Analyze the 4 common elements in most human disturbance according to Kelly (threat, fear, anxiety, and guilt). Compare each of these constructs with what Scripture says regarding these particular elements.

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Essay Instructions

The Essay assignments occur in Module 2, Module 4, Module 6 and Module 8. Each essay should be in APA format and should discuss the required prompt. This assignment does not require a Title page or Abstract page, but does require a Reference page and in-text citations.

Each essay will review a different topic from the text and will also link each topic with Scripture. Each essay should have a word count of at least 500 words.

Using the Jerry Falwell Library, select two full-text, scholarly (peer-reviewed) journal articles that directly relate to the topic for each essay. The textbook may be used, but does not count toward the two required scholarly references.

Essay Topics

Module 2: Examine Adler’s 3 safeguarding tendencies in the text. Select 1 of the tendencies and compare that tendency with instances of safeguarding that you find in Scripture. Demonstrate how that situation would have been improved if safeguarding tendencies were not used.

Module 4: Identify Maslow’s 5 basic assumptions regarding motivation as well as Maslow’s Heirarchy of Needs. Discuss each assumption and hierarchy level. Include specific examples from Scripture regarding motivation.

Module 6: Review the section in Chapter 13 titled “In Search of the Big Five” (pgs. 381 – 392) as well as the article “Big Five Personality Factors and Facets as Predictors of Openness to Diversity” (Han & Pistole, 2017). Select one of the Five-Factors and discuss how this factor relates to an open attitude toward diversity as related to Costa and McCrae’s Five-Factor Model of Personality?

Module 8: Analyze the 4 common elements in most human disturbance according to Kelly (threat, fear, anxiety, and guilt). Compare each of these constructs with what Scripture says regarding these particular elements.

Selecting Appropriate Journal Articles

If you need assistance finding scholarly journal articles, click here to learn how to navigate through the Jerry Falwell Library.

When searching Liberty University’s online library, from the Jerry Falwell Library home page, select “Advanced Search” and be sure to select the appropriate dates (within the last 7 years).  Under Show Only select the following: “Items with full text online”, “Scholarly materials, including peer-reviewed.” Under Exclude from results: select all three options. To find useful articles, narrow the search by selecting, keywords or phrases to use as your search parameters.

The articles researched must be from scholarly journals. It is preferred that the journal have the word “Journal” in the title (Journal of Marriage and Family, etc.). Ideally, each journal that you review should have a Methods section as well as Data, Results, and Conclusion sections, but these sections are not required. Please note: You may not use book reviews, magazine articles, or online articles that have not been published in scholarly journals.

Develop accurate written communication and thoughts that convey the overall goals of the project and do not detract from the overall message.

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Research on Counselor and Client Safety

 

1.      Locate a minimum of two current scholarly articles (published within the last 15 years) from the professional literature that address counselor safety and two articles that address client safety in crisis situations, for a total of four articles. Tip: You may need to look at multiple disciplines, such as counseling, social work, emergency and crisis journals, and so on.

 

2.      Evaluate the key points of the articles in your own words, such as the author’s recommendations, and describe the issues related to counselor and client safety.

 

3.      Evaluate the key elements of the risks to counselor and client safety associated with the types of crises you may work with in your community. Key elements of risk are discussed throughout crisis assessment in your textbook, such as assessing for lethality, determining if mental instability is present, or if substance use is involved. Chapter 6 is particularly helpful in the assessment process of a telephone or distance counseling client or a severely disturbed caller.

Note: A template for your APA formatted paper is included in the assignment Resources. Please use the template to present the assignment criteria in an organized way. The headings guide you to the criteria, and the details that are included describe what is necessary to complete the assignment to a Distinguished degree.

Assignment Requirements

·         Content: Prepare a comprehensive paper that includes all sections described above.

·         Components: The paper must include a title page, abstract, and reference list.

·         Written communication: Develop accurate written communication and thoughts that convey the overall goals of the project and do not detract from the overall message.

·         APA formatting: Resources and citations are formatted according to APA (6th Edition) style and formatting.

·         Number of pages: The body of the paper should fall within 4–6 pages, excluding the title page, abstract, and reference list.

·         Number of resources: Minimum of 4 current resources, published within the last 15 years.

·         Font and font size: Times New Roman, 12-point

Imagine you were conducting research on the relationship between academic performance (e.g., better grades) and different levels of loudness of music (interval scale) while studying. How would you design the study using a correlational design?

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Imagine you were conducting research on the relationship between academic performance (e.g., better grades) and different levels of loudness of music (interval scale) while studying.

  • How would you design the study using a correlational design?
  • How would you design the study using a quasi-experimental design?
  • How would you design the study using an experimental design?

Grading CriteriaMaximum PointsQuality of initial posting, including fulfillment of assignment instructions16Quality of responses to classmates12frequency of responses to classmates4Reference to supporting readings and other materials4Language and grammar4Total:40

Class,

A few issues to keep in mind here:  In order to perform a correlational design you would need *quantitative* variables: if when one variable increases, the other also increases, then the correlation between the two is positive: That is, they vary together.  If when one variable increases, the other decreases, then the correlation between the two is negative: They vary together, but in opposite directions.  If the variables are not related–that is, if when one variable increases, you don’t have any information about the behavior of the other variable, then you have a zero correlation.  Here

http://www.statsoft.com/textbook/basic-statistics/#Correlations

is one resource that folks might find helpful for some additional information on using and interpreting correlations.

Also, for experimental designs, you’re trying to assess whether or not there is a causal relationship between two variables.  For instance, does a change in X cause a change in Y?  In our experiment, we would want to manipulate the independent variable X (if X is music, we would specify different types of music), and then randomly assign participants to the different levels of X (types of music), and then see if there is a change in the dependent variable Y, whilst holding all other possible variables constant.  Here

http://www.socialresearchmethods.net/kb/desexper.php

is another resource that folks might find useful as you think more about experiments in this context.  Hope this helps!

 Discuss the next steps (intervention plans, referral for further evaluation, etc.) that you would take after connecting with the child’s family about their strengths and areas of need. Make sure to explain how these next steps align with the instructional objectives you created.

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Assessment PortfolioFocus of the Final Project:
As you have learned throughout this course, assessments are used for many purposes. As professionals working with children, we must look at assessment as a driving force behind planning instruction, maximizing growth and development, and developing goals for children in our care. We must begin to understand the relationship between how children are assessed and how assessment data is used. This is a multistep process of gathering data, determining goals for instruction, and then implementing those goals into our work with children. For this Final Project, you will develop a partial portfolio for the child you observed, and, with that information, you will develop instructional goals for that child. This assignment has three parts:

Step 1 (5 points): The first part of this assignment requires you to develop a cohesive statement of purpose, which will serve as the introduction to this assignment. Using information gained from all five weeks of this course you will provide an overview of assessment and state how it applies specifically to your future work with children.

Your statement of purpose must include the following:The purpose of assessment.How you will utilize assessment when working with children. Make sure to include how this plan for utilizing assessment aligns with your future work.How you can use assessment to document children’s work.How will you use children’s interests and ideas when assessing.How you will use assessment to differentiate instruction and intervention for children who may have a special need. Refer back to your Week Three Assignment to assist with this.Step 2 (5 points): The second part of this assignment requires you to create an assessment portfolio for the child you have been working with. It is imperative to maintain the confidentiality of the child you are working with, so make sure to only include the child’s first name. For this assessment portfolio:Describe the child that you are creating this portfolio for. Include, in paragraph form, the information you provided to your instructor in the week 1 learning activity (remember not to include any identifying information about the child (e.g. last name).Observe the child you have been working with using the screening document “Developmental Checklists Birth to FivePreview the documentView in a new window” from The Early Childhood Direction Center. Make sure to use the appropriate age range for the child.After completing the Developmental Checklists Birth to FivePreview the documentView in a new window, create a diagnostic activity for the developmental area where the child scored the lowest. Make sure to include a statement explaining the purpose of the assessment.You will also need the information you compiled on this child from the Week Two Observation Assignment. (Be sure to make any changes recommended by your instructor.) This includes both observation forms: Running Record or Anecdotal Record and Time Sampling or Event Sampling forms.Step 3 (15 points): The final part of this assignment requires you to create developmentally appropriate instructional goals for this child (based on the age of the child you are working with and all of the data you have gathered).5 points: Create at least three objectives (goals) for each developmental domain: cognitive, physical, social and emotional, and language for a total 12 objectives. If you need assistance with how to create effective learning objectives, please view the Objectives section of the ECE/CD Lesson Planning Handbook that is available with your Constellation materials for the course or review section 7.1 of the course text. Along with each objective, provide a corresponding classroom activity that will be used to help this child reach this objective.5 points: You will also create a recommendation plan, which you will share with the child’s family, for helping this child to continue with his or her growth and development at home. Summarize how you will communicate with families about the assessments and the information gained from them. Your summary should include how you will connect with the family as well as the type of information you will share with the family. Refer back to your Week One Discussion Two, Week Three Discussion One, Week 4 Discussion One and Week 5 Discussion 2 for ideas to use in your summary.Identify three activities that the families of this child can work on at home. Include instructions for completing each of the activities.5 points: Discuss the next steps (intervention plans, referral for further evaluation, etc.) that you would take after connecting with the child’s family about their strengths and areas of need. Make sure to explain how these next steps align with the instructional objectives you created. This part of the assignment should be at least a page in length.Written ExpectationsContent Development (.5 points): Use appropriate and pertinent content to address ideas within the context of the discipline, shaping the work as a whole.Context and Purpose for Writing (.5 points): Demonstrates application of organization and presentation of content. The writing is should be clear and easy to understand.Assignment Length (.5 points): Your written paper must be at least ten pages (not including title and reference pages); Along with your paper, you must include both observation forms and your title and reference page as one document. Make sure to include a table of contents so that each component of the assignment is easy to locate.Title Page: Inclusion of a separate title page with the following: Title of presentationStudent’s nameCourse name and numberInstructor’s nameDate submittedSource Requirement (.5 Points): Reference three scholarly sources in addition to the text. All sources included in the reference list must be cited in the portfolio.APA Formatting (.5 Points): Use APA formatting consistently throughout the assignment, which includes citations in the body of the assignment, the title page, and references list as outlined in the Ashford Writing Center (Links to an external site.)Links to an external site..Syntax and Mechanics (.5 Points): Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar.