Describe one on-the-job activity, one mentoring, coaching, or feedback activity, and one classroom-based activity you would engage in to achieve your goal.

/in /by

For this Assignment, you will use the results of the leader assessments( Attached Below) from Week 1 to make inferences about the personality traits, cognitive abilities/skills, and aspects of emotional intelligence that you may need to develop to be successful in the leadership role you identified.

You also will create one SMART goal for developing one specific personality trait, cognitive ability/skill, or aspect of emotional intelligence; identify two learning activities for achieving your goal; and explain how you will assess your achievement of the goal.

To Prepare for this Assignment:

  • Review      this week’s Learning Resources. Recall how personality traits, cognitive      abilities and skills, and emotional intelligence contribute to effective      leadership.
  • Revisit      the results of the leader assessments you completed last week. Identify one personality trait, one cognitive ability or skill, and one aspect of      emotional intelligence you need to develop to be successful in the leadership role and organization you identified. Pay particular attention to the examples of goals, learning activities, and measurement strategies.
    • Read       the resource below (LeadershipDevelopmentResourceAid)  entitled SMART Criteria” and the chapter, “How to Set Development Goals.” Consider how to write leader development goals that are specific,       measurable, attainable, relevant, and timely. Then, write one SMART goal to further develop a specific personality trait, cognitive ability/skill,or aspect of emotional intelligence that you need to develop to be       successful in the leadership role and organization.
    • Peruse the other resources and identify one on-the-job activity, one mentoring, coaching, or feedback activity, and one classroom-based activity you would engage in to achieve your goal.
    • Find an article (peer reviewed) that relates to evaluating Leadership Development Programs.and consider the methods you would use and data you would collect to assess whether you achieved your goal. Be sure to focus       on Level 3 (Application and Implication) and 4 (Results or Business  impact) of the evaluation framework that is attached.

By Day 7

Submit a 1- to 2-page paper that addresses the following:

Based on the results of your assessments, identify one personality trait, one cognitive ability or skill, and one aspect of emotional intelligence you need to develop to be successful in the leadership role and organization you identified.

Create one SMART goal to further develop a specific personality trait, cognitive ability/skill, or aspect of emotional intelligence necessary for the leadership role.

Describe one on-the-job activity, one mentoring, coaching, or feedback activity, and one classroom-based activity you would engage in to achieve your goal.

Explain the methods you would use and data you would collect to assess whether you have achieved your development goal.

Case Study: Nicole Experiences School Phobia (Biopsychosocial)

/in /by

Case Study: Nicole Experiences School Phobia (Biopsychosocial)

Nicole is a 9-year-old Caucasian female who lives with her mother. Nicole’s father has never lived with the family and has not been in contact for many years. Nicole is a fourth-grade student at an urban elementary school and her mother works as an assistant at a veterinary hospital. Nicole and her mother moved to the city within the past year.

Presenting Problem: For the past several weeks, Nicole has increasingly refused to attend school. Initially, Nicole claimed illness in order to stay home, but lately has been tearfully refusing to go to school because she “wants to stay home” and is “scared to go back” to her classroom. Her mother has been forced to take time off from work, and occasionally enlists neighbors to stay with Nicole when she has to work. School officials are insisting that Nicole return to school immediately or begin a program of home tutoring.

Biological Factors: Nicole has always been an anxious child who had difficulty with separation and new experiences. While her mother is unaware of any family history of anxiety disorders, she claims that Nicole has seemed “edgy” and “fearful” from “day one.” Nicole’s diet is significant for her lack of appetite—excessive consumption of caffeine-rich cola beverages (approximately 6 cans per day)—and she also complains of sleep difficulties.

Psychological Factors: Nicole is deeply attached to her mother who works full time. Her mother finds it challenging to parent such a needy child. Nicole is beset by ongoing anxiety, particularly in response to separation experiences such as going to school and sleepovers at friends’ homes. She has numerous strengths, such as her high intellect, loving nature, and artistic skill. She has poor self-esteem, and is riddled with feelings of inadequacy.

Social Factors: Nicole lives and attends school in an urban environment. Having moved to the city only recently, Nicole and her mother feel relatively isolated and feel tentative in a big city with significant crime and hustle-bustle. Nicole’s relatives all live in distant cities, and her mother’s work demands have limited their ability to make social or community connections.

Biopsychosocial Formulation and Plan: Nicole, who may or may not have a biological tendency toward anxiety, is certainly not benefiting from the high levels of caffeine she is consuming. Caffeine may be contributing to some degree to her sleeplessness, low appetite, and possibly even her anxiety. Most prominent, however, appears to be Nicole’s sense of isolation in a new and intimidating environment and her necessary dependence on her single, full-time working mother. By staying home from school, Nicole (perhaps unconsciously) succeeds in securing her mother’s presence, or at least the attention of a neighbor. Nicole’s school refusal may be inadvertently reinforced by the companionship and attention of her mother and neighbors, as well as by relief from the more challenging aspects of getting to school on public transportation and contending with school demands. The lack of a secure social support network appears to be enhancing her dependency on her mother and generating fearfulness and school refusal.

Treatment should progress in a number of ways. First, a behavioral program should be instituted whereby shaping is utilized to gradually reinforce Nicole’s reentry to school. For example, Nicole’s mother could spend the first hour of her school day during her first week back at school, then only the first 30 minutes, then merely accompany her to school, and so forth. Nicole’s successes could be reinforced by special time with her mother, enjoyable experiences with friends, or other desirable incentives. This behavioral plan should be augmented by some supportive psychotherapy to help Nicole express her fears and dependency needs, both verbally and through nonverbal means such as play and drawing. Efforts should also be encouraged for the family to extend their social network, and consultation could be provided to determine available resources and strategies. Nicole’s participation in activities (such as group art projects), which can enhance her sense of esteem and competence, would also be beneficial. Finally, all caffeine should be eliminated from Nicole’s diet

Dedicate 1 sub-heading to each of the case questions immediately following the case. First, restate the question and then fully answer.

/in /by

The course project is done as a team. Each team member will have 3 cases in each of the assignments to do individually and the team will then bring their individual cases together and create a joint narrated power point presentation. The individual cases will be done an APA word document that includes all of the cases from each student on the team for that assignment. These will be individually graded. The presentations will be completed as team and present results based on the case analysis done by each student. To receive credit, each student must submit the paper and presentation even though this should be identical for each student on the team.

The cases used are at the end of every chapter. Each case also has case questions which must be addressed. To best understand the cases read “Guide to Reading Cases” on pages x to xii in the textbook.

The teams will be formed in week 1. Students will include their time zones so the professor can form teams by time zone for online students. This is not necessary for onsite.

The course project has 3 assignments due in weeks 4, 6 and 8. These are all very similar except for the assigned chapters and also in week 8 a reflection component has been added.

Week 4 Course Project Assignment (150 points)

Your professor should have formed you in teams of 3-4 students in week 1. This group assignment will consist of an APA format paper and a narrated Power Point.

Group Paper- Each student will choose three cases, each from a different chapter, from the readings in weeks 1 through 2 (Chapters 1, 2, 3, 4, 5 and 6). No students on a team will choose the same cases and there should be no duplicate cases. Each student will write their own portion of the paper that includes 3 case analysis. The paper should be divided into sections where each students work is under a heading with their name on it and then subheadings for each of the 3 cases chosen by the student. A common Reference page will be used for all. (100 points)

  • Your responses should be well-rounded and analytical, and should not just provide a conclusion or an opinion without explaining the reason for the choice. For full credit, you need to use the material from the week’s lectures, text and/or discussions when responding to the questions.
  • Utilize the case format below:
  1. Read and understand the case. Show your Analysis and Reasoning and make it clear you understand the material. Be sure to incorporate the concepts of the chapter we are studying to show your reasoning. Dedicate at least one sub-heading to each following outline topic:

Facts [Summarize only those facts critical to the outcome of the case]

Issue [Note the central question or questions on which the case turns]

Explain the applicable law(s). Use the textbook here. The law should come from the same chapter as the case. Be sure to use citations from the textbook including page numbers.

Holding [How did the court resolve the issue(s)? Who won?]

Reasoning [Explain the logic that supported the court’s decision]

  1. Dedicate 1 sub-heading to each of the case questions immediately following the case. First, restate the question and then fully answer.
  2. Wrap up with a Conclusion. This should summarize the key aspects of the decision and also your recommendations on the court’s ruling.
  3. Include citations and a reference page with your sources. Use APA style citations and references.

Group Presentation– The group will meet and create a team presentation using narrated power point (or live for onsite classes). This will be a summary in order to contrast and compare the various cases selected by all team members and the law applied. Each student should participate in about 5 minutes of the Narrated Power Point. (50 points)

Paper Rubric (Each student graded separately.

Category Points Description

Summary 25 Paper is clear and fully contains the facts, issues, applicable law, holding, reasoning and conclusion Analysis 15 The presentation contains wellrounded and analytical, and should not just provide a conclusion or an opinion without explaining the reason for the choice. Research 15 Incorporate the concepts of the chapter we are studying

Case Questions 30 Dedicates 1 subheading to each of the case questions immediately following the case. Restates the question and then fully answers.

APA 15 Includes citations and a reference page with your sources. Use APA style citations and references.

Total Point Value 100 A quality presentation will meet or exceed all of the above requirements.

Presentation Rubric

Category Points Description

Presentation Quality 25 Presentation is clear, concise, professional, and easy to follow along with. Slides, if used, are not busy. Use of extraneous graphics/clip art is minimal. Presentation template does not distract from information being presented. Creativity is a plus in the quality of the presentation.

Analysis 5 The presentation contains wellrounded and analytical, and should not just provide a conclusion or an opinion without explaining the reason for the choice. Research 5 Incorporate the concepts of the chapters we are studying

Timing 5 Presentation is delivered for the time specified.

Project Format 5 Presentation contains no spelling, grammar, typographical or formatting errors, graphics and charts are clear and legible. Writing quality is excellent – clear, organized and professional.

Total Point Value 50 A quality presentation will meet or exceed all of the above requirements.

Week 6 Course Project Assignment (150 points)

Your professor should have formed you in teams of 3-4 students in week 1. This group assignment will consist of an APA format paper and a narrated Power Point.

Group Paper- Each student will choose three cases, each from a different chapter, from the readings in weeks 3 and 4 (Chapters 7, 8, 9, 10, 11, and 12). No students on a team will choose the same cases and there should be no duplicate cases. Each student will write their own portion of the paper that includes 3 case analysis. The paper should be divided into sections where each students work is under a heading with their name on it and then subheadings for each of the 3 cases chosen by the student. A common Reference page will be used for all. (100 points)

  • Your responses should be well-rounded and analytical, and should not just provide a conclusion or an opinion without explaining the reason for the choice. For full credit, you need to use the material from the week’s lectures, text and/or discussions when responding to the questions.
  • Utilize the case format below:
  1. Read and understand the case. Show your Analysis and Reasoning and make it clear you understand the material. Be sure to incorporate the concepts of the chapter we are studying to show your reasoning. Dedicate at least one subheading to each following outline topic:

Facts [Summarize only those facts critical to the outcome of the case]

Issue [Note the central question or questions on which the case turns]

Explain the applicable law(s). Use the textbook here. The law should come from the same chapter as the case. Be sure to use citations from the textbook including page numbers.

Holding [How did the court resolve the issue(s)? Who won?]

Reasoning [Explain the logic that supported the court’s decision]

  1. Dedicate 1 subheading to each of the case questions immediately following the case. First, restate the question and then fully answer.
  2. Wrap up with a Conclusion. This should summarize the key aspects of the decision and also your recommendations on the court’s ruling.
  3. Include citations and a reference page with your sources. Use APA style citations and references.

Group Presentation– The group will meet and create a team presentation using narrated power point (or live for onsite classes). This will be a summary in order to contrast and compare the various cases selected by all team members and the law applied. Each student should participate in about 5 minutes of the Narrated Power Point. (50 points)

Paper Rubric (Each student graded separately.

Category Points Description

Summary 25 Paper is clear and fully contains the facts, issues, applicable law, holding, reasoning and conclusion Analysis 15 The presentation contains wellrounded and analytical, and should not just provide a conclusion or an opinion without explaining the reason for the choice. Research 15 Incorporate the concepts of the chapter we are studying

Case Questions 30 Dedicates 1 subheading to each of the case questions immediately following the case. Restates the question and then fully answers.

APA 15 Includes citations and a reference page with your sources. Use APA style citations and references.

Total Point Value 100 A quality presentation will meet or exceed all of the above requirements.

Presentation Rubric

Category Points Description

Presentation Quality 25 Presentation is clear, concise, professional, and easy to follow along with. Slides, if used, are not busy. Use of extraneous graphics/clip art is minimal. Presentation template does not distract from information being presented. Creativity is a plus in the quality of the presentation.

Analysis 5 The presentation contains wellrounded and analytical, and should not just provide a conclusion or an opinion without explaining the reason for the choice. Research 5 Incorporate the concepts of the chapters we are studying

Timing 5 Presentation is delivered for the time specified.

Project Format 5 Presentation contains no spelling, grammar, typographical or formatting errors, graphics and charts are clear and legible. Writing quality is excellent – clear, organized and professional.

Total Point Value 50 A quality presentation will meet or exceed all of the above requirements.

Week 8 Course Project Assignment (180 points)

Your professor should have formed you in teams of 3-4 students in week 1. This group assignment will consist of an APA format paper and a narrated Power Point.

Group Paper- Each student will choose three cases, each from a different chapter, from the readings in weeks 5, 6 and 7 (Chapters 13, 14, 15 and 16). No students on a team will choose the same cases and there should be no duplicate cases. Each student will write their own portion of the paper that includes 3 case analysis. The paper should be divided into sections where each students work is under a heading with their name on it and then subheadings for each of the 3 cases chosen by the student. A common Reference page will be used for all. (100 points)

  • Your responses should be well-rounded and analytical, and should not just provide a conclusion or an opinion without explaining the reason for the choice. For full credit, you need to use the material from the week’s lectures, text and/or discussions when responding to the questions.
  • Utilize the case format below:
  1. Read and understand the case. Show your Analysis and Reasoning and make it clear you understand the material. Be sure to incorporate the concepts of the chapter we are studying to show your reasoning. Dedicate at least one sub-heading to each following outline topic:

Facts [Summarize only those facts critical to the outcome of the case]

Issue [Note the central question or questions on which the case turns]

Explain the applicable law(s). Use the textbook here. The law should come from the same chapter as the case. Be sure to use citations from the textbook including page numbers.

Holding [How did the court resolve the issue(s)? Who won?]

Reasoning [Explain the logic that supported the court’s decision]

  1. Dedicate 1 sub-heading to each of the case questions immediately following the case. First, restate the question and then fully answer.
  2. Wrap up with a Conclusion. This should summarize the key aspects of the decision and also your recommendations on the court’s ruling.
  3. Include citations and a reference page with your sources. Use APA style citations and references.

Group Presentation– The group will meet and create a team presentation using narrated power point (or live for onsite classes). This will be a summary in order to contrast and compare the various cases selected by all team members and the law applied. Each student should participate in about 5 minutes of the Narrated Power Point.

For this week also include a reflection section from each student in the presentation. This portion should be between 2 and 4 minutes in length per student. This should cover all of the work in this course. Students must address specific cases or concepts with citations. This section should not be shallow but show some deep reflective thought to receive full credit. (80 points).

Paper Rubric (Each student graded separately.

Category Points Description

Summary 25 Paper is clear and fully contains the facts, issues, applicable law, holding, reasoning and conclusion Analysis 15 The presentation contains wellrounded and analytical, and should not just provide a conclusion or an opinion without explaining the reason for the choice. Research 15 Incorporate the concepts of the chapter we are studying

Case Questions 30 1Dedicates 1 subheading to each of the case questions immediately following the case. Restates the question and then fully answers.

APA 15 Includes citations and a reference page with your sources. Use APA style citations and references.

Total Point Value 100 A quality presentation will meet or exceed all of the above requirements.

Presentation Rubric

Category Points Description

Presentation Quality 25 Presentation is clear, concise, professional, and easy to follow along with. Slides, if used, are not busy. Use of extraneous graphics/clip art is minimal. Presentation template does not distract from information being presented. Creativity is a plus in the quality of the presentation.

Analysis 5 The presentation contains wellrounded and analytical, and should not just provide a conclusion or an opinion without explaining the reason for the choice. Research 5 Incorporate the concepts of the chapters we are studying

Timing 5 Presentation is delivered for the time specified.

Project Format 5 Presentation contains no spelling, grammar, typographical or formatting errors, graphics and charts are clear and legible. Writing quality is excellent – clear, organized and professional.

Reflection 50  This portion should be between 2 and 4 minutes in length per student. This should cover all of the work in this course. Students must address specific cases or concepts with citations. This section should not be shallow but show some deep reflective thought to receive full credit.

Total Point Value 100 A quality presentation will meet or exceed all of the above requirements.

PreviousNext
Kiera: Chapter 2 Case 3, Chapter 3 Case 3 and Chapter 4 Case 1.

Explain which particular free-format self-report measure (e.g., select from projective measures, associative lists,) you would prefer to administer if you were a researcher, and explain why.

/in /by

 

Self-report measures are widely used for data collection for psychological studies. There are two types of self-report measures: free-format and fixed-format. If you are designing a study involving math anxiety among freshman high school students, you could ask them to freely express their thoughts and feelings about math anxiety and you could record the responses exactly as given. Or, you could present students with a set of questions to measure their levels of math anxiety in which they select their answers from a given list of options. What could be the benefits and challenges in using each of these formats? You need to be able to answer such questions before you decide on a format for your study.

For this Assignment, you compare free-format and fixed-format self-report measures.

To prepare:

  • Review Chapter 4 from the course text.

The Assignment (1 page):

Respond to the following:

  • Explain which particular free-format self-report measure (e.g., select from projective measures, associative lists,) you would prefer to administer if you were a researcher, and explain why. Would you prefer a different one if you were a participant in the study? Explain.
  • Explain which particular fixed-format self-report measure (e.g. Likert type scale, semantic differential) you would prefer to administer if you were a researcher, and explain why. Would you prefer a different one if you were a participant in the study? Explain.

Note: Support the responses within your Assignment with evidence from the assigned Learning Resources. Provide a reference list for resources you used for this Assignment.

By Day 7

Submit your Assignment.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

  • Please save your Assignment using the naming convention “WK3Assgn+last name+first initial.(extension)” as the name.
  • Click the Week 3 Assignment Rubric to review the Grading Criteria for the Assignment.
  • Click the Week 3 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.
  • Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK3Assgn+last name+first initial.(extension)” and click Open.
  • If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
  • Click on the Submit button to complete your submission.