Examine the ways in which education in schools and education in the  community are the same and different with regard to bullying. 

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Community Education: Bullying and Teen Dating Violence

For this week’s discussion, you will examine community education as  it relates to bullying and teen dating violence. Bullying and teen  dating violence are social issues that you may be required to address  when working with youth.

Please respond to the following:

  • Explore the role of community education with regard to bullying.
    • In your answer, discuss why it is important to address bullying  through educating others, and describe why this social issue is a public  health problem.
  • Examine the ways in which education in schools and education in the  community are the same and different with regard to bullying.
    • In your answer, explain why you think education in schools and  education in the community are both important with regard to this social  issue.
  • Analyze the role of community education as it relates to teen dating violence.
    • In your answer, analyze at least two resources related to preventing  teen dating violence, and identify anything that you think needs to be  added or changed about the resources.
  • Explain why educating the community about teen dating violence is of importance in terms of later dating relationships.
    • In your answer, explore the potential consequences that may occur if  dating violence is not prevented or addressed through community  education when individuals are in adolescence.

***FOLLOW DIRECTIONS, ANSWER EACH BULLET POINT***

***350 WORD MINIMUM NOT INCLUDING RESOURCE PAGE**

Describe how your conceptualization of trauma helped you to understand interactions between members, as well as the facilitator’s response.

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MINIMUM  6 PAGES NOT INCLUDING REFERENCE PAGE

APA FORMAT

The purpose of this assignment is to help you to begin to carefully observe the many processes that occur during a group session and to identify relevant skills that may be used to assist the group in moving forward toward its goals. You will be expected to recognize, identify, and assess fundamental group dynamics and how they might impact group process and development. Finally, you will suggest appropriate intervention skills, attending to issues of trauma and resiliency, which might help the group navigate through these potentially problematic processes. The subject of your analysis will be the group identified by your instructor. This assignment will account for 30% of the grade, based on the content in your paper.

  1. Briefly describe the group that will be the focus of your observations
  2. Discuss and evaluate the structural factors you think may have impacted the group and its development. (For example, how do you think such factors as temporal factors, meeting space and furniture, member selection processes, member differentials, and compositional balance, seating arrangement, leadership styles, etc. have influenced the group’s development? Did the group’s homogeneity or heterogeneity enrich or constrain the group coming together? How do you think individual members’ experiences of oppression, historical trauma, and privilege factor into the group’s interactions?)
  3. Identify and discuss any ethical issues that may or have arisen in the g Explain how you would handle these issues.  Reference the NASW Code of Ethics and the IASWG Standards of Group Practice.
  4. Using the guidelines presented in the class handouts, as well as material presented in your textbooks and other assigned readings, assess the group’s actions, interactions, behaviors, and process. The following list offers some suggestions to help you formulate your analysis discussion.
    • Norms and rituals
    • Expressions of feelings/affect
    • Membership dynamics… (subgroups? Insiders? outsiders?)
    • Participation… (High/low participators? Which members talk primarily with whom? Have participation levels shift as the group continued?)
    • Levels and styles of influence…. (Which members appear to have the most “clout?” Who have been ignored or dismissed? What leadership struggles have emerged? What forms of influence or power did not notice exhibited?)
    • How was conflict handled?
    • Member roles… (those who monopolized, remained silent/quiet/ served a scapegoating function; intellectualized, entertained, e)
    • Developmental stages… (inclusion-orientation, uncertainty-exploration, e) and critically reflect on their leadership and diversity intervention skills.
    • How did mutuality develop? (If it did not, what processes do you think prevented it?).
  5. Describe how the facilitator attempted to gain rapport and the extent that you observed affinity. How successful was the facilitator in engaging group members to fully participate in the group’s goals and expected outcomes? Provide a brief discussion and evaluation of specific group leadership skills you observed the various facilitators utilizing.
  6. Describe how your conceptualization of trauma helped you to understand interactions between members, as well as the facilitator’s response. What trauma-informed responding did you observe, or, how might the facilitator have acted in a more trauma-informed fashion?
  7. Imagine that the group will be meeting again next week, and when it does, you will be the facilitator. Concerning where the group’s current goals and with consideration to issues of oppression and historical trauma, what do you think might be the best intervention on your part to help the group’s development? Why? Describe a set of skills, activity, or creative use of programming that might help the group achieve this desired outcome.

*Throughout your discussions in this assignment, integrate the group practice literature using the APA format that informed your understanding of group processes and your decisions about the group practice skills that you observed. Your writing  should demonstrate your engagement with assigned course readings for this course and other relevant literature.

Video Name:  Group Microskills: Encountering Diversity

How to access Video

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March1991!

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Barry University

Explain both how the tradition would formulate the pathology and what interventions it proposes. Explain how the stage of one’s faith development affects its therapeutic efficacy.

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  • Focus on one faith tradition, or, if not using a specific tradition, specify and describe the transpersonal strength(s).
  • Apply the tenets of the tradition (as consistently taught, but also personally understood) to the healing of either depression, anxiety, relationship dysfunction or trauma.
  • Explain both how the tradition would formulate the pathology and what interventions it proposes.
  • Explain how the stage of one’s faith development affects its therapeutic efficacy.
  • Use at least three sources (can include the course texts) to strengthen your approach. Use of field studies will be worth bonus points.
  • Explain how a therapist would ethically help a client access and apply their transpersonal strengths.

Update – Here is how you might conceive of this paper in terms of human diversity:How can (specific) transpersonal strengths help a client to address the long-term, repetitive trauma of oppression? How can a therapist’s (specific) transpersonal strengths, and the further development of those strengths, help the therapist build more effective therapeutic alliances with clients and inform therapeutic interventions (under any theory of counseling).I need some help with a homework assignment involving a character from a movie or book. You will also have to use the book that I have attached below. OR you can also create a jeopardy game with the link that I will provide. The assignment is based of chapter 10 and 11. Please make sure to read and follow all the directions. This assignment is due Sunday July 26, 2020 by 9:00 PM. Thank you

Choose two constructs from the list. Develop a research question using the information you have developed (such as “How does sunlight affect depression?”).

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Research Development Worksheet

Part I

 

A construct is a concept, idea, or condition requiring study. The following table provides information on either a construct, scale of measurement, or justification of how the scale of measurement measures a construct. Complete the blank cells. In those rows that are missing a specific construct, look up the method of measurement and identify what construct you believe is being measured. Within the empty cells in column two, find a popular way that each construct is measured, such as a scale, questionnaire, survey, and so on. In column three, provide a justification for what is being measured. In the last row of this table, choose one construct on your own and fill in the remaining columns. All of the constructs and scales of measurement chosen can be identified using any search engine.

 

Construct Scale/Method of Measurement Justification
Depression Beck Depression Inventory
Anxiety Instrument measures two specific types of anxiety, state and trait anxiety, and their effects on everyday functioning.
Stress Measure of diastolic and systolic blood pressure
Trauma Instrument measures symptoms of distress and other symptoms that have been identified within the research literature that are commonly found in individuals with post-traumatic stress disorder.
Marital Satisfaction ENRICH: Marital Satisfaction Scale
Achievement Woodcock–Johnson Tests of Achievement, Third Edition
Intelligence Stanford Binet Intelligence Scale, Fifth Edition

 

Part II

 

  1. Choose two constructs from the list. Develop a research question using the information you have developed (such as “How does sunlight affect depression?”).

 

 

 

 

  1. In 200 to 350 words, discuss why it is necessary to operationalize variables for the purpose of research.