the constant care and attention of Josephine. Ethan, as a result, is
enrolled in and attending a full day preschool program from 630am630pm. Ethan is an English
language learner, as previous to starting at his preschool this past fall, he was at home with his
grandparents all day who only speak in Mandarin. Ethan is not adjusting to his preschool program
well, he arrives to school with Grandmother and then when she leaves, Ethan sits silently at a
classroom table refusing to eat much, talk, or interact with the other children for most of the day.
He will not separate from his blanket and takes it with him when teachers assist him in toileting,
moving to his cot f.
Field Study 1 (Episode 6) - Home School Link
The document summarizes an observation and interview conducted for a learner named Renz D. Ocampo. The observation examines Renz's physical, social, emotional, and cognitive development based on observations of Renz and interviews with his teacher and parents. Key findings include that Renz is physically healthy and developing typically. He is social and friendly. His parents provide a nurturing home environment and use authoritative parenting styles with rules and discipline. Renz is doing well academically and his parents support his education. The home and school environments positively contribute to Renz's development.
Supporting Participants who may have Children with Learning Disabilities or SEN
This document outlines a 4-week program to support participants who have children with truancy or behavioral problems at school. Week 1 focuses on identifying the causes of truancy and its impacts, as well as how to deal with bullying. Week 2 focuses on developing communication skills and identifying available support. Week 3 focuses on practicing communication skills like being assertive without being aggressive. The overarching goal is for participants to create an action plan to address their child's specific issues and access relevant support.
FS 1: Episode 5
The document discusses a home visit report for a 13-year-old student named Arwin Mallari. It describes Arwin's family background and home environment. The parents employ a balanced parenting style, with some rules around homework and chores but also allowing free time. Communication between Arwin's home and school is important for his development and adjustment in school. Close contact helps the student perform better and the school gain family support.
Taking the Last Stand
The document describes the case of Annabel, a 14-year-old girl who was adopted at age 3 but presented with complex needs including autism and attachment disorder. Her behaviors escalated with puberty and secondary school, resulting in violent outbursts towards her adoptive mother. She was ultimately placed in a residential home for safety reasons. The placement allowed Annabel to maintain contact with her adoptive family, which helped her develop resilience and confidence in the family unit despite not living with them. The case demonstrates how adoptive families can assert their parental rights to support a child in an out-of-home placement.
Learning to Love Behavior and the IEP
Learn about the IEP (individual education plan) and common EC (exceptional children) acronyms. Learn strategies to deal with the hardest of students. Leave with usable materials and realistic methods to implement in any classroom. Focus will be on behavior and classroom management, the IEP and basic EC terms.
Supporting SEND in Mainstream Classrooms for Trainee Teachers
The document provides 5 tips for trainee teachers to support students with special educational needs (SEN) in mainstream classrooms. Tip 1 is to understand why a student may be behaving in a certain way by considering their perspective and context. Tip 2 is to carefully consider assessment of students. Tip 3 is to have a toolkit of resources ready to support students with different needs. Tip 4 is to structure conversations with parents using questions. And Tip 5 is to be empathetic with students. The document aims to equip trainee teachers with strategies for teaching students with SEN.
Case 3 Neesha Wilson Phoenix Rising Risks, Protective Factors, and.docx
Neesha Wilson, a 10-year-old African American girl, was referred for assessment by her school due to poor academic performance and behavioral issues. She lives with her mother and older brother, as her father left the family 3 years ago. Testing showed Neesha's intellectual abilities were likely underestimated and her academic skills were well above grade level, though she was repeating 4th grade. Neesha reported worries about school performance and family stressors, and showed signs of anxiety through somatic symptoms like fatigue. While most scores were normal, elevated scales indicated concerns with negative mood, physiological arousal, and somatic complaints.
Individual Project 4Responding to Abuse & NeglectMon.docx
Individual Project 4
Responding to Abuse & Neglect
Mon, 12/9/15
2-3 pages
Child Welfare Services has conducted an investigation into allegations that Anne may the victim of child abuse and the results of the investigation were as follows:
Allegation
Finding
Perpetrator
Physical Abuse
Indicated
Biological Father
Risk of Harm
Indicated
Biological Father, Biological Mother
Substance Abuse
Indicated
Biological Mother
As a result of these findings, Anne was removed from the care of her parents and placed in a traditional foster home. The foster home is in the same community where Anne's parents reside, so Anne can still attend the same school. You are the recently-assigned social worker for Anne and want to offer her services to deal with behaviors noted by her teacher such as her withdrawn demeanor, bruises and her torn and dirty wardrobe.
As the assigned caseworker
you are responsible for drafting the initial case plan that outlines the necessary services for Anne and her parents.
Draft a 1-2 page "case plan" that includes the following:
What behaviors has Anne exhibited that would require service intervention?
Which services would you recommend to address those behaviors?
What services would you offer the parents based on the findings of the investigation?
Does the current placement in a foster home appear to be the appropriate type of placement for Anne based on the allegations and her needs? Why or why not?
.
GU101 Student SuccessScenarios for Discussion Board Week 2
GU101 Student Success
Scenarios for Discussion Board Week 2
Scenario #1:
Amaya
Amaya is a 40-year old female who lives with her four children in her mother’s home. She is a single mother who works one full-time job Monday-Friday and works part-time (8 hours) every Saturday at the local supermarket. Her children are 11, 9, and 6 (twins). Her mother is retired and takes care of the kids when they get home from school. Amaya gives her mother money to do the grocery shopping (etc.) during the day when the kids are at school, and her mother cooks all the meals.
When Amaya gets home every day, she eats dinner, helps the kids with their homework, gets them to bed, and then begins her homework around 9:00 at night. She usually can get to bed around 10:30 at night, and she studies every night. She enjoys her online discussions, and she has been able to apply some of what she is learning to her job. She counts on Sundays to do massive work on her papers – except last Sunday was the twins’ birthday, so she didn’t do any work and did not submit her paper. Amaya figured she would finish it as soon as she could.
Yesterday, while her mother was carrying laundry to the washer, she slipped, fell, and broke her ankle. It was her right ankle, and she cannot put weight on it or drive. Although she has crutches and can get around the home a little bit, she is now unable to grocery shop, do laundry, and cook.
Amaya opted to stay in her course. She has not told her professor or her advisor what is going on because she didn’t want to sound like a complainer. She now has taken on all the household responsibilities, is working the same amount, and often cannot begin her homework until midnight. She is beginning to fall behind and is hoping she can hang on and earn some type of passing grade.
Scenario #2:
Bob
Bob is 24-years old and married. His wife is 6 months pregnant with their first child, and she is a librarian at the neighborhood elementary school. Bob is excited to become a father! He currently has a salaried position as an assistant manager at a large retail store he started working at when he was 16 years old, but the company will not promote him to any higher position (manager or above) until he has his degree in business.
Even though his company is paying for him to go to school, he has begun his degree only because he feels he has to do it, and he resents being in school. He does the minimum work possible and spends as little time studying as he can. He didn’t like high school even though he graduated with a 3.3 GPA.
Recently, business at the store has picked up significantly, and Bob has been required to work longer hours. When he finally got home last night around 8:30PM, he found his wife in bed, and his in-laws were there. He learned that his wife had been put on bed rest for the rest of her pregnancy, and his in-laws, who lived 10 minutes away, were there to offer support and help out with whatever they needed.
Bob talked to his wi ...
Personal Self-Assessment of Non-Discriminatory Behavior Checklist
Personal Self-Assessment of Non-Discriminatory Behavior Checklist
Directions:
1. Rate yourself on the following criteria. Try to be as honest with yourself as possible.
2. When you have completed the checklist, make a list of areas you think need improvement.
3. Create specific goals for becoming more non-discriminatory.
Self-Discriminatory Behavior:
Rate yourself - Use rating scale from 1 (lowest) to 5 (highest)
1.
I educate myself about the culture and experience of other racial/religious/ethnic/economic groups by attending classes, workshops, cultural events, reading, etc.
2.
I spend time reflecting on my own childhood/upbringing to analyze where and how I received racist, sexist, anti-Semitic, heterosexist or other prejudiced messages.
3.
4.
I look at my own attitudes and behaviors as an adult to determine how I am colluding with or combating racism in our society.
5.
I evaluate my own use of language to see if I use terms or phrases that are degrading or hurtful to another group.
6.
I avoid stereotyping and generalizing about person based on their group identity, gender, etc.
7.
I value cultural differences and avoid statements such as "I never think of you as a [blank],” which discredits differences.
8.
I am aware of, and can explore and discuss with comfort, issues of racism and pluralism.
9.
I am open to having someone of another race point out ways in which my behavior may be insensitive.
10.
I give equal attention to all staff whom I supervise regardless of race, religion, socioeconomic class, or physical ability.
11.
I am comfortable giving constrictive criticism to someone of another race, gender, age or physical ability.
12.
I include material about all racial/religious/ethnic/economic groups in my programs even though other groups may not be represented, because pluralistic program material is important for all.
13.
I take special efforts in my job to develop practices that are, inclusive, such as scheduling meetings, locating meetings, and changing participation costs, when needed.
14.
I consciously monitor TV programs, newspapers and advertising for biased content.
15.
I monitor the environment in my home, my office, my house of worship and my children's school for multicultural visuals and request such materials if they are lacking.
16.
I feel free to ask persons who are using discriminatory language and behavior to refrain, and am comfortable stating my reasons.
17.
I am willing to be proactive within my organization to achieve diversity goals in hiring and programming.
18.
...
1 Psych 441 The Case of Tina and Her Family, April 5
1
Psych 441 The Case of Tina and Her Family, April 5, 2022
Case Discussion Notes/Questions
You can take notes in advance and also complete or add to some sections after meeting with your
group. These notes will be due the day after the discussion via Blackboard (group leaders only).
Related Readings posted with the case: 1. Reasonable Efforts for Family Preservation pp.1-4
2. Determining the Best Interest of the Child_2020_Child Welfare.gov pp. 1-4
Group Leader___________________________________
Participants in your group (student names)
Case Discussion Process
1. Identify the Actors (Family, School, Community) and their Roles
2. Identify the settings/environments (contexts where case takes place; you can also refer to
systems within the ecological model)
The group can now begin to discuss and share examples in the following three areas
I. Response to the Case:
1. What aspects of this case study are most compelling?
2. Identify a few key points from the case and some examples of how family changes and
disruptions may be affecting Tina’s behavior. What behavioral style does Tina exhibit in school
during this time of transition? Could this be related to her temperament, mom’s neglect, the
absence of her father, and/or her reaction to mom’s depression and family changes?
2
II.Role of Early Childhood Teachers and Programs [select one]
1. What are your thoughts on the role of early childhood teachers and programs in providing
emotional support and consistency for children facing family challenges and disruptions?
2. How is support more critical when family crisis involves abuse and/or neglect and leads to a
child’s placement in foster or kinship care?
III. Your Thoughts and Ideas on Family Preservation, and the Best Interests of the
Children.
1. In terms of family preservation, do you think Tina’s mom Donna should continue to have
opportunities to reunite with her children? Why or why not? What would be the key
considerations? You can refer to the family preservation document as you consider your ideas.
2. What is in the best interests of Tina and her brothers? You can refer to the Best Interests
document as you to consider your ideas.
Final Thoughts: You can discuss what else you would want or need to know to help develop
your viewpoints on the case.
1
Tina and Her Family: The Need for Care and Stability
The following case study involves a family in need of support and intervention.
While the context is critical to the case, the focus of the case information is the family,
primarily the mother, Donna and the preschool child, Tina. Please refer to the set of
questions in the Journal 8 description, and respond to the case. What are your thoughts on
the role that the pre-K and Kindergarten school program should have with Tina? How can
...
Page 1 of 2 Child, Family, and Community Relationships .docx
Page 1 of 2
Child, Family, and Community Relationships
©2013 Argosy University
Case Studies for LASA1 and LASA2
Pick one case study and use it for completing both assignments:
Case study 1:
Brandy is a Caucasian girl, who just celebrated her sixth birthday, and is one of the youngest kids in her
first-grade class. Most of the school year has gone fairly well, but she lately has been having trouble at
school. Last week she disrupted class and threw her pencil across the room.
The teacher explained to the parents that she has been a bit “emotional” lately, but did not know why. Her
mom wondered if it was because she has recently transitioned from graduate school to a new job that
keeps her away from home a bit more than before.
Brandy generally likes school, but gets pulled out once or twice a week for special speech therapy as she
occasionally has some problems with a lisp. Her parents were hesitant about Brandy being pulled out of
class, but when she reported she was getting picked on at school by some classmates, they agreed to the
speech therapy.
At home, she has a supportive family and siblings (younger and older) with whom she gets along well.
Occasionally she will get into trouble for lying, but most often feels pretty badly about it once she is caught.
Her father also has a master’s degree with a full-time job, and she and her siblings attend an after-school
daycare program for a couple hours. She plays with the neighborhood kids and her siblings; however
sometimes Brandy has communication struggles with others due to her lisp. She loves sports, and just
finished playing soccer and is set to start t-ball within the next week or two.
Case study 2:
Brandon is an African-American eight-year-old child in third grade, who is in danger of having to repeat the
grade. He continues to struggle with being able to concentrate in class, and says he is “bored” when
students have to just sit and read; sometimes he talks and walks around the class and other times he draws
pictures and pays no attention at all. He frequently gets sent to the principal’s office for this behavior, but
does not seem to mind because the principal lets him play and gives him snacks (as he always complains
about being hungry). Often the principal compliments him on his artwork.
When his parents were told about his behavior, they were exasperated. The parents said he behaves even
more poorly at home, stealing and breaking his siblings’ things and sneaking food into his room. He even
has nightly bed-wetting accidents on a fairly regular basis (the doctor has ruled out physical problems as a
reason for these).
His mother works a part-time job at a local gas station when the kids are in school. His father used to come
home around dinnertime and was often tired; but he was recently laid off and is depressed and spends a lot
of time in bed.
Case study 3:
Jayant (or “Jay”) is a seventeen-year-old Indian student in his s.
This Assignment addresses the following course outcomesPS42.docx
This Assignment addresses the following course outcomes:
PS420-3:
Discuss the role of social relationships in childhood.
PS420-4:
Describe the implications of cultural diversity in social relationships.
PS420-5:
Create strategies to promote the social relationships of young children with disabilities and their nondisabled peers.
Present your analysis of the case study below in a 2–3-page paper (approximately 1,000 words) that answers the following questions:
What factors in Alana’s life are affecting her social relationships?
What strategies could be implemented within her family, teachers, and community that would better promote Alana’s social interaction with her peers?
How will Alana’s current socialization influence her perception of adult roles in the school and community?
Ensure you cite your answers with peer-reviewed academic sources such as your text or a peer-reviewed journal article from PsycARTICLES in the University Library. Attach a cover page to your essay analyzing the case study.
Case Study: Alana
Alana is a 10-year-old female and is in the 4th grade. Before this school year began, you heard about Alana in the staff lounge from teachers who had worked with the child and her family previously. You read Alana’s file and learned that her parents divorced 3 years ago. Alana has attended and left your school and now is back for the third time. The school nurse shared with you that Alana was born premature, weighing 4 pounds, and was diagnosed with fetal alcohol syndrome disorder. Alana suffers from occasional petit mal seizures, for which she is on medication. She is still small for her age, has a low second grade vocabulary, and minimal math skills. A resource aide spends 2 hours each day in the classroom assisting her.
During the first few weeks of the school year, the teacher attempted to phone the house to speak with Alana’s mom and the phone calls were not returned. The resource aide went to the home one time and said that although loud music was playing inside and there were “young hoodlums” on the steps of the home, the mother did not answer the door. The boys said she is sleeping and will not come to the door. The aide reported that the boys said Alana is the only child, they are cousins, and they go to school when they want to because there is no adult around during the day to make them do differently. The boys said they sometimes watch Alana at night when the mom has to go out.
It is now November and the teacher and resource aide are more worried about Alana. The teacher said that Alana is easily distracted, has a very brief attention span, and never completes the day's work. She does not stay in her seat for longer than 4 or 5 minutes. She is well tolerated by students in the class, but more like a younger sibling. She has no close friends and plays alone most of the time, swinging, staying in the bathroom at the sink, involved in water play, or holding the hand of the teacher on duty. She does not stri ...
Case Study JohnnyJohnny is a 9 year old boy brought to the .docx
Case Study: Johnny
Johnny is a 9 year old boy brought to the emergency room where you are employed as a crisis therapist. The patient was transported by a crisis mobile team who was called by the school. The evaluation by the ER physician as well as the urine drug screen is unremarkable: there are no acute or chronic concerns with this patient. In the chart, you note the DSM-5 Parent/Guardian-Rated Level 1 Cross-Cutting Symptom Measure—Child Age 6–17 form completed by the mother (attached). Admission paperwork identifies that Johnny has had numerous visits to the principal’s office in the past year, all triggered by various disruptive behaviors.
Today’s crisis started when Johnny refused to follow directions regarding an in-class assignment. When the teacher attempted to redirect his behavior things escalated rapidly: Johnny yelled at the teacher, cursed at him using vulgar language, and when the teacher grabbed him by the shoulders to take him to the principal’s office Johnny impulsively stabbed the teacher in the arm with a pencil he was clenching in his hand. Johnny was escorted to the principal’s office who immediately called the police and Johnny’s parents. The police officer was compelled to contact the county crisis hotline who dispatched a crisis mobile team. The crisis clinicians made the determination that Johnny is a danger to others and he must be taken immediately to the nearest emergency room for emergency psychiatric evaluation. Johnny has refused to speak to the ER physician or his nurse.
You gather most of your clinical information from his mother who is at the bedside. Johnny’s mother reports that he has always been a clever, charming, and very playful boy. She informed that for the past year Johnny has been increasingly stubborn, repeatedly challenging his mother’s and his teacher’s authority when compliance with home and/or classroom rules is required. Johnny used to be an A+ student. For the past year, however he has been averaging Bs in most subjects, grades that he earned effortlessly.
His mother repeatedly assures you that his drop in grades is not due to lack of intellectual ability but rather because Johnny prefers playing over any type of work. His mother denies any changes in sleep, appetite, or any mood fluctuations. Furthermore, his mom reports that Johnny is a healthy and happy boy who is interested in sports, the outdoors, videogames, and that he wishes to become a software engineer when he grows up. She reports that the school counselor has mentioned that Johnny may be suffering from ADHD or even bipolar disorder. The thought of these diagnoses appear very disturbing to Johnny’s mom. She quickly assures you that she has not observed Johnny to ever struggle with depression, or distractibility, and reports that he has always been a good sleeper. She reports that Johnny has never made any statements amounting to thoughts or impulses to harm self or others.
Johnny’s mother presents shaken by today’s events ...
PAGE Running head ETHICAL AND LEGAL ISSUES 1Responding t.docx
The document describes several case studies involving ethical and legal issues that counselors may face, including school counseling, marriage and family counseling, mental health counseling, career counseling, and addictions counseling. It provides details of each case study situation and the issues presented. The document instructs the reader to choose one case study to analyze using an ethical decision-making model, discussing how they would apply the model to respond effectively to the legal and ethical concerns. It also prompts the reader to reflect on how their personal values and beliefs may influence their understanding and choices when handling such situations.
Hector engaging parents for classroom mgmt
This document provides information and discussion topics for a session on developing teacher-parent partnerships to improve student performance and behavior. The session goals are to educate participants about research on engaged parenting, encourage various ways to increase parental involvement, have collaborative discussions, and enable participants to share information with others. Various topics are presented, including the benefits of parental involvement, different types of school-parent involvement, communicating effectively with parents, engaging specific parent groups, and building supportive school communities. Participants are prompted to share experiences and ideas.
Observations further reflection
This document contains observations and reflections from a practicum student teacher. It discusses several cases including a student named Martin who seems bored in class and eager to leave, how students were assessed with an open-book test, and students' preferences for the musician Billie Eilish over Frozen which indicates their interests are shifting to teen artists. It also addresses a situation where a student got angry about not getting enough candy, and notes about assisting a student named Matias who has autism. Finally, it discusses a sad case of a student named Juan who is being abused and what steps the school should take to help.
The closest frame of reference I have similar to the situationadver.docx
The closest frame of reference I have similar to the situation/adversity facing today was when I entered middle school. Where I grew up there five elementary schools, four were for the “average” students and one for the “gifted” students. There was only one middle school. All of the gifted students were placed in advanced classes. I was fortunate to be one of the few from the average school to place in advanced classes. After the first month of class, I received my first “C+” ever and it was in English. I was sick to my stomach and holding back tears. I told my teacher Mrs. Eaves that I was sick and went to
the principal’s office
to call my parents. I balled my eyes out while I waited for them partly due to fear of my parents finding out I scored low, and partly because I was disappointed in myself. When my parents
arrived, they
kept asking me what was wrong, but I stayed silent. Your have to understand I come from a culture where getting a 99% meant that there was 1% room for improvement. When I returned to school the next day I was determined to never feel like that again. I worked hard, completed all my assignments on time, and took every chance I could for extra-credit. Mrs. Eaves would task me with getting her mail and other small tasks. Everyone would just say I was the “teachers pet”, but I didn’t think anything of it. Despite all my hard work, I still ended the school year with “B” in English. Growing up in a bilingual household was tough, trust me trying to explain the movie “Inception “ in
Urdu
to my grandpa was insane. At the end of year awards ceremony as I watched many of my friends get
awards
for science, math, social studies, ENGLISH, etc. I felt sad because the chances of me getting an award were slim. Mrs. Eaves comes on stage and presents the last award before she announces recipient or subject she explained that the award was the most important and has only given it out twice in her career. The room was silent because she goes into depth about its importance and meaning, but to be
honest, I
was scratching my head because all the smart kids in the class had already received
their
award. Then I hear my name and presents me with
his
“Mr Dependability” award and I just ecstatic. Not because of what the award meant, but just the fact I got an award. From that year on, I used that motivation and I pushed harder and harder eventually ending each year with awards in math, science, or social studies. I kept in touch with Mrs. Eaves throughout the years and she came to my wedding. At my wedding, I asked her why she gave me that award and was it just
a consolation prize
. She told me that when her father passed
away, I
was the only student to come up to her and console her and it eased her day. I do not even remember what I said or even that her father passed away. She said that she had not seen that level of maturity in any sixth grader. Dependable person is reliable, responsible, and trustworthy. In the world of Inf.
NameInstitutionProfessorDateCase study of Alicia and M.docx
Name:
Institution:
Professor:
Date:
Case study of Alicia and Montford.
Alicia and Montford.
As the mental health service coordinator for both Alicia and Montford, I have investigated there bad grades and can attribute the low grades to their living conditions. It is important to bring to light the exact conditions that the two siblings stay in, first, they live in a homeless compound and their parents are generally people who have given up hope and also given up responsibility of their 6 &7 year old son and daughter. Parents are expected to supervise their young ones daily activities including their education to ensure that they are brought up upright and also have good morals. In the homeless institution, Alicia’s and Montford’s parents are not obliged to take care of their young ones since basic facilities such as food, shelter and care is provided by the state through the homeless institution.
Neglect of the children by their parents has resulted has resulted in their drop in school grades. A homeless institution is also not a good environment to bring up young children since they share the same environment with social wrecks such as drunks and drug addicts. This people communicate mostly in foul language based on their environment. The two children have adapted this foul language which can be explained by their swearing and foul language between the parents and other next of kin and relatives.
Before creating a problem solving strategy it is important to identify the problems to ensure that the correct resolutions are identified. The current and past living conditions of Alicia and Montford which have negatively affected their character and social skills. The parents have neglected them and have no major input in their education or social interactions. Lack of a permanent home has also resulted in the children’s behavior and bad performance in school. This neglect has resulted in the children’s studies dipping due to lack of parental supervision. The homeless institution is also not a good environment to bring up 6 & 7 year old children due to the characters found in such institutions are generally bad mannered and can only influence children negatively. The parents have also shown a disregard to the welfare of their children neglecting their education and social life, they are therefore one of the main causes of the children’s non performance in education and even socially. Getting them to a children’s home where the parents can visit them will help the kids get away from bad influences since their parents are irresponsible and one of the causes of the neglect.
To solve the problem, the children should e sent to special schools where they will be given special attention to help them improve their social skills and education. Special institutions provide such young children with basic needs thus ensuring they do not waste their energy in thinking about food or shelter. They also provide constant supervision thus can help supervise .
The Assignment (3–5 pages)Complete a leadership development plan .docx
The document outlines a leadership development plan assignment with two sections. Section I requires an analysis of the student's current leadership strengths and weaknesses, as well as opportunities and threats to enhancing their leadership skills through examples. Section II requires using a public health leadership competency framework to design a 3-5 year plan to develop core transformational, political, organizational, and team-building competencies along with personality factors and crisis abilities, justifying the rationale for the selections.
The assignment consist of a Case Study. I have attached the Case St.docx
The assignment consist of a Case Study. I have attached the Case Study to be researched. Please answer all of the questions and be specific with all requirements for the Case Study such as the format, the amount of pages the paper is required to be written, the sources and references, etc... Please follow all directions that are highlighted in the attachment.
.
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Dear Expert, I have some question about Virtual Family Project (Child Deverlopment 208 - Chil,
Family and Community). I would like to ask an experts and I am looking forward to the help of
experts.
For this Activity you are to provide the following information for your Virtual Family Project: (all 3
items are due for this learning activity)
1. Community Agencies/Organizations - Provide the following information for at least three
Community Agencies/Organizations:
- The name of the agency/organization - sometimes they are referred to as Community Based
Organizations or CBO's
- A brief description of what the agency/organization does; how it supports families - How this
agency/organization will help your Virtual Family
2. Online resources that will support your virtual family (at least three online resources)
- Name of the resource
- Link to the online resource
- The focus of the resource; how they help families Brief description of how this resource will
support your virtual family
3. Articles (at least three articles that would be beneficial to your virtual family) Include the
following information for each article
- Title/Author/Date (current within the last 10 years)
- Topic
- Brief description of how the article will support your virtual family
- Copy of each article
Please see my attach file about my virtual family. Thank you so much.
Meet the Soon Family School/ Teacher Information: You are a preschool teacher at a community-
based preschool program in a wealthy area. Your classroom is comprised of 18,4 -year-old
children and 2 teachers. You have been teaching at this school for over 5 years and absolutely
enjoy working with the director and your fellow co-workers because of their passion for teaching
children and helping families. Child enrolled in your class: Ethan Soon (4 years-old) Family
Information: Raymond and Josephine Soon are the maternal grandparents of 4-year-old Ethan.
Ethan's mother, Judy, is divorced from Ethan's father. Ethan's father lives in China, and has no
contact with Ethan or the rest of the family. Grandfather Raymond, Grandmother Josephine,
mother Judy, and Ethan all live together in the same house. Judy works all day in a high paying
professional job and is the sole source of income for the family. Judy's father, Raymond, has
failing health and requires the constant care and attention of Josephine. Ethan, as a result, is
enrolled in and attending a full day preschool program from 630am630pm. Ethan is an English
language learner, as previous to starting at his preschool this past fall, he was at home with his
grandparents all day who only speak in Mandarin. Ethan is not adjusting to his preschool program
well, he arrives to school with Grandmother and then when she leaves, Ethan sits silently at a
classroom table refusing to eat much, talk, or interact with the other children for most of the day.
He will not separate from his blanket and takes it with him when teachers assist him in toileting,
moving to his cot f.
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The document describes the case of Annabel, a 14-year-old girl who was adopted at age 3 but presented with complex needs including autism and attachment disorder. Her behaviors escalated with puberty and secondary school, resulting in violent outbursts towards her adoptive mother. She was ultimately placed in a residential home for safety reasons. The placement allowed Annabel to maintain contact with her adoptive family, which helped her develop resilience and confidence in the family unit despite not living with them. The case demonstrates how adoptive families can assert their parental rights to support a child in an out-of-home placement.
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Case 3 Neesha Wilson Phoenix Rising Risks, Protective Factors, and.docx
Neesha Wilson, a 10-year-old African American girl, was referred for assessment by her school due to poor academic performance and behavioral issues. She lives with her mother and older brother, as her father left the family 3 years ago. Testing showed Neesha's intellectual abilities were likely underestimated and her academic skills were well above grade level, though she was repeating 4th grade. Neesha reported worries about school performance and family stressors, and showed signs of anxiety through somatic symptoms like fatigue. While most scores were normal, elevated scales indicated concerns with negative mood, physiological arousal, and somatic complaints.
Individual Project 4Responding to Abuse & NeglectMon.docx
Individual Project 4
Responding to Abuse & Neglect
Mon, 12/9/15
2-3 pages
Child Welfare Services has conducted an investigation into allegations that Anne may the victim of child abuse and the results of the investigation were as follows:
Allegation
Finding
Perpetrator
Physical Abuse
Indicated
Biological Father
Risk of Harm
Indicated
Biological Father, Biological Mother
Substance Abuse
Indicated
Biological Mother
As a result of these findings, Anne was removed from the care of her parents and placed in a traditional foster home. The foster home is in the same community where Anne's parents reside, so Anne can still attend the same school. You are the recently-assigned social worker for Anne and want to offer her services to deal with behaviors noted by her teacher such as her withdrawn demeanor, bruises and her torn and dirty wardrobe.
As the assigned caseworker
you are responsible for drafting the initial case plan that outlines the necessary services for Anne and her parents.
Draft a 1-2 page "case plan" that includes the following:
What behaviors has Anne exhibited that would require service intervention?
Which services would you recommend to address those behaviors?
What services would you offer the parents based on the findings of the investigation?
Does the current placement in a foster home appear to be the appropriate type of placement for Anne based on the allegations and her needs? Why or why not?
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GU101 Student SuccessScenarios for Discussion Board Week 2
GU101 Student Success
Scenarios for Discussion Board Week 2
Scenario #1:
Amaya
Amaya is a 40-year old female who lives with her four children in her mother’s home. She is a single mother who works one full-time job Monday-Friday and works part-time (8 hours) every Saturday at the local supermarket. Her children are 11, 9, and 6 (twins). Her mother is retired and takes care of the kids when they get home from school. Amaya gives her mother money to do the grocery shopping (etc.) during the day when the kids are at school, and her mother cooks all the meals.
When Amaya gets home every day, she eats dinner, helps the kids with their homework, gets them to bed, and then begins her homework around 9:00 at night. She usually can get to bed around 10:30 at night, and she studies every night. She enjoys her online discussions, and she has been able to apply some of what she is learning to her job. She counts on Sundays to do massive work on her papers – except last Sunday was the twins’ birthday, so she didn’t do any work and did not submit her paper. Amaya figured she would finish it as soon as she could.
Yesterday, while her mother was carrying laundry to the washer, she slipped, fell, and broke her ankle. It was her right ankle, and she cannot put weight on it or drive. Although she has crutches and can get around the home a little bit, she is now unable to grocery shop, do laundry, and cook.
Amaya opted to stay in her course. She has not told her professor or her advisor what is going on because she didn’t want to sound like a complainer. She now has taken on all the household responsibilities, is working the same amount, and often cannot begin her homework until midnight. She is beginning to fall behind and is hoping she can hang on and earn some type of passing grade.
Scenario #2:
Bob
Bob is 24-years old and married. His wife is 6 months pregnant with their first child, and she is a librarian at the neighborhood elementary school. Bob is excited to become a father! He currently has a salaried position as an assistant manager at a large retail store he started working at when he was 16 years old, but the company will not promote him to any higher position (manager or above) until he has his degree in business.
Even though his company is paying for him to go to school, he has begun his degree only because he feels he has to do it, and he resents being in school. He does the minimum work possible and spends as little time studying as he can. He didn’t like high school even though he graduated with a 3.3 GPA.
Recently, business at the store has picked up significantly, and Bob has been required to work longer hours. When he finally got home last night around 8:30PM, he found his wife in bed, and his in-laws were there. He learned that his wife had been put on bed rest for the rest of her pregnancy, and his in-laws, who lived 10 minutes away, were there to offer support and help out with whatever they needed.
Bob talked to his wi ...
Personal Self-Assessment of Non-Discriminatory Behavior Checklist
Personal Self-Assessment of Non-Discriminatory Behavior Checklist
Directions:
1. Rate yourself on the following criteria. Try to be as honest with yourself as possible.
2. When you have completed the checklist, make a list of areas you think need improvement.
3. Create specific goals for becoming more non-discriminatory.
Self-Discriminatory Behavior:
Rate yourself - Use rating scale from 1 (lowest) to 5 (highest)
1.
I educate myself about the culture and experience of other racial/religious/ethnic/economic groups by attending classes, workshops, cultural events, reading, etc.
2.
I spend time reflecting on my own childhood/upbringing to analyze where and how I received racist, sexist, anti-Semitic, heterosexist or other prejudiced messages.
3.
4.
I look at my own attitudes and behaviors as an adult to determine how I am colluding with or combating racism in our society.
5.
I evaluate my own use of language to see if I use terms or phrases that are degrading or hurtful to another group.
6.
I avoid stereotyping and generalizing about person based on their group identity, gender, etc.
7.
I value cultural differences and avoid statements such as "I never think of you as a [blank],” which discredits differences.
8.
I am aware of, and can explore and discuss with comfort, issues of racism and pluralism.
9.
I am open to having someone of another race point out ways in which my behavior may be insensitive.
10.
I give equal attention to all staff whom I supervise regardless of race, religion, socioeconomic class, or physical ability.
11.
I am comfortable giving constrictive criticism to someone of another race, gender, age or physical ability.
12.
I include material about all racial/religious/ethnic/economic groups in my programs even though other groups may not be represented, because pluralistic program material is important for all.
13.
I take special efforts in my job to develop practices that are, inclusive, such as scheduling meetings, locating meetings, and changing participation costs, when needed.
14.
I consciously monitor TV programs, newspapers and advertising for biased content.
15.
I monitor the environment in my home, my office, my house of worship and my children's school for multicultural visuals and request such materials if they are lacking.
16.
I feel free to ask persons who are using discriminatory language and behavior to refrain, and am comfortable stating my reasons.
17.
I am willing to be proactive within my organization to achieve diversity goals in hiring and programming.
18.
...
1 Psych 441 The Case of Tina and Her Family, April 5
1
Psych 441 The Case of Tina and Her Family, April 5, 2022
Case Discussion Notes/Questions
You can take notes in advance and also complete or add to some sections after meeting with your
group. These notes will be due the day after the discussion via Blackboard (group leaders only).
Related Readings posted with the case: 1. Reasonable Efforts for Family Preservation pp.1-4
2. Determining the Best Interest of the Child_2020_Child Welfare.gov pp. 1-4
Group Leader___________________________________
Participants in your group (student names)
Case Discussion Process
1. Identify the Actors (Family, School, Community) and their Roles
2. Identify the settings/environments (contexts where case takes place; you can also refer to
systems within the ecological model)
The group can now begin to discuss and share examples in the following three areas
I. Response to the Case:
1. What aspects of this case study are most compelling?
2. Identify a few key points from the case and some examples of how family changes and
disruptions may be affecting Tina’s behavior. What behavioral style does Tina exhibit in school
during this time of transition? Could this be related to her temperament, mom’s neglect, the
absence of her father, and/or her reaction to mom’s depression and family changes?
2
II.Role of Early Childhood Teachers and Programs [select one]
1. What are your thoughts on the role of early childhood teachers and programs in providing
emotional support and consistency for children facing family challenges and disruptions?
2. How is support more critical when family crisis involves abuse and/or neglect and leads to a
child’s placement in foster or kinship care?
III. Your Thoughts and Ideas on Family Preservation, and the Best Interests of the
Children.
1. In terms of family preservation, do you think Tina’s mom Donna should continue to have
opportunities to reunite with her children? Why or why not? What would be the key
considerations? You can refer to the family preservation document as you consider your ideas.
2. What is in the best interests of Tina and her brothers? You can refer to the Best Interests
document as you to consider your ideas.
Final Thoughts: You can discuss what else you would want or need to know to help develop
your viewpoints on the case.
1
Tina and Her Family: The Need for Care and Stability
The following case study involves a family in need of support and intervention.
While the context is critical to the case, the focus of the case information is the family,
primarily the mother, Donna and the preschool child, Tina. Please refer to the set of
questions in the Journal 8 description, and respond to the case. What are your thoughts on
the role that the pre-K and Kindergarten school program should have with Tina? How can
...
Page 1 of 2 Child, Family, and Community Relationships .docx
Page 1 of 2
Child, Family, and Community Relationships
©2013 Argosy University
Case Studies for LASA1 and LASA2
Pick one case study and use it for completing both assignments:
Case study 1:
Brandy is a Caucasian girl, who just celebrated her sixth birthday, and is one of the youngest kids in her
first-grade class. Most of the school year has gone fairly well, but she lately has been having trouble at
school. Last week she disrupted class and threw her pencil across the room.
The teacher explained to the parents that she has been a bit “emotional” lately, but did not know why. Her
mom wondered if it was because she has recently transitioned from graduate school to a new job that
keeps her away from home a bit more than before.
Brandy generally likes school, but gets pulled out once or twice a week for special speech therapy as she
occasionally has some problems with a lisp. Her parents were hesitant about Brandy being pulled out of
class, but when she reported she was getting picked on at school by some classmates, they agreed to the
speech therapy.
At home, she has a supportive family and siblings (younger and older) with whom she gets along well.
Occasionally she will get into trouble for lying, but most often feels pretty badly about it once she is caught.
Her father also has a master’s degree with a full-time job, and she and her siblings attend an after-school
daycare program for a couple hours. She plays with the neighborhood kids and her siblings; however
sometimes Brandy has communication struggles with others due to her lisp. She loves sports, and just
finished playing soccer and is set to start t-ball within the next week or two.
Case study 2:
Brandon is an African-American eight-year-old child in third grade, who is in danger of having to repeat the
grade. He continues to struggle with being able to concentrate in class, and says he is “bored” when
students have to just sit and read; sometimes he talks and walks around the class and other times he draws
pictures and pays no attention at all. He frequently gets sent to the principal’s office for this behavior, but
does not seem to mind because the principal lets him play and gives him snacks (as he always complains
about being hungry). Often the principal compliments him on his artwork.
When his parents were told about his behavior, they were exasperated. The parents said he behaves even
more poorly at home, stealing and breaking his siblings’ things and sneaking food into his room. He even
has nightly bed-wetting accidents on a fairly regular basis (the doctor has ruled out physical problems as a
reason for these).
His mother works a part-time job at a local gas station when the kids are in school. His father used to come
home around dinnertime and was often tired; but he was recently laid off and is depressed and spends a lot
of time in bed.
Case study 3:
Jayant (or “Jay”) is a seventeen-year-old Indian student in his s.
This Assignment addresses the following course outcomesPS42.docx
This Assignment addresses the following course outcomes:
PS420-3:
Discuss the role of social relationships in childhood.
PS420-4:
Describe the implications of cultural diversity in social relationships.
PS420-5:
Create strategies to promote the social relationships of young children with disabilities and their nondisabled peers.
Present your analysis of the case study below in a 2–3-page paper (approximately 1,000 words) that answers the following questions:
What factors in Alana’s life are affecting her social relationships?
What strategies could be implemented within her family, teachers, and community that would better promote Alana’s social interaction with her peers?
How will Alana’s current socialization influence her perception of adult roles in the school and community?
Ensure you cite your answers with peer-reviewed academic sources such as your text or a peer-reviewed journal article from PsycARTICLES in the University Library. Attach a cover page to your essay analyzing the case study.
Case Study: Alana
Alana is a 10-year-old female and is in the 4th grade. Before this school year began, you heard about Alana in the staff lounge from teachers who had worked with the child and her family previously. You read Alana’s file and learned that her parents divorced 3 years ago. Alana has attended and left your school and now is back for the third time. The school nurse shared with you that Alana was born premature, weighing 4 pounds, and was diagnosed with fetal alcohol syndrome disorder. Alana suffers from occasional petit mal seizures, for which she is on medication. She is still small for her age, has a low second grade vocabulary, and minimal math skills. A resource aide spends 2 hours each day in the classroom assisting her.
During the first few weeks of the school year, the teacher attempted to phone the house to speak with Alana’s mom and the phone calls were not returned. The resource aide went to the home one time and said that although loud music was playing inside and there were “young hoodlums” on the steps of the home, the mother did not answer the door. The boys said she is sleeping and will not come to the door. The aide reported that the boys said Alana is the only child, they are cousins, and they go to school when they want to because there is no adult around during the day to make them do differently. The boys said they sometimes watch Alana at night when the mom has to go out.
It is now November and the teacher and resource aide are more worried about Alana. The teacher said that Alana is easily distracted, has a very brief attention span, and never completes the day's work. She does not stay in her seat for longer than 4 or 5 minutes. She is well tolerated by students in the class, but more like a younger sibling. She has no close friends and plays alone most of the time, swinging, staying in the bathroom at the sink, involved in water play, or holding the hand of the teacher on duty. She does not stri ...
Case Study JohnnyJohnny is a 9 year old boy brought to the .docx
Case Study: Johnny
Johnny is a 9 year old boy brought to the emergency room where you are employed as a crisis therapist. The patient was transported by a crisis mobile team who was called by the school. The evaluation by the ER physician as well as the urine drug screen is unremarkable: there are no acute or chronic concerns with this patient. In the chart, you note the DSM-5 Parent/Guardian-Rated Level 1 Cross-Cutting Symptom Measure—Child Age 6–17 form completed by the mother (attached). Admission paperwork identifies that Johnny has had numerous visits to the principal’s office in the past year, all triggered by various disruptive behaviors.
Today’s crisis started when Johnny refused to follow directions regarding an in-class assignment. When the teacher attempted to redirect his behavior things escalated rapidly: Johnny yelled at the teacher, cursed at him using vulgar language, and when the teacher grabbed him by the shoulders to take him to the principal’s office Johnny impulsively stabbed the teacher in the arm with a pencil he was clenching in his hand. Johnny was escorted to the principal’s office who immediately called the police and Johnny’s parents. The police officer was compelled to contact the county crisis hotline who dispatched a crisis mobile team. The crisis clinicians made the determination that Johnny is a danger to others and he must be taken immediately to the nearest emergency room for emergency psychiatric evaluation. Johnny has refused to speak to the ER physician or his nurse.
You gather most of your clinical information from his mother who is at the bedside. Johnny’s mother reports that he has always been a clever, charming, and very playful boy. She informed that for the past year Johnny has been increasingly stubborn, repeatedly challenging his mother’s and his teacher’s authority when compliance with home and/or classroom rules is required. Johnny used to be an A+ student. For the past year, however he has been averaging Bs in most subjects, grades that he earned effortlessly.
His mother repeatedly assures you that his drop in grades is not due to lack of intellectual ability but rather because Johnny prefers playing over any type of work. His mother denies any changes in sleep, appetite, or any mood fluctuations. Furthermore, his mom reports that Johnny is a healthy and happy boy who is interested in sports, the outdoors, videogames, and that he wishes to become a software engineer when he grows up. She reports that the school counselor has mentioned that Johnny may be suffering from ADHD or even bipolar disorder. The thought of these diagnoses appear very disturbing to Johnny’s mom. She quickly assures you that she has not observed Johnny to ever struggle with depression, or distractibility, and reports that he has always been a good sleeper. She reports that Johnny has never made any statements amounting to thoughts or impulses to harm self or others.
Johnny’s mother presents shaken by today’s events ...
PAGE Running head ETHICAL AND LEGAL ISSUES 1Responding t.docx
The document describes several case studies involving ethical and legal issues that counselors may face, including school counseling, marriage and family counseling, mental health counseling, career counseling, and addictions counseling. It provides details of each case study situation and the issues presented. The document instructs the reader to choose one case study to analyze using an ethical decision-making model, discussing how they would apply the model to respond effectively to the legal and ethical concerns. It also prompts the reader to reflect on how their personal values and beliefs may influence their understanding and choices when handling such situations.
Hector engaging parents for classroom mgmt
This document provides information and discussion topics for a session on developing teacher-parent partnerships to improve student performance and behavior. The session goals are to educate participants about research on engaged parenting, encourage various ways to increase parental involvement, have collaborative discussions, and enable participants to share information with others. Various topics are presented, including the benefits of parental involvement, different types of school-parent involvement, communicating effectively with parents, engaging specific parent groups, and building supportive school communities. Participants are prompted to share experiences and ideas.
Observations further reflection
This document contains observations and reflections from a practicum student teacher. It discusses several cases including a student named Martin who seems bored in class and eager to leave, how students were assessed with an open-book test, and students' preferences for the musician Billie Eilish over Frozen which indicates their interests are shifting to teen artists. It also addresses a situation where a student got angry about not getting enough candy, and notes about assisting a student named Matias who has autism. Finally, it discusses a sad case of a student named Juan who is being abused and what steps the school should take to help.
The closest frame of reference I have similar to the situationadver.docx
The closest frame of reference I have similar to the situation/adversity facing today was when I entered middle school. Where I grew up there five elementary schools, four were for the “average” students and one for the “gifted” students. There was only one middle school. All of the gifted students were placed in advanced classes. I was fortunate to be one of the few from the average school to place in advanced classes. After the first month of class, I received my first “C+” ever and it was in English. I was sick to my stomach and holding back tears. I told my teacher Mrs. Eaves that I was sick and went to
the principal’s office
to call my parents. I balled my eyes out while I waited for them partly due to fear of my parents finding out I scored low, and partly because I was disappointed in myself. When my parents
arrived, they
kept asking me what was wrong, but I stayed silent. Your have to understand I come from a culture where getting a 99% meant that there was 1% room for improvement. When I returned to school the next day I was determined to never feel like that again. I worked hard, completed all my assignments on time, and took every chance I could for extra-credit. Mrs. Eaves would task me with getting her mail and other small tasks. Everyone would just say I was the “teachers pet”, but I didn’t think anything of it. Despite all my hard work, I still ended the school year with “B” in English. Growing up in a bilingual household was tough, trust me trying to explain the movie “Inception “ in
Urdu
to my grandpa was insane. At the end of year awards ceremony as I watched many of my friends get
awards
for science, math, social studies, ENGLISH, etc. I felt sad because the chances of me getting an award were slim. Mrs. Eaves comes on stage and presents the last award before she announces recipient or subject she explained that the award was the most important and has only given it out twice in her career. The room was silent because she goes into depth about its importance and meaning, but to be
honest, I
was scratching my head because all the smart kids in the class had already received
their
award. Then I hear my name and presents me with
his
“Mr Dependability” award and I just ecstatic. Not because of what the award meant, but just the fact I got an award. From that year on, I used that motivation and I pushed harder and harder eventually ending each year with awards in math, science, or social studies. I kept in touch with Mrs. Eaves throughout the years and she came to my wedding. At my wedding, I asked her why she gave me that award and was it just
a consolation prize
. She told me that when her father passed
away, I
was the only student to come up to her and console her and it eased her day. I do not even remember what I said or even that her father passed away. She said that she had not seen that level of maturity in any sixth grader. Dependable person is reliable, responsible, and trustworthy. In the world of Inf.
NameInstitutionProfessorDateCase study of Alicia and M.docx
Name:
Institution:
Professor:
Date:
Case study of Alicia and Montford.
Alicia and Montford.
As the mental health service coordinator for both Alicia and Montford, I have investigated there bad grades and can attribute the low grades to their living conditions. It is important to bring to light the exact conditions that the two siblings stay in, first, they live in a homeless compound and their parents are generally people who have given up hope and also given up responsibility of their 6 &7 year old son and daughter. Parents are expected to supervise their young ones daily activities including their education to ensure that they are brought up upright and also have good morals. In the homeless institution, Alicia’s and Montford’s parents are not obliged to take care of their young ones since basic facilities such as food, shelter and care is provided by the state through the homeless institution.
Neglect of the children by their parents has resulted has resulted in their drop in school grades. A homeless institution is also not a good environment to bring up young children since they share the same environment with social wrecks such as drunks and drug addicts. This people communicate mostly in foul language based on their environment. The two children have adapted this foul language which can be explained by their swearing and foul language between the parents and other next of kin and relatives.
Before creating a problem solving strategy it is important to identify the problems to ensure that the correct resolutions are identified. The current and past living conditions of Alicia and Montford which have negatively affected their character and social skills. The parents have neglected them and have no major input in their education or social interactions. Lack of a permanent home has also resulted in the children’s behavior and bad performance in school. This neglect has resulted in the children’s studies dipping due to lack of parental supervision. The homeless institution is also not a good environment to bring up 6 & 7 year old children due to the characters found in such institutions are generally bad mannered and can only influence children negatively. The parents have also shown a disregard to the welfare of their children neglecting their education and social life, they are therefore one of the main causes of the children’s non performance in education and even socially. Getting them to a children’s home where the parents can visit them will help the kids get away from bad influences since their parents are irresponsible and one of the causes of the neglect.
To solve the problem, the children should e sent to special schools where they will be given special attention to help them improve their social skills and education. Special institutions provide such young children with basic needs thus ensuring they do not waste their energy in thinking about food or shelter. They also provide constant supervision thus can help supervise .
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ANNOTATED BIBLIOGRAPHY 1
APA 6
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Edition Guidelines: Annotated Bibliography
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Task NamePhase 2 Individual ProjectDeliverable Length1-2 pag.docx
- 1. Task Name: Phase 2 Individual Project Deliverable Length: 1-2 pages Details: Weekly tasks or assignments (Individual or Group Projects) will be due by Monday and late submissions will be assigned a late penalty in accordance with the late penalty policy found in the syllabus. NOTE: All submission posting times are based on midnight Central Time. Anne is 10 years old and lives in a major metropolitan U.S. city and is currently in the 4 th grade. Today, during gym class, Anne's teacher notices several large bruises on all of Anne's arms and legs and that her clothing is torn and dirty. When the teacher questions Anne about how she got the bruises, Anne replies "I fell on the playground." The teacher reports the bruising to the school principal. The teacher and principal request Anne's mother attend a conference after school. During the conference, Anne's mother is difficult to communicate with. She appears to be intoxicated, but denies having had anything to drink. She is also very defensive, states that Anne is a clumsy, lazy child and that Anne lies to get attention. The mother denies that anyone has physically hurt Anne. During the conference, Anne sits next to her mother but does not make eye contact with anyone in the room, nor does she speak. When questioned as to why Anne's father could not attend the conference, Anne's mother replies that he was too tired because he works two jobs and has to sleep during the day. Anne and her mother leave the conference and Anne is not in school the next day. As Anne's teacher, you are a mandated reporter, meaning you
- 2. must notify authorities of suspected cases of child abuse and neglect. You are very concerned about Anne, but you aren't sure if what you have observed rises to the level of abuse or neglect. Write a 1-2 page memo to the principal regarding Anne. You are allowed to take one of two positions. Anne is the victim of abuse/neglect. If you take this position, you must list the rationale including signs/symptoms, parental concerns, and contacts with Anne. Anne is not the victim of abuse/neglect. If you take this position, you must list the rationale including mitigating factors, parental strengths, and contacts with Anne. Make a recommendation to your principal about whether or not you should contact child welfare services.