Determine the environment and the audience who you believe might benefit from this learning. Consider why you believe this audience would benefit from information about diversity.

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Discussion 2: Disseminating Learning

If you were to develop recommendations that incorporate diversity considerations when working with children and adolescents, where might you disseminate that information? In this Discussion, you will share preliminary ideas about your Final Project.

To prepare:

  • Determine the environment and the audience who you believe might benefit from this learning.
  • Consider why you believe this audience would benefit from information about diversity.
  • Think about how this audience acquires information about children and adolescents.

Post by Day 4:

Identify three potential environments with your target audience where you could disseminate the learning and insights you gain from further exploring your Final Project topic in detail (e.g., newsletter to parents and community members at the local community center, blog post on a youth development website, brown bag discussion at a local agency). Explain strategies for disseminating your scholarship. In other words, explain the steps you might take to effectively promote the advancement and dissemination of knowledge gained with communities of practice (i.e., social media, community forums, public discussions, conference presentations, or any other form of dissemination).

Please incorporate resources in answer and list references.

final project;

 

Diversity is a common attribute of the modern classrooms as international students, and those from the minority backgrounds have at last joined the mainstream institutions to exercise their rights for education. Such trends require educators to develop adequate and evidence-based teaching models that would help them to meet the specific needs of their learners. This project examines the various techniques that instructors could use to help their students value cultural diversity through research‐based teaching. The policymakers in the education sectors require the instructors to assist their students in attaining high levels of intellectual independence regardless of their background (Deakins, 2009). However, several parts of evidence suggest that the instructors could be missing valuable opportunities to implement universal and culturally sensitive programs in their practice. This issue raises numerous concerns because it shows the prominent of ethnocentrism in the curriculum system, which could take many versions such as beliefs and assumptions that would be hard to validate.

The traditional educational models no longer hold as effective for instruction in modern learning institutions because of the recognition of cultural differences that significantly determine the development and learning achievements of the children and adolescents. A research-based teaching approach is sufficient for facilitating the progressive development of the students and engagement with advanced cognitive skills (Flores, 2015). It is essential to conduct a comprehensive evaluation of this instruction approach to determine whether it can be applied as a universal model and to identify other support mechanisms that could improve its suitability in different contexts. Additional inquiry into the research-based teaching approach would help to identify the various practical and effective teaching approaches that educators could use to improve the learning experience and achievements of their students, which would help them to develop into competent professionals and beneficial society members.

References

Deakins, E. (2009). Helping students’ value cultural diversity through research‐based teaching.

Higher Education Research & Development, 28(2), 209-226.

Flores, I. M. (2015). Developing Preservice Teachers’ Self-Efficacy through Field-Based Science Teaching Practice with Elementary Students. Research in Higher Education Journal, 27.

Search the Internet and/or the Walden library for at least two scholarly articles related to the impact of social media on relationships and socialization

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Week5 discussion question 1

Some experts believe that a healthy self-esteem is crucial to success, but what impact does digital technology have on the self-esteem of today’s young people? Stories of adolescents struggling with self-esteem, loss of confidence, or poor body image dominate media that, these days, exists heavily in digital format. Young people are online more than ever before and are bombarded with marketing and other elements that challenge or weaken the development of their self-esteem. The number of followers an adolescent has on social media can define his or her level of popularity and social acceptance.

In this Discussion, you will examine the development of self-esteem in adolescents and how digital technology might impact that development.

To Prepare for this Discussion:

· Review this week’s Learning Resources and consider how digital technology might impact the self-esteem in adolescents

· Search the Internet and/or the Walden library for at least two articles related to the impact of digital technology on the development of self-esteem in adolescents

By Day 3

Post an explanation of the impact digital technology has on the development of self-esteem in adolescents. Explain the advantages and disadvantages digital technology has on that development. Include at least one scholarly source. Use proper APA format and citations.

By Day 5

Discussion question 2

Social media is highly debated these days. One criticism is that it deprives people of human interaction, but the other side of that argument posits that those who frequent social media—whether adolescents or adults—are reaching out for more interaction. What do you believe?

For this Discussion, you consider the two sides of this debate and take a stance. You then find research that focuses on the impact social media has on relationships and socialization.

To Prepare for this Discussion:

· Consider the two statements: “social media gives you a sense of community” and “social media isolates you from others”

· Take a stance and select one of these statements to support

· Search the Internet and/or the Walden library for at least two scholarly articles related to the impact of social media on relationships and socialization

Please review the readings attached to assignment only need a couple of paragraphs for each question.

Agosto, D. E., Abbas, J., & Naughton, R. (2012). Relationships and social rules: Teens’ social network and other ICT selection practices. Journal of the American Society for Information Science and Technology, 63(6), 1108–1124. DOI: 10.1002/asi.22612

Note: You will access this article from the Walden Library databases.

Junko, Y., & Ananou, S. (2015). Humanity in the digital age: Cognitive, social, emotional, and ethical implications. Contemporary Educational Technology, 6(1), 1–18.

Note: You will access this article from the Walden Library databases.

O’Sullivan, L. F. (2014). Linking online sexual activities to health outcomes among teens. New Directions for Child & Adolescent Development, 2014(144), 37–51. DOI: 10.1002/cad.20059

Note: You will access this article from the Walden Library databases.

Owens, E. W., Behun, R. J., Manning, J. C., & Reid, R. C. (2012). The impact of internet pornography on adolescents: A review of the research. Sexual Addiction & Compulsivity, 19(1/2), 99–122. DOI: 10.1080/10720162.2012.660431

Note: You will access this article from the Walden Library databases.

Underwood, M. K., Ehrenreich, S. E., More, D., Solis, J. S., & Brinkley, D. Y. (2015). The BlackBerry Project: The hidden world of adolescents’ text messaging and relations with internalizing symptoms. Journal of Research On Adolescence, 25(1), 101–117. DOI: 10.1111/jora.12101

Note: You will access this article from the Walden Library databases.

Knorr, C. (2015). How girls are seeking (and subverting) approval online. Common Sense Media. Retrieved from https://www.commonsensemedia.org/blog/how-girls-are-seeking-and-subverting-approval-online#

Document: Final Project Overview (Word document)

Required Media

Turkle, S. (2012). Connected, but alone. TEDTalk. Retrieved from http://www.ted.com/talks/sherry_turkle_alone_together

Note: This media program is approximately 20 minutes.

Compare and contrast how these issues are treated in the specialty guidelines to their treatment in the APA ethics code and your state board rules.

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Multiple Demands

http://www.apa.org/practice/guidelines/forensic-psychology.aspx

http://www.apa.org/ethics/code/index.aspx

Review the board of psychology code of conduct in the state of New York, the APA ethics code, and Specialty Guidelines for Forensic Psychologists (the last two items are linked in Resources).

· Describe any forensic practice issues addressed  in the state of New York

· Compare how your state addresses these issues to how they are addressed in the other two documents.

· Are the standards for the state of New York consistent with those established in the APA ethics code and Specialty Guidelines for Forensic Psychologists?

o If not, can they be reconciled?

o How?

· Describe New York state requirements of experts licensed in another jurisdiction who seek to testify in New York.

· Compare New York state requirements to New Jersey state requirement. Access this information by viewing their Web sites.

Minimum 400 words

Ethical Practice in Forensic Situations

http://www.apa.org/practice/guidelines/forensic-psychology.aspx

Sections IV-E and V of the Specialty Guidelines for Forensic Psychologists discuss issues of confidentiality and informed consent in forensic practice.

· Compare and contrast how these issues are treated in the specialty guidelines to their treatment in the APA ethics code and your state board rules.

· Comment on how one of the following considerations might affect issues of confidentiality and informed consent:

o The Fifth Amendment rights of the accused.

o Hearsay provided against the accused.

o Proper delivery of Miranda warnings.

o The right to counsel of the accused.

Minimum 400 words

Please respond to all 3 of my classmates separately. You need to have scholarly support for any claim of fact or recommendation like peer-reviewed, professional scholarly journals.

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Please no plagiarism and make sure you are able to access all resources on your own before you bid. Main references come from Neukrug, E. S., & Fawcett, R. C. (2015) and/or Encyclopedia of Counseling (2017). You need to have scholarly support for any claim of fact or recommendation regarding treatment. Please respond to all 3 of my classmates separately. You need to have scholarly support for any claim of fact or recommendation like peer-reviewed, professional scholarly journals.

Expectation:

Responses to peers. Respond to at least three of your colleagues’ posts by finding one colleague who had a similar experience and one who had a different experience. Compare the insights you gained.

THREE PEER RESPONSE POSTS should contain at least 150 words. No references are required for Peer Response posts. Please note that responding to your peers is required by the classroom, means a substantive post (150 words min.) and one that contains detail and thoroughness. Also, please note that just merely answering the Main Discussion post with 2 references is not an automatic 100.

1. Classmate (C. Ree)

To be asked questions by someone I have just met was intimidating and made me feel unsure about taking an assessment.  To be asked questions was fine until it got to the math portion. I thought, I can subtract so why am I not getting these answers incorrect. Then I felt that I was not smart enough since the title of the assessment is “Mental State Exam.” Anxiety producing. I kept thinking, what if I do not do well, will she think less of me when these questions are very simple. After entering the data to produce the scores, I was not happy with the results and I disagreed with them. I got confused on certain numbers. When she told me what number I should be on I was not on that number so I do not think this was an accurate reflection of my responses.

Taking thee Jung assessment online was interesting but extensive. I was not expecting it to involve so many questions. I do feel, however that the assessment described me somewhat. I can agree with the findings because I assumed as much of myself. The assessment listed my current job as suitable employment while naming counseling as another job I’d enjoy. Those two elements I can agree on totally.  I did disagree with the finding that I like to socialize in large crowds, totally inaccurate description of something I would engage in.  Insights gained from being assessed was it can be interesting until the results come back. Being involved in an assessment can be (for me scary) since a lot of people look at assessments as a true measure of who you are.  I think client would react in a similar way because to be assessed can be nerve wrecking for some, while others jump at the chance to reveal their results.

2. Classmate (C. Yob)

The Mini Mental State Exam was interesting. I found myself questioning the assessment; part of me wondered if each question had an ulterior meaning behind it. I scored a 30. Through the exam I had thoughts ranging from, “Didn’t she just ask me that?” to “Oh god, I hate math.” I also think there were a couple questions that may have been misnumbered. Overall, taking the Mini Mental State Exam was fine, and I think that if I were in front of a student who was somehow mentally impaired or borderline then asking them these simple questions would throw them off enough to get insight into their state. However, I’m not sure I would feel comfortable using this exam for much more than gaining some insight into the client’s current state. “Test givers should remember the impact that their decisions will have on clients and monitor the quality of the tests they use, their level of competence to administer tests, and their ability to make accurate interpretations of client material” (Neukrug, E.S., & Fawcett, R.C., 2015). I do not have the level of competence necessary at this point to appropriately analyze this test for a student.

The Jung assessment is one I’ve taken multiple times and I usually receive the same answer – INFP. There are sometimes it may be ENFP, depending on how I’m feeling about people that day. The Feeling, Intuitive, Forward-looking personality does tend to align with my opinion of myself. This test in general is more fun to take and I think students might find it more enjoyable to take rather than the Mini Mental State Exam. Projective and objective personality tests are valuable tools because they can guide us towards the most effective methods of working with a specific student, including how to interact with the student’s opinion of themselves. People love to take personality quizzes, so I think with a projective test which has more stimuli versus the objective test (pen and paper), students will be happier to participate and learn (Neukrug, E.S., & Fawcett, R.C., 2015)..

References

Neukrug, E.S., & Fawcett, R.C. (2015). Chapter 11: “Clinical assessment: Objective and projective personality tests.” The Essentials of Testing and Assessment: A Practical Guide for Counselors, Social Workers, and Psychologists (pp.247-280). Stamford, CN: Cengage Learning.

3. Classmate (A. Mul)

I was interested (and nervous) to see what was shown by the results of the Mini-Mental State Exam. The Mini-Mental State Exam (MMSE) is a popular cognitive functioning test used by mental health counselors (Neukrug & Fawcett, 2015). I was anxious as she began to ask questions but I was quickly confused when the first few questions seemed so obvious. I found myself overthinking the question regarding what level of the building was I on. I was in the basement but wondered if that would be considered the first floor or basement. I wondered if there was a wrong answer. Overall I found the test fairly simple other than the math questions. Those took me a bit longer as math is a weak area for me. The results of this assessment seemed accurate for me and my current ability but I see how this would be a good indicator if someone presented with concern such as a jeopardized mental state or intoxication.

I found the Jung Assessment to be very long and repetitive. I felt that the same questions were asked repeatedly attempting to get a different response. I also felt some of the questions to be difficult to answer concretely. The answers of NO and no vs. YES and yes I found confusing. I used  NO/YES = absolutely no/absolutely yes, and no/yes = sometimes no/sometimes yes. When I was answering these questions I wondered if others, possibly coping with mental illness may become frustrated at a long, redundant YES, yes, NO, no assessment.

The results of my Jung assessment were ESFJ or Extraverted, Sensing, Feeling and Judging. I was shocked to see the meaning and how accurately the description fit my personality. Descriptors such as generous, entertainer, emotional, control, protector all describe me very well. I felt this would be helpful in developing treatment plans with individuals or families to get a better understanding of oneself and how one interacts with others. Clients may find such an assessment as enlightening and empowering.

Neukrug, E. S., & Fawcett, R. C. (2015). The essentials of Testing and Assessment: A practical guide for counselors, social workers, and psychologists. Stamford, CN: Cengage Learning.

Required Resources

Neukrug, E. S., & Fawcett, R. C. (2015). Chapter 9: “Intellectual and Cognitive Functioning: Intelligence Testing and Neuropsychological Assessment.” In The essentials of Testing and Assessment: A practical guide for counselors, social workers, and psychologists (pp. 190-220). Stamford, CN: Cengage Learning.

Neukrug, E. S., & Fawcett, R. C. (2015). Chapter 11: “Clinical assessment: Objective and projective personality tests.” In The essentials of Testing and Assessment: A practical guide for counselors, social workers, and psychologists (pp. 247-280). Stamford, CN: Cengage Learning.

Humanmetrics Inc. (1998-2017). Jung typology test. Retrieved at http://www.humanmetrics.com/

Document: Folstein Scoring Sheet (Excel Workbook)

You will use the Folstein Scoring Sheet to complete this week’s Discussion.

Required Media

Laureate Education (2018). Mini Mental State exam [Video file]. Baltimore, MD: Producer.

Note: The approximate length of this media piece is 9 minutes.

Accessible player  –Downloads– Download Video w/CC Download Audio Download Transcript

Optional Resources

OPP (2018). Myers-Briggs type inventory (MBTI). Retrieved from https://www.opp.com/en/tools/MBTI/MBTI-personality-types

Great Plains Health (n.d.). Beck Anxiety Inventory (BAI). Retrieved from https://www.gphealth.org/media/1087/anxiety.pdf

Strong (2012). Strong interest inventory (SII). Retrieved from https://www.skillsone.com/Pdfs/smp284220.pdf

Barbaranelli, C., Fida, R., Paciello, M., DiGiunta, L., & Capara, G. V. (2008). Assessing personality in early adolescence through self-report and other-ratings a multitrait-multimethod analysis of the BFQ-C. Personality and Individual Differences, 44(4), pp. 876-886. Doi: 10.1016/j.paid.2007.10.014

Polanski, P. J., & Hinkle, J. S. (2000). The mental status examination: Its use by professional counselors. Journal of Counseling and Development, 78(3), 357–364.