Discuss the extent to which you agree or disagree with the content of each post. Be sure that you cite scientific evidence to support your views.

/in /by

Before completing this discussion, be sure to review Chapter 13 in your text, the “Suicide Prevention (Links to an external site.)Links to an external site.” article, and the Final Chapter video. After examining the research in human development presented in your required resources, complete the following discussion:   The number of deaths officially designated as suicide among young adults (15-24 years of age) has increased considerably (see the “Suicide Prevention (Links to an external site.)Links to an external site.” article).  Interpret the available statistics and describe the influences of family, culture, and environment as it pertains to the data.  Be sure to distinguish between suicide attempts and deaths attributed to suicide, and to report gender differences. Your initial post should address the following: •Discuss whether the available statistics accurately represent the evidence (e.g., can these statistics underreport the actual rates?).   •Describe at least two potential causes of suicide among teens according to the scientific literature. •Examine at least one feasible solution to the issue of suicide and discuss its effectiveness.      Your initial post must be at least 300 words and use a minimum of one scholarly source located in the Ashford University Library or on Google Scholar that is cited and referenced according to APA style, as outlined in the Ashford Writing Center to support your argument.

Guided Response: Review several of your classmates’ posts. Provide a substantive response to at least two of your peers in a minimum of 200 words. Discuss the extent to which you agree or disagree with the content of each post. Be sure that you cite scientific evidence to support your views.

Be sure to make connections between your ideas and conclusions and  the research, concepts, terms, and theory we are discussing this week.

/in /by

After reviewing the case below, choose two perspectives (neuroscience,  humanistic, cognitive, psychodynamic or behavioral) to create a short  dialogue between two psychologists discussing Sara’s behavior. Feel free  to be creative in your dialogue! Define your two chosen perspectives  and briefly discuss the differences of each approach. What was one  missing in your dialogue from the case that the other helped to explain?

 

Case
Sara is 35 year-old woman currently  struggling with increasing pressure at work and a recent divorce among  many other things in her life. At the urging of her friends and family,  she sought counseling and was diagnosed with Depression and Generalized  Anxiety Disorder. Sara has a tendency to worry excessively about her  children, money, friends, cat, and just about everything else where  other people might not find a reason to worry. At work, she has trouble  concentrating and is finding it difficult to perform at her best. Her  boss is putting more pressure on her to perform better and meet sales  goals for the quarter. In general, Sara feels like she is often on edge,  tense, exhausted and is very irritable, which has impacted her everyday  life. The amount of stress and anxiety Sara is experiencing in her life  is also contributing to her depression. She feels as though she is in a  vicious cycle she can’t escape.

When Sara was in middle school, her parents argued a lot and she  often heard them talking about divorce. In high school, Sara’s parents  finally followed through and divorced, which made Sara feel very alone  and not in control of her own life. She said that she still feels that  she is not in control, worries often, and can’t control how she feels,  despite her attempts.

Be sure to make connections between your ideas and conclusions and  the research, concepts, terms, and theory we are discussing this week.

Respond to a colleague by suggesting other advantages or disadvantages of the model for effective problem solving.

/in /by

Respond to a colleague by suggesting other advantages or disadvantages of the model for effective problem solving.

Colleague: Julie

There is an old saying about many hands making light work. This can be seen demonstrated in the concept of teamwork. It is commonly accepted that more can be accomplished through a group, than with a single person. There are many that find working with others difficult and these individuals prefer to work alone. The ability to work well with others at home, school, and in society, can be understood as social and emotional intelligence. Adults obtain social and emotional intelligence through the social and emotional learning they received during their maturation process (Van Velsor, 2009). There have been findings that support positive outcomes in adults that have developed social and emotional intelligence (Van Velsor, 2009). This makes evident the need to help children to develop social skills and prosocial behaviors. Children can develop social and emotional learning through participation in a task group.

The classroom is an ideal setting for a task group with the purpose of cultivating social and emotional intelligence. School children should not be limited to knowledge in academics alone. A well-rounded education should include social and emotional learning as a part of the curriculum. Social workers can work with teachers and develop the goal for the task groups (Van Velsor, 2009). The students in the task group can work together on an academic task while the social worker assists them with their collaboration. The social worker should help the task group with a balance between the content and the process of the group (Van Velsor, 2009). As the students work to complete the task, there will be many opportunities to develop socially. The social worker would model how to interact with others in the task group (Van Velsor, 2009). Team building exercises could be implemented to build cohesion in the task group (Van Velsor, 2009). This develops the process aspect of the group. Conflict is likely in a task group that includes children. The social worker can help mediate the conflict through providing problem solving strategies (Van Velsor, 2009). Conflict in a task group can provide another opportunity for the social worker to model skills in conflict resolution.

The model for effective problem solving is an example of a tool that can be used to address challenges. The model consists of the identification of a problem, the development of goals, gathering data, developing, selecting, and then implementing, a plan (Toseland & Rivas, 2017). Goal development in treatment groups are developed after the worker conducts individual assessments and then continue to be ongoing as goals are reformulated (Toseland & Rivas, 2017). Tasks groups are linked to the goals of an organization (Toseland & Rivas, 2017). The purpose of treatment groups is meeting the socioemotional needs of the group members (Toseland & Rivas, 2017). Specific goals are decided upon during the initial assessment process in treatment groups (Toseland & Rivas, 2017). In task groups, the goals are formed by the worker who is given a specific task from a sponsoring organization (Toseland & Rivas, 2017). Tasks groups can have a group-centered goal, common group goals, and individual goals (Toseland & Rivas, 2017).

Different types of data are gathered in treatment and task groups. In treatment groups, the worker should continually assess the intrapersonal, interpersonal, and environment, aspects of each of the group members (Toseland & Rivas, 2017). The workers in tasks groups will also assess these same aspects but not as comprehensively, and with a different focus (Toseland & Rivas, 2017). An example of the data a worker would gather could be related to the group member’s motivation for attending and expectation about achieving the group’s purpose (Toseland & Rivas, 2017).

Task groups address and solve problems. The six-step problem solving model is ideal for usage in task groups. The simple, specific, and comprehensive steps make this model advantageous to implement. Growth can occur as a result from application of this model. An example of a disadvantage is when group members have hidden agendas (Toseland & Rivas, 2017). This model could be effective with adults in the mental health population that needs guidance with their thought processes. It could also be used in group work to assist people with the group work collaboration needed to address a problem. It presents a clear model with a structured approach that I could use with a variety of populations.

References

Toseland, R. W., & Rivas, R. F. (2017). An introduction to group work practice (8th ed.). Boston, MA: Pearson.

Van Velsor, P. (2009). Task groups in the school setting: Promoting children’s social and emotional learning. Journal for

Specialists in Group Work, 34(3), 276-292.

Based on your previous answers, how do these sub-theories and frameworks affect your own learning success, past and future?

/in /by

Prior to engaging in this discussion, read Chapter 4: Cognition,  Learning, and the Environment in your required e-book, review the  article “Socially Situated Cognition in Perspective” and the Instructor  Guidance, and view the video What Are Schemas? (Links to an external site.)Links to an external site..

Cognition incorporates numerous variables that are suggested to  affect how we learn. For this discussion please address the following  theories that support this suggestion:

  • Evaluate and discuss the applicability of Piaget’s theory of  cognitive development. Why are developmental phases important to  consider when addressing how we learn?
  • How does effective schema development affect our ability to move knowledge (memories) from working memory to long-term memory?
    • How do the differing types of schema (Table 4.2: Types of  comprehension-associated schema in your required e-book) potentially  play differing roles? Why might one type of schema be harder for a  person to develop than another?
  • How does the term reciprocal determinism further explain the dynamic  of learning that is suggested to be affected by our environment?  (social learning theory and social cognitive theory)
  • Based on your previous answers, how do these sub-theories and frameworks affect your own learning success, past and future?

In a Word document, provide short answers to the statements below. Each answer should be 250-300 words in length.

  1. A screening is a type of assessment tool. Describe how and when a screening is used.
  2. Describe the legal and ethical parameters related to administering and interpreting assessment tools.
  3. Identify the sanctions and educational requirements for a professional to administer and interpret assessments as governed by your state as well as the guidelines of the American Counseling Association (ACA).