Please respond to all 3 of my classmates with references 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 resource on your own before you bid. Main references come from Murray, C., Pope, A., & Willis, B. (2017) and/or American Psychological Association (2014). You need to have scholarly support for any claim of fact or recommendation regarding treatment. Please respond to all 3 of my classmates with references separately. You need to have scholarly support for any claim of fact or recommendation like peer-reviewed, professional scholarly journals.

Expectation:

Responses to peers. Note that this is measured by both the quantity and quality of your posts. Does your post contribute to continuing the discussion? Are your ideas supported with citations from the learning resources and other scholarly sources? Note, that although it is often helpful and important to provide one or two sentence responses thanking somebody or supporting them or commiserating with them, those types of responses do not always further the discussion as much as they check in with the author. Such responses are appropriate and encouraged; however, they should be considered supplemental to more substantive responses, not sufficient by themselves.

Read a your colleagues’ postings. Respond to your colleagues’ postings.

Respond in one or more of the following ways:

· Ask a probing question.

· Share an insight gained from having read your colleague’s posting.

· Offer and support an opinion.

· Validate an idea with your own experience.

· Make a suggestion.

· Expand on your colleague’s posting.

1. Classmate (C. Rod)

Throughout our lives, our sexuality is a process and it begins at birth. During adolescence is when sexual curiosity peaks and experimentation and relationships begin ( Murray, Pope & Willis, 2017). It is every parents’ nightmare when their child begins to become sexually active and for Jim and Helen, their 14-year-old daughter Juliette has started (Laureate Education, 2011). Helen discovered this information by evading her daughter’s privacy. Helen blames Scott’s parents for lack of rules, not supervising the young couple and their emotional distance.

Two specific issues from this scenario

The parents have decided to seek counseling for guidance on how to address their daughter’s recent sexual activity. They are concerned with their daughter’s mental and physical health. Although Helen and Jim agree that something needs to happen to stop the behavior however, they can not agree on how to approach because of how they found out.  Another presenting issue is due to the recent event it has caused tension between Jim and Helen, “been a rough and uncomfortable week with no clear road forward” (Laureate Education, 2011, 4:06) Not only does this couple need to come together for their daughter but remain united in something that has put distance between them.

Two strategies you might use to help these parents

The first thing I would do is validate Jim and Helen’s hesitation and uncertainty about addressing the matter and praise them for not ignoring the problem. It is common for parents to feel uncomfortable and anxious about how to communicate with their children about sex (Morawska, Walsh, Grabski & Fletcher, 2014). I want to bring the parents together and ease the tension that has been between them the last week.

During a child’s maturation of sexuality, their parents will take part in a vital role in their development. Unfortunately, few parents actually have the talk. Despite common misconceptions and fears, evidence has proven that more involvement and communication decrease risky sexual behaviors in adolescence (Morawska et al., 2014).  As previously stated the parents in this case do not know how to address the sexual activity with their daughter. I would ask each parent how comfortable are they with their sexuality. Referencing Table 2.3 sample questions for parents: (1) ” How do you communicate with your children about sex or sexuality?”  (2)” What values and beliefs do you want to communicate with your children?” (Murray, Pope & Willis, 2017, p. 43)

I would encourage Helen and Jim to be open to discussing sexuality with all their daughters. Providing open communication and support will help Juliette feel more comfortable talking to her parents about her sexual activity. Inform the parents that is is okay to acknowledge this is awkward but we need to have this talk. Juliette is at the age where she can understand the consequences such as STDs, and pregnancy and she needs to be provide education on these life changing risks. Right now the parents, especially Helen, is frustrated at the situation and placing blame on others for her daughter’s actions.

References

Laureate Education, Inc. (2011). Online snooping case study. Baltimore, MD: Author.

Morawska, A., Walsh, A., Grabski, M., & Fletcher, R. (2015). Parental confidence and preferences for communicating with their child about sexuality. Sex Education, 15(3), 235–248. Retrieved from the Walden Library databases.

Murray, C., Pope, A., & Willis, B. (2017). Sexuality counseling: Theory, research, and practice. Thousand Oaks, CA: Sage

2. Classmate (M. Neg)

Strategies

The parents, Jim and Helen, in the case study shared that they recently found out their daughter is sexually active but they are unsure how to address or handle the situation (Laureate Education, 2011). In order to help the parents come up with a way to have a discussion with their daughter about sex and sexuality understanding their comfort level is important. One strategy I would use as a sexuality counselor to help the parents effectively communicate with their child is to start by asking questions to see where their comfort levels are when it comes to topics of sex and sexuality. It is not uncommon for parents to feel uncomfortable when having to communicate with their children about sex (Morawska, Walsh, Grabski, & Fletcher, 2014). Asking certain questions and getting a better idea of the parents comfort level would allow the counselor to see areas where the parents need tools and support to properly communicate with their child. Based on how these questions are answered a plan can be made to help the parents feel more comfortable with having these types of discussions with their daughter.

Jim and Helen also shared that once they found out their daughter was sexually active they set strict rules to try to lessen the chance of her continuing those behaviors but recently found out their efforts did not work (Laureate Education, 2011). Since setting strict rules did not seem to help I believe building an open communication between the parents and daughter is necessary. Building open communication would allow for the parents to discuss possible outcomes to Juliette’s sexual behaviors such as pregnancy or STDs with her. It is clear that the strict rules placed on Juliette has only caused her to become more secretive instead of getting her to stop her sexual behaviors. Building trust and open communication could help Juliette better understand her parent’s concerns and be an opportunity for her to share how she feels about the situation as well while bringing attention to the consequences of her behaviors. Having this open communication could lessen Juliette’s secretive behavior and allow for there to be a discussion about what has taken place.

Issues

One issue to address would be Helen snooping through her daughters computer (Laureate Education, 2011). Although Juliette is underage so Helen should have access to Juliette’s social media and any online chats there should be a discussion that takes place about what is expected. In order to work on open communication trust has to be built but that cannot be done if snooping is taking place. A discussion should take place about what Helen found by snooping and then rules should be set. Helen should set rules for Juliette and let her know that she will be monitoring her social media so that Juliette is aware and knows what to expect moving forward.

Another issue that should be addressed is the consequences that can come from Juliette’s sexual behavior. It does not seem like there has been much or any discussion about sex education with Juliette based on what was shared in the video. Once comfort level has been built with the parents the counselor should encourage them to discuss further the possibilities and consequences that come with Juliette’s behaviors.

Resources

Laureate Education, Inc. (2011). Online snooping case study. Baltimore, MD: Author.

Morawska, A., Walsh, A., Grabski, M., & Fletcher, R. (2015). Parental confidence and preferences for communicating with their child about sexuality. Sex Education, 15(3), 235–248. Retrieved from the Walden Library databases.

3. Classmate (E. Mas)

Communication

As a sexuality counselor, there are various ways that I can assist the parents in the case study have better communication with their daughter. One of the ways that I could do this would be by discussing any previous sexuality related talks that they have had with their daughter. Murray, Pope, and Willis (2017) wrote that puberty sends a flood of hormones through the body to help adolescents move toward being physically, sexually mature. This would be a great communication point for the parents to discuss with their daughter, since she is going through a lot of hormonal and physical changes. Their daughter may not fully understand her new body, and a discussion about this could certainly shed some light on her maturation. Another strategy that I could introduce to the parents would be talking with their daughter in a way that builds trust. Since she was hiding this from them, it seems as though there is a lack of openness and trust within their relationship, so perhaps understanding better language to use with their daughter would be of benefit.

Issues

When adolescents become sexually active, there may be circumstances where there could be issues. For instance, the adolescent may not be having safe sex. Safe sex may look differently for some, and some methods may not be appropriate for others. However, it is typically important that if you child is having sex, that they are doing it safely. This could mean the parents needs to have a discussion with their child about the use of condoms, birth control, or other contraceptives. Another issue that may arise is if they are in their first relationship and having sex, and then they break up. Murray, Pope, and Willis (2017) state that sexual identity often does not have a smooth developmental process. Breaking up with someone whom you have been first intimate with can be extra upsetting to an adolescent. It is important to set the standard for what the potential outcome of this relationship will be, firmly and clearly, as to hopefully lessen their emotions, should the two seperate.

References

Murray, C., Pope, A., & Willis, B. (2017). Sexuality counseling: Theory, research, and practice.
Thousand Oaks, CA: Sage

Required Resources

· Course Text: Murray, C., Pope, A., & Willis, B. (2017). Sexuality counseling: Theory, research, and practice. Thousand Oaks, CA: Sage

· Chapter 5, “Lifespan Development and Sexuality”

· Article: Bloom, Z. D., & Dillman Taylor, D. (2015). New Problems in Today’s Technological Era: An Adlerian Case Example. Journal of Individual Psychology, 71(2), 163–173. Retrieved from the Walden Library databases.

· Article: Dick, B., & Ferguson, B. J. (2015). Health for the world’s adolescents: a second chance in the second decade. The Journal Of Adolescent Health: Official Publication Of The Society For Adolescent Medicine, 56(1), 3–6. Retrieved from the Walden Library databases.

· Article: Kerr, B. A., & Multon, K. D. (2015). The development of gender identity, gender roles, and gender relations in gifted students. Journal of Counseling and Development, (2), 183. Retrieved from the Walden Library databases.

· Article: Morawska, A., Walsh, A., Grabski, M., & Fletcher, R. (2015). Parental confidence and preferences for communicating with their child about sexuality. Sex Education, 15(3), 235–248. Retrieved from the Walden Library databases.

· Article: Sujita Kumar Kar, Ananya Choudhury, & Abhishek Pratap Singh. (2015). Understanding normal development of adolescent sexuality: A bumpy ride. Journal of Human Reproductive Sciences, Vol 8, Iss 2, Pp 70-74 (2015), (2), 70. Retrieved from the Walden Library databases.

Media

· Animated Case Study: Laureate Education, Inc. (2011). Online snooping case study. Baltimore, MD: Author.
Note: The approximate length of this media piece is 5 minutes.

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

·Examining the major assumptions within your chosen theory, are children actively involved in shaping their characters or are they passive creatures molded by parents, teachers, and other agents of society? 

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Prompt: Using what you have learned about various theorists in Module One, incorporate either Darwin, Freud, or Hall’s perspective and apply to the below questions. As you answer the questions, clarify your position regarding the theorist’s position you are taking in your answers. Keep in mind your answer should come from a developmental, ethical, and cultural perspective. Ethical implications should be drawn from the idea that while these theories are still relevant, they were devised during an era in which ethical standards were at a minimum.

Specifically, your paper should address the following:

·Drawing from the theory you chose to frame your answer, are children driven by inborn motives and instincts or, rather, are they products of their environments?

·Examining the major assumptions within your chosen theory, are children actively involved in shaping their characters or are they passive creatures molded by parents, teachers, and other agents of society?

·Examine how your chosen theoretical standpoint classifies children and adolescents that present with disorders.

Guidelines for Submission: Your paper must be submitted as a 3–5 page Microsoft Word document with double spacing, 12-point Times New Roman font, one-inch margins, and at least three sources cited in APA format.

 

Library Article: The Origin of Development and Psycho-Analysis: First and Second Lectures
This is a primary source written by Sigmund Freud on his theory of development.
You will use this article in this module’s short paper assignment.

Library Article: Darwin’s Idea of Mental Development
This article was written closer to Darwin’s era and contains a historical perspective. There are excerpts of Darwin’s writing in this article.
You will use this article in this module’s short paper assignment.

Library Article: Child Study at Clark University: An Impending New Step
Written by groundbreaking theorist G. Stanley Hall, this primary source discusses his view on developmental psychology.
You will use this article in this module’s short paper assignment.

What is experiential learning? (Links to an external site.)Links to an external site.”, as well as the required articles and text that addressed Constructivism, Social Constructisvism, and Behaviorism in the past week

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Comparing and Contrasting Theories of Learning

Prior to beginning this assignment, be sure to review the required materials for this week, the articles “Revisiting humanism as guiding principle for education: an excursion into Waldorf Pedagogy (Links to an external site.)Links to an external site.”, “The concept of learning in Waldorf Education (Links to an external site.)Links to an external site.”, and “What is experiential learning? (Links to an external site.)Links to an external site.”, as well as the required articles and text that addressed Constructivism, Social Constructisvism, and Behaviorism in the past week.  Also review any relevant Instructor Guidance. This guidance can be very helpful as it may include strategies that support your preferred learning.

For this written assignment, you will demonstrate your understanding of theoretical perspectives by creating a compare and contrast essay on a topic you select from the list below. This assignment will allow you to examine two or more different approaches to a given problem or different examples of a specific phenomenon. In this essay, you will analyze and explain a minimum of two similarities and two differences in the topics. You will also analyze and explain the essential connection between the subjects by justifying and making their comparison relevant and important.  For this essay, you should write for an audience of novice students of learning psychology. To create a lucid and well-developed essay in your own words, you should refrain from using quotations from your sources.

Choose one of the topics from the list below to compare and contrast:

Humanism vs. Behaviorism

Humanism vs. Social Constructivism

Constructivism vs. Behaviorism

Once you have made your choice, you will apply basic research to your project by taking some time to research and develop your expertise in the subject. This will aid you in the successful completion of this assignment. The research can be accomplished through reading online material or researching articles and e-books available from the Ashford University Library. You must utilize at least three scholarly sources, two of which must be from the Ashford University Library. (For assistance with finding resources in the Ashford University Library related to your subject, please see this tutorialPreview the document.)  For assistance in HOW to write a compare/contrast paper please click here (Links to an external site.)Links to an external site..

Writing the “Comparing and Contrasting Theories of Learning” Paper

The Paper:

Must be three to four double-spaced pages in length and formatted according to APA style as outlined in the Ashford Writing Center.

Must include a title page with the following:

Title of paper

Student’s name

Course name and number

Instructor’s name

Date submitted

Must begin with an introductory paragraph that has a succinct thesis statement. Visit the Ashford Writing Center to clarify how to create a strong thesis statement and what it helps you to accomplish. You may also use the Thesis Generator tool (Links to an external site.)Links to an external site..

Must address the topic of the paper with critical thought. For assistance with the critical thinking portion of the written assignment, please see the information included on the Critical Thinking Community website (Links to an external site.)Links to an external site..

Must end with a conclusion that reaffirms your thesis. The conclusion typically has two parts: the summary statement (one or two sentences that restate the thesis in a fresh way to reinforce the essay’s main idea) and the clincher (a final thought that creates a lasting impression for the reader).

Must use at least three scholarly sources, two of which must come from the Ashford University Library.

Must document all sources in APA style as outlined in the Ashford Writing Center.

Must include a separate reference page that is formatted according to APA style as outlined in the Ashford Writing Center.

Post the quote at the top of the paper, following the title line, as instructed above.   Use proper in-text citation techniques. Once the quote is presented, begin the body of the essay on the next line, as directed above.

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Critical Reflection

Step 1: Capture your topic.  Take a moment to think about what you identify as one of the most meaningful, relevant lesson presented in the course readings or supporting materials, for Weeks 1 and 2. Select a 1-2 sentence direct quotation from the applicable learning resources that references, in a germane way, the issue, idea or concept key to that lesson. This quote will become the prompt for your Critical Reflection paper. That is, it will be a focal point of your paper, representing what you identify as an important takeaway that you hope others in class will consider as a deeply important truth or lesson of this class.  To support deep reflections on the topic, and the writing of the paper, the quotation should be relevant to a topic you can tie directly to your own (or others’) experiences, observations, and critical reasoning.  It should also be something you are willing to think critically about and are willing to discuss through the writing of this paper.

Step 2: Write your reflection essay. Once you have identified the quotation prompt that will anchor your reflection, place it at the top of your paper, below the title.  Follow the quote by a line space.  On the next line begin the body of your paper.  In 300 to 400 words (organized in meaningful, well organized paragraphs) defend your belief that there is an important truth or lesson, relevant to this course, to be gleaned from this quotation. Essentially, your job is to clarify what the lesson to be learned is and to then strongly (and thoughtfully) defend why you think the lesson is vital.

To help you think about your topic and to write a well-organized essay, consider (and answer) these questions:

  • What truth or lesson is being communicated by this quote?
  • Why is this truth or lesson so important?
  • How do your, or other’s, experiences and observations relate to and support this truth or lesson?
  • In what ways does this lesson make logical sense to you?
  • In what ways does this lesson make emotional sense to you?
  • How might this lesson be relevant to your, or others’, life and career?
  • Why do some fail to live as if this truth or lesson were important?
  • Why might some suggest this truth or lesson is not important?
  • How would you defend the truth of this lesson from those who disagree and believe the lesson is not important?
  • What can we do (at an individual, community, or society) to make this truth or lesson better recognized or practiced?

In the writing of your essay, present your answer to these questions in a sequence of well-developed paragraphs (not bullet points).

You are encouraged to be creative in your reflections.  Your reflections may include, when pertinent, links to media, pictures, or other supporting resources.

Step 3: Write a Discussion Question that Would Prompt Further Dialog on the Topic. End your reflection essay with a line space and then post a single, relevant, provocative, open-ended question that you believe would prompt further debate and reflection by readers on the topic addressed in your essay.

Step 4: Give Your Reflection a Title.  Be sure to give your paper a relevant, catchy but professional title.  The title should be something creative that sparks other learners to want to read your reflection. Your title should be like a creative, but good headline.  The title should be placed at the top of Page 1 of the document.

Formatting

Prepare your Critical Reflection paper according to the following guidelines:

  • Structure your paper utilizing APA style; this includes headers, subheadings, in-text citations, reference page, and general paper format (1-inch margins, double-spaced, 12-point font, etc.). The title of the paper should be correctly placed at the top of the page.
  • Post the quote at the top of the paper, following the title line, as instructed above.   Use proper in-text citation techniques. Once the quote is presented, begin the body of the essay on the next line, as directed above.
  • At the end of your essay, insert a line break and then present your proposed discussion question.
  • Submit as a single document in either Microsoft Word, PDF, or RTF format.
  • Your final Critical Reflection essay should be approximately 300-400 words (excluding the quote  and the reference page)

Scoring:

  • Title: 2 points
  • Quote: 8 points
  • Critical Reflection: 20 points
  • Discussion Question: 10 points
  • Writing mechanics (grammar, spelling, formatting, references): 10 points

Due DateNov 3, 2020 7:30 AMAttachmentsCritical Reflection Sample (2).docx (20.14 KB)Download All FilesHide Rubrics

Rubric Name: Critical Reflection

This table lists criteria and criteria group name in the first column. The first row lists level names and includes scores if the rubric uses a numeric scoring method.ContentExceptionalExceeds ExpectationsMeets ExceptionsMeets Some ExpectationsNot DoneCriterion ScoreTitle2 points

Title is properly formatted, appropriate, and relevant. Creatively captures readers’ attention with strong potential to spark constructive dialog

1.7 points

Title is properly formatted, appropriate, and relevant.

Title is unique, with promise to draw a reader’s attention to read the reflection.

1.4 points

Title is properly formatted and appropriate; could be more creative or relevant.

1.1 points

Title may or may not be properly formatted; is direct and lacks a creative edge or lacks relevance.

0 points

Title is absent, irrelevant, inappropriate, or not done.

/ 2Quote8 points

Selected quote is appropriate,  relevant, and properly cited. Choice demonstrates skillful use of high-quality, credible, relevant sourcing to develop ideas that are appropriate for the subject matter under review.

6.8 points

Selected quote is appropriate, relevant, and properly cited. Choice demonstrates use of credible, relevant sourcing to support ideas that are situated within the subject matter under review.

5.6 points

Quote is appropriate; citation may contain errors; Choice demonstrates an attempt to use credible and/or relevant sourcing to support ideas that are appropriate for the subject matter under review.

4.4 points

Quote could be more appropriate for the subject matter under review.  Choice demonstrates an inconsistent attempt to use sourcing to support ideas; and, citation may contain errors.

0 points

Quote is absent, irrelevant, or inappropriate.

/ 8Critical Reflection20 points

Unique, clear thesis and supporting
arguments. Information is considered critically, stated clearly and described comprehensively; analysis delivers all relevant information to demonstrate higher order thinking and valuing.

17 points

Unique, clear thesis and supporting
arguments.  Information is considered critically, stated, described, and clarified so that understanding is not seriously impeded by omissions.

14 points

Thesis presented with supporting statements.  Information is considered critically, stated but description leaves some terms undefined, ambiguities unexplored, boundaries undetermined, and/or backgrounds unknown.

Analysis – minor  problems
with organization,
flow, higher order thinking and valuing.

11 points

Information is considered on the surface without critical analysis, stated without clarification or description.

0 points

Information is inaccurate or lacks attempt at critical analysis.

Not completed.

/ 20Discussion Question10 points

Single question is open-ended, thoughtful, and relevant. Question’s approach invites others to think deeply on the topic.

8.5 points

Single question is open-ended,
thoughtful, relevant.  Invites responses that may or may not tap into the depth of the topic.

7 points

Question is relevant, and open-ended, and could be more thoughtful.

5.5 points

Question is relevant, but not open-ended
(i.e., it is closed-ended). More than one question is posed.

0 points

Question is absent, irrelevant, or
inappropriate.

/ 10Writing Mechanics: Grammar, Spelling, Formatting10 points

Uses graceful language that skillfully communicates meaning with clarity and fluency; is virtually free of grammar, spelling, and formatting errors.

8.5 points

Uses straightforward language that generally conveys meaning; writing  (grammar, spelling, and formatting) has few errors

7 points

Uses language that generally conveys meaning but lacks clarity; writing (grammar, spelling, and formatting) includes some errors.

5.5 points

Uses language that sometimes impedes meaning because of errors in usage. Moderate issues with grammar,
spelling and formatting.

0 points

Pervasive language and usage errors prevent a meaningful understanding of writing.

/ 10Rubric Total ScoreTotal/ 50

Overall Score

Overall Score

Level 345 points minimum

Level 230 points minimum

Level 10 points minimum

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