Identify which theme(s) this room addresses: health and well-being, families and parenting, education, culture, and gender. Here are samples of how you might do that in your proposal.

/in /by

Community Center Proposal Outline

Last week we began working on the creation of the Community Child Development Center proposal by developing activities to promote physical development.  In this week’s discussion, you have added to that by focusing on activities and toys that promote cognitive development.  In this assignment, you will begin to create the overarching structure of your proposal.   The focus of this outline to is to present as clear a picture as possible of your proposal so that you may receive feedback which will guide you as you create your final project. Please refer to the Final Project guidelines for more information on the Final Project as you prepare the outline of your proposal.  Using the PSY 104 Community Center Proposal Template, you are to identify all of the activities and objects for each of your five rooms. Remember that you have already completed three activities in week two, and your discussion this week will add an additional activity and a toy.  Be sure to incorporate those elements into your outline! You do not have to flesh out the details; the outline will just provide the blueprint for where you are heading.  Remember that each room must contain two activities and one toy or object.  Each room must address physical, cognitive, and psychosocial development.  In addition, each room must address at least one theme.  The outline can be formatted in bulleted points like this:

Paragraph 1

  • Identify the activity (all you need here is the title of the activity)
  • Identify the theory and/or research you will use to support the use of this class or activity (i.e Piaget’s formal operations, Erikson’s psychosocial development, etc)  You only need to identify it in the outline—not explain it yet
  • Identify which developmental domain(s)  this activity supports (physical, cognitive, and psychosocial)

Paragraph 2

  • Identify the activity (all you need here is the title of the activity)
  • Identify the theory and/or research you will use to support the use of this class or activity (i.e Piaget’s formal operations, Erikson’s psychosocial development, etc) You only need to identify it in the outline—not explain it yet
  • Identify which developmental domain(s) this activity supports (physical, cognitive, and psychosocial)

Paragraph 3

  • Identify the item
  • Identify the theory and/or research you will use to support the purchase of this item

Paragraph 4

  • Identify which theme(s) this room addresses: health and well-being, families and parenting, education, culture, and gender. Here are samples of how you might do that in your proposal.

The Community Child Development Center Proposal Outline

  • Must be three to four double-spaced pages in length (not including title and references pages).
  • Must use at least one scholarly source in addition to the course text.
    • The Scholarly, Peer Reviewed, and Other Credible Sources table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.
  • Must include a separate title page with the following:
    • Title of paper
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Must include a separate reference page, formatted according to APA style as outlined in the Ashford Writing Center.

3. What does a member have a right to expect before making the decision of whether or not to join a particular group?

/in /by

Name __________________________     CPS 541 Final

Select the best answer for the following questions.

1. A major difference between group therapy and group counseling lies in:

a. the techniques employed to facilitate the process of interaction
b. the goals of the process.
c. The age of the participants
d. The theoretical orientation of the group leader.

2. Which type of group focuses on remediation, treatment, and personality reconstruction?

a. support groups
b. counseling groups
c. therapy groups
d. self-help groups
e. structured groups

3. What does a member have a right to expect before making the decision of whether or not to join a particular group?

a. a discussion of the rights and responsibilities of group members
b. a clear statement regarding the purpose of the group
c. a pregroup interview
d. information about the training and qualifications of the group leader
e. all of the above

4. Confidentiality in groups is:

a. a legal right of every member.
b. something that members can be guaranteed.
c. limited by state laws.
d. an absolute that can never be broken.

5. According to ASGW’s ethical guidelines, group leaders are expected to protect confidentiality of members by:

a. clearly defining what confidentiality means.
b. explaining to members why it is important.
c. discussing the difficulties involved in enforcement.
d. all of the above.

Match the following definitions with the specific group skills listed.

6. Opening up clear and direct communication among members; helping members to assume increasing responsibility for the group’s direction

a. suggesting
b. facilitating
c. goal setting
d. giving feedback
e. none of the above

7. Offering possible explanations for certain thoughts, feelings, and patterns of behavior.

a. interpreting
b. evaluation
c. giving feedback
d. active listening
e. all of the above

8. Saying in slightly different words what a member has said to clarify its meaning

a. reflecting feelings
b. supporting
c. facilitating
d. restating
e. none of the above

9. Grasping the essence of a message at both the feeling and the thinking levels; simplifying client statements by focusing on the core of the message

a. active listening
b. clarifying
c. restating
d. summarizing
e. interpreting

The following questions refer to the aims and desired outcomes of specific group leadership skills. Match the initial statement (desired outcome. with the term that is the appropriate leadership skill.

10. To prepare members to assimilate, integrate, an apply in-group learning to everyday life

a. modeling
b. suggesting
c. interpreting
d. initiating
e. terminating

11. To foster trust in the therapeutic relationship; to communicate understanding and to encourage deeper levels of self-exploration

a. questioning
b. empathizing
c. reflecting feelings
d. giving feedback
e. summarizing

12. To help members develop alternative courses of thinking and action

a. giving feedback
b. suggesting
c. interpreting
d. supporting
e. terminating

13. To offer an external view of how the person appears to others; to increase the client’s self-awareness

a. giving feedback
b. suggesting
c. facilitating
d. goal setting
e. empathizing

14. To avoid fragmentation and give direction to a session; to provide for continuity and meaning

a. reflecting feelings
b. summarizing
c. initiating
d. blocking
e. suggesting

15. To encourage deeper self-exploration; to provide a new perspective for considering and understanding one’s behavior

a. clarifying
b. interpreting
c. confronting
d. supporting suggesting

Select the best response.

16. Which stage is most closely associated with dealing with personal issues and translating insight into action both in the group and outside of it?

a. transition
b. termination
c. initial
d. working

17. Which stage has the focus of applying what has been learned in the group and putting it to use in everyday life?

a. transition
b. termination
c. initial
d. working

18. A group that is composed of people who are similar in age, type of problem, and personality characteristics can be called:

a. homogenous
b. heterogeneous
c. endogenous
d. androgynous

 

19. If the goal of a group is the simulation of everyday life, then it is a good idea to have:

a. a homogenous group
b. a heterogeneous group
c. an endogenous group
d. an androgynous group

20. The basic criterion for the selection of group members is:

a. whether they will contribute to the group or whether they will be counterproductive
b. whether they are dependent or independent personalities
c. the absence of any neurotic symptoms.
d. The degree to which the group leader likes the person
e. The degree to which the prospective member likes the leader

21. Alfred Adler’s form of group counseling was referred to as ____________________________

a. collective counseling
c. psychodrama
b. group marathon
d. phyloanalysis

22. Alcoholics Anonymous is a type of ______________ group.

a. collective counseling
b. Basic Skills Training
c. self-help
d. total quality

23. The term “open-ended” refers to _____________________

a. leadership changes
b. new members can be admitted at any time
c. new members can not be admitted after first session
d. the location of the group frequently changes

24. Group ___________ involves the actual words, ideas, and information exchanged within a group.

a. process
b. work
c. content
d. action

25. When a group leader distances himself or herself from conflict within the group or postpones interventions, he or she is said to be using this method of conflict intervention.

a. traffic director
b. suppression of conflict
c. withdrawal from conflict
d. working out a compromise

26. When pointing out that group members may share individual concerns, the group leader uses the skill of __________

a. blocking
b. diagnosing
c. protecting
d. linking

27. This task is one of the steps that group members must accomplish during their first sessions of group.

a. deal with apprehension
b. set up seating chart
c. confront members on their silence
d. eliminate group rules

28. This form of resistance is characterized by instructing someone on what to do in a particular situation.

a. intellectualizing
b. advice giving
c. band aiding
d. monopolizing

29. __________ refers to putting oneself in another’s place in regard to subjective perception and emotion while maintaining objectivity.

a. facilitating
b. collaborating
c. supporting
d. empathizing

30. Equal member airtime may be increased through the use of ___________________

a. role playing
b. homework
c. rounds
d. groupthink

31. __________________ is usually thought of as the leader’s emotional responses to members that are a result of the leader’s own needs or unresolved issues.

a. unfinished business
b. transference
c. countertransference
d. intertransference

32. One of the dominant values of ethics is ____________  that essentially means “avoiding doing harm.”

a. autonomy
b. nonmaleficence
c. beneficence
d. veracity

33. When a leader suspects that a group member is breaking confidentiality, he or she should __________________

a. ignore the problem
b. call the member at home
c. discuss the matter with the one who’s confidence was broken
d. address the breach during group time

34. Person-centered group leaders serve as _________________________ for the group process.

a. direction givers
b. interpreters
c. facilitators
d. objective experts

35. One common practice among Gestalt group leaders is ____________________ .

a. the use of the floating hot seat
b. groups are long-term
c. tri-level model work
d. emphasis on here-and-now

36. the theory that focuses on what it means to be a human is _______________ .

a. existential
b. person-centered
c. Gestalt
d. none of the above

37. A primary goal of REBT group work is for group members to learn to _______________ .

a. think rationally
b. integrate feelings
c. change behavior
d. express themselves openly

38. The founder of reality therapy is _______________ a man initially trained as a
psychoanalyst who became disenchanted with the approach.

a. Albert Bandura
b. William Glasser
c. Albert Ellis
d. B.F. Skinner

39. Reality therapy’s four human psychological needs are belonging, power, freedom, and ______________ .

a. rest
b. fun
c. knowledge
d. survival

40. Group leaders of reality therapy groups are _______________ .

a. cold and objective
b. completely accepting
c. warm and confronting
d. totally passive

41. Generally speaking, behaviorists emphasize all of the following EXCEPT _______________ .

a. feelings
b. here and now experiences
c. changing maladaptive behavior
d. defining specific goals

Identify a program at a social agency or other human services program to which you have access and provide a description of the organizational context including the mission and objectives of the program and why an evaluation is being considered.

/in /by

Human Service Needs Assessment Report

Over the past two decades, the terms “accountability” and “program evaluation” have become the focus within the human services arena. Due to budgetary constraints and decrease in availability of public funding, the competition for scarce resources has increased. This increased competition has subjected human services agencies to an intense examination where requests for resources are scrutinized carefully.

The first step to conducting a program evaluation is to conduct a needs assessment to determine and justify the reason for carrying out the evaluation of a particular program. A need can be defined as the gap between what is and what should be and can be experienced by an individual, a group, or an entire community.

Tasks:

Using at least 3–5 scholarly resources from the professional literature, research human service needs assessment. The literature may include the Argosy University online library resources, relevant textbooks, peer-reviewed journal articles, and websites created by professional organizations, agencies, or institutions (.edu, .org, or .gov).

Create a 7- to 9-page report in a Microsoft Word document, including the following:

  • Identify a program at a social agency or other human services program to which you have access and provide a description of the organizational context including the mission and objectives of the program and why an evaluation is being considered.
  • Conduct a needs assessment using concepts presented previously to confirm and explain the scope of the problem, the perceived versus actual gap in service, the affected population, whether the need is changing, and in what manner the need may be changing.
  • Identify possible resources to meet the perceived needs. Discuss what existing resources can be used, what additional information would be needed, and what sources for obtaining data you would use.
  • Identify the stakeholders who need to be included in the assessment and subsequent evaluation.
  • Analyze the interpersonal, political, and ethical considerations of interacting with decision makers and stakeholders who may have conflicting priorities and determine strategies for reconciling those priorities.

Discuss the reliability and validity of the actual measurement tools you’d be using for each of the two methods.

/in /by

Analysis and Report

During this lesson, you’ve learned about the variety of research methodologies that psychologist scientist may choose to use in answering a research question.  Now it’s your turn to think carefully through a research question and choose an appropriate method.

The research question:

Does playing violent video games increase aggressive behavior in children?

Suppose you have the whole range of research techniques/methods at your disposal.  You also have all the time and money you might need to test out this question.  You do NOT have superpowers, though, so you’re still constrained by the laws of physics (no invisibility cloaks, super-hearing, or time travel please!).

Your task is the following:

First, what is your independent and dependent variable for this research question? Now, choose TWO different research methods (case study, naturalistic observation, survey, experiment, etc.) and address the following questions in a 2-3 page paper (double-spaced, 1-inch margins, 12-point font):

  • How would you go about answering this research question for EACH of the two research methods you chose?  Be specific and outline the exact procedure you’d use for each method.
  • Identify at least ONE strength and ONE weakness for each of the two research methods you chose.
  • Discuss the reliability and validity of the actual measurement tools you’d be using for each of the two methods.
  • Finally, discuss whether or not EACH research method you chose would allow for you to make conclusions about causality between violent video game playing and aggressive behavior.

Submit your write-up in the Assignments Tool, “Major Assignment – Research Design: Strengths and Limitations”.

Be sure to check the Calendar for due dates.