Post by Day 3 a comparison (similarities and differences) of the prevalence, sociocultural factors, and treatment issues associated with addiction within two identified racial or ethnic groups.

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Please no plagiarism and make sure you are able to access all resource on your own before you bid. Main references come from Van Wormer, K., & Davis, D. R. (2018) and/or American Psychiatric Association. (2013). You need to have scholarly support for any claim of fact or recommendation regarding treatment. APA format also requires headings. Use the prompt each week to guide your heading titles and organize the content of your initial post under the appropriate headings. Remember to use scholarly research from peer-reviewed articles that is current. I have also attached my discussion rubric so you can see how to make full points. Please follow the instructions to get full credit for the discussion. I need this completed TODAY at 7pm.

Discussion – Week 10

Cultural influences–limited here to racial and ethnic groups–can be powerful forces in addiction etiology and treatment. Beliefs of how addition is defined and perceived, as well as motivation to seek treatment or change addictive behaviors, can be strongly influenced by cultural mores. Counselors working with addicted clients should have a basic foundation knowledge of such beliefs in order to better understand their clients in context.

For this Discussion, you will compare various aspects of addiction across two racial or ethnic groups. Please go to the Walden Library and locate at least one journal article from the last 5 years for each of the two groups you selected. You will use these articles and your text as supporting resources for this Discussion.

Post by Day 3 a comparison (similarities and differences) of the prevalence, sociocultural factors, and treatment issues associated with addiction within two identified racial or ethnic groups. Include considerations for additional influences such as spirituality and socio-economic status. Use specific examples to illustrate your points.

Be sure to support your postings and responses with specific references to the Learning Resources.

Required Resources

 

Note: To access this week’s required library   resources, please click on the link to the Course Readings List, found in   the Course Materials section of your Syllabus.

Readings

· Van Wormer, K., & Davis, D. R. (2018). Addiction treatment: A strengths perspective (4th ed.). Boston, MA: Cengage.

o Chapter 11, “Ethnicity, Culture, and the Socioeconomic Determinants of Addiction” (pp. 431-471)

· Gubi, P. M., & Marsden-Hughes, H. (2013). Exploring the processes involved in long-term recovery from chronic alcohol addiction within and abstinence-based model: Implications for practice. Counselling & Psychotherapy Research, 13(3), 201–209.
Retrieved from the Walden Library databases.

· Hendricks, P. S., & Leventhal, A. M. (2013). Abstinence-related expectancies predict smoking withdrawal effects: Implications for possible causal mechanisms. Psychopharmacology, 230(3), 363–373.
Retrieved from the Walden Library databases.

· Lee, H. S. (2015). The ethical dilemma of abstinence-only service delivery in the United States. Journal of Social Work Values & Ethics, 12(1), 61–66.
Retrieved from the Walden Library databases.

What are the pros and cons of high school students’ holding jobs? Would you encourage a teenager who did not have to get a job to wait or, by all means, to get a part-time job now?

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What are the pros and cons of high school students’ holding jobs? Would you encourage a teenager who did not have to get a job to wait or, by all means, to get a part-time job now?

The majority of high school students are members of the workforce, and “having a job” currently has more status than athletics or academics. In fact, some educators are worried about the number of students who do not have school as an important priority; they find that these students have had to cut back on homework assignments because their long working hours keep them from completing the school work at more than a poor level.

Many people feel that teenagers should go to work in order to increase the family income. Interestingly, more middle class teenagers than low-class teenagers are working. More part-time jobs are available in the affluent suburbs, and poor teenagers have more difficulty arranging transportation to work.

Some individuals maintain that teenagers should work because working teaches responsibility, reliability, teamwork, and the value of the dollar. Others disagree and believe that work disrupts the students’ planning for future careers by encouraging them to devalue school learning. Because many working teenagers do not need money, they may learn “premature affluence” rather than the dollar’s valuethey learn about spending and immediate gratification rather than economy. Some experts even believe the availability of money and the stress that arises from having a job contribute to the high rate of alcohol and drug use among teenagers.

One definable position would be to suggest that work is a positive growth experience as long as the teenager keeps his or her work hours down to a reasonable level, such as 12 hours during the week and 6 more hours during the weekend. The state of Florida has officially taken an “all things in moderation” approach by passing in 1986 a law that limits high school students to 30 hours of work a week. What do you think?

What does the published literature say about the issue you are investigating? What does the research reveal about how to promote healthy development in this area? What does this reveal about the necessity and actual benefits of the product, diet, or service?

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Consider the following: Many products, diets, and services are marketed to parents as beneficial to infant or toddler development. In order to increase sales to parents and caretakers, some companies use marketing strategies that make exaggerated, unfounded, or unrealistic claims about the effects of their product(s) on child development.

Select one claim that you suspect to be exaggerated or false (your research may in fact show the claim has validity). Describe in detail what the advertised product, diet, or service is supposed to do. Some examples include:

  • Educational videos related to language development
  • Effects of classical music on cognitive development
  • Benefits of soy diet or organic food diet on physical and cognitive development
  • Service promising to teach your 18-month-old how to read
  • Any other claim made by a manufacturer or service provider, aimed at enhancing infant or toddler development

Write a 800 – 1,050-word paper addressing the following:

  • What area or areas of development does the product, diet, or service claim to enhance?
  • Use the University Library to investigate the claim. What does the published literature say about the issue you are investigating? What does the research reveal about how to promote healthy development in this area? What does this reveal about the necessity and actual benefits of the product, diet, or service?
  • Is there any evidence to support the claim? Why or why not?
  • Imagine that a licensed psychologist in your state publically endorsed a product with no empirical evidence supporting its claims.  It was later discovered that the psychologist was receiving a percentage of money from the sale of the product to parents.  Is this a violation of the APA Code of Ethics?  Explain.  Be sure to cite the appropriate section or sections of the Code in your response.

Analyze any ethical concerns that should be considered in the proposed needs analysis or in the program itself. Relate these concerns to the ethical standards and information on the IRB provided in Unit 4 studies.

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The first component of your course project is a 6–10 page needs assessment (not including title page, abstract, quotations, references, or appendix). While such an assessment can be used to identify the need for community services, this one will focus on convincing decision makers of the need for evaluation of the program you have chosen for your project.

Instructions

Appendix: Program Stakeholder Analysis

To prepare a successful proposal for a program evaluation, it is necessary to determine who has interests in the program, what they desire for its outcomes, and any concerns they may have. A detailed stakeholder analysis helps the evaluator understand the audience for the proposal and how to best communicate with them. While not all of this information should be included within the body of the needs assessment document, this detail can be provided in an appendix. This is the first task to complete as you prepare this assignment.

Drawing from your discussion posts in Unit 2 and the responses you received, create Appendix: Program Stakeholder Analysis before beginning the rest of the assignment:

  • Describe all program participants and other stakeholders. Include all who could be involved at any level, including direct participants, administrators, and other program stakeholders. What are their roles and functions?
  • Detail how you would plan to facilitate communication and collaboration with stakeholders.
  • Describe what you think the answers to the following would be for each of the stakeholders you identified. Note: While actually talking to stakeholders is beyond the scope of this assignment, in an actual program evaluation it would extremely important for you consult with them.
    • What are their desired outcomes from the program?
    • What risks or unfavorable outcomes might they be concerned about?
    • Might there be any possible conflicts of interest among different types of stakeholders?
  • Describe the interpersonal or political considerations you would take into account to ensure that your program evaluation would be effective and appreciated by your stakeholders.

Needs Assessment Document

Use the template linked in Resources to help you format your assignment.

Title Page: The following information should be included on the title page: Heading with page number, Needs Analysis for Proposed Evaluation of [Program Name], Author, Capella University, PSY8763: Program Evaluation, Date, Instructor.

  • Follow current APA format per the template. Additional APA support can be found on the Capella Writing Center (links in Resources).

Introduction: Enter the title at the top of the first page, and begin your introduction two spaces beneath your title. (In APA format, the word Introduction is not used as a heading.) In your own words, generally summarize the program, its history, and the need for the evaluation that you propose. Keep in mind that this brief section will create your readers’ first impression of your proposal, so it should be as readable and compelling as possible.

Under the heading Program Participants:

  • Describe all the direct participants in the program. What are their roles and functions?

Under the heading Program Outcomes:

  • Describe the needs that the program was created to address. (If need be, infer plausible details.)
  • Analyze what the desired benefits of the program would be for each type of program participant. How could each of these outcomes be measured?
  • Describe any risks or possible unfavorable outcomes that might result from the program. How could the importance or likelihood of these be assessed?

Under the heading Program Procedures:

  • Analyze the procedures that you think would be required to run this program. You may elect to use a logic model diagram to clarify the processes. (Note that while you have latitude in this assignment to make educated guesses about program details, in actual professional practice you must be rigorous in only including verifiable facts.)

Under the heading Proposed Program Evaluation:

  • Drawing from your previous analysis of the program and all its stakeholders, determine what should be the focus and desired outcomes of your proposed evaluation. In other words, what questions do you seek to answer about the program, and how do you think these answers can be used to justify or improve the program?

Under the heading Cost-Benefit Analysis of Proposed Program Evaluation:

  • Project reasonable costs and benefits of the proposed program evaluation.

Under the heading Ethical Considerations:

  • Analyze any ethical concerns that should be considered in the proposed needs analysis or in the program itself. Relate these concerns to the ethical standards and information on the IRB provided in Unit 4 studies.

Under the heading Conclusion:

  • Summarize your proposal and make a compelling appeal for its implementation.

Attach the Appendix: Program Stakeholder Analysis.

Throughout this assignment, make use of specific concepts, ideas, and program evaluation terminology presented in the course. Support your ideas with relevant references, citations, and empirical research. Be sure to conform to APA style and formatting guidelines and include a list of references.

Avoid use of direct quotations—these are not counted in the length of your assignment. Paraphrasing is much preferred because it demonstrates your mastery of the subject.

It is recommended that you read the scoring guide for this assignment to understand how your work will be assessed.

Assignment Requirements

  • References: Use a minimum of three recent (within the last six years) sources.
  • Length: 6–10 double-spaced content pages excluding cover page, references, and any quotations.
  • Font: 12-point Times New Roman.
  • Format: Use current APA style and formatting guidelines.