Discuss at least one thing not mentioned in the case study that could be an additional risk factor or protective factor for Aaliyah.

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Risk Factors and Protective Factors

Drug use is found among all ages, genders, races,  socioeconomic statuses, educational levels, and cultures. Throughout the  course, you will follow the story of Aaliyah where you will apply the  concepts you learn. In this module, you will meet Aaliyah and get to  know her current situation.

 

Case Study Analysis—Part I

Aaliyah is a 25-year-old, single, Caucasian woman, w

ho lives in an apartment with a friend. She moved out

of her parents’ house at 18, after completing high school

, to remove herself from her father’s alcohol use.

Aaliyah smokes cigarettes and drinks alcohol occasionally.

She is dissatisfied with her current job. She works full

time as an administrative assistant at a contracting

company, but she is ready for a career change. Aaliyah has decided to return to school to pursue a degree

in criminal justice. She will be working and taking classes

at the same time, fitting her school schedule

around her work schedule.

During her first session of school, Aaliyah notices that s

he is having difficulty staying awake to complete her

schoolwork at night after a full workday. She does not w

ant her grades to fall, as her education is very

important to her. However, she cannot

afford to reduce her work hours.

Her roommate makes coffee at night to help her stay aw

ake. Soon, Aaliyah is drinking three or more cups

of coffee a night to help her stay awake to complete her schoolwork.

Analyze the case study and review your readings. Respond to the following:

  • Identify and analyze Aaliyah’s risk and protective factors for drug use. Describe at least two factors for each.
  • Discuss at least one thing not mentioned in the case study that could be an additional risk factor or protective factor for Aaliyah.
  • Explain what these risk and protective factors imply for future substance use.

Write a 2-3-page paper in Word format. Apply APA standards to citation of sources.

Discuss, in addition, the following components that affect the delivery of care for your assigned mode: Include one ethical or legal concern.

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Prior to beginning work on this discussion, review your textbook Chapters 5, 6, and 7, especially A Timeline of Mental Health Care in Section 6.5, and other the required readingsfor this week: Mental health parity: Where it has been and where it’s going, The business case for implementing electronic health records in primary care settings in the United States, The low risk and high return of integrative health services, and Forging a frailty-ready healthcare system to meet population ageing.

This week, you analyze the levels of care in the U.S. health care system. There are four delivery mode options. The delivery mode you will be analyzing is determined by the first initial of your last name as shown in the table below.

Delivery ModeLast Name

1

Long-Term Care

Student last name begins with A, E, J, M, R, V, Y

2

Mental Health

Student last name begins with B, F, I, N, Q, T, Z

3

Integrative Care

Student last name begins with C, G, K, O, S, X

4

Community Health Care

Student last name begins with D, H, L, P, U, W

In your initial response, begin by briefly analyzing your assigned delivery mode of care and address the following:

  • Describe the type of care this option Consider the following:
    • Explain the history of this mode and how it has evolved over time.
    • Discuss the care given via the delivery mode.
    • List two options to cover the costs of care and explain the limitations of health care insurance coverage for the delivery mode.
  • Discuss, in addition, the following components that affect the delivery of care for your assigned mode:
    • Include one ethical or legal concern.
    • Include one regulatory or accreditation requirement.
    • Include one psychosocial factor to consider (e.g., food scarcity or food desert, access to exercise, or cultural and religious concerns).

Review Chapter 8 in your course text, Research Methods for the Behavioral Sciences. Pay particular attention to the difference between Type I and Type II errors.

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Forensic psychology research also may exhibit Type I and Type II errors, as you discover in this Discussion.

  • Review Chapter 8 in your course text, Research Methods for the Behavioral Sciences. Pay particular attention to the difference between Type I and Type II errors.
  • Review the web article, “ Type I and Type II Errors—Making Mistakes in the Justice System.” Pay close attention to the descriptions and examples of Type I and Type II errors.
  • Using the Walden Library, select and review a research article that addresses a forensic psychology issue or takes place in a forensic setting, and that reports or discusses a Type I or Type II error.
  • Think about the possible consequences to the research study of making each type of error.
  • Consider whether the resulting consequences of making each type of error would be tolerable or not and why.

Post by Day 4 a brief summary of the study you selected. Then, explain how and why the study reports the possibility of either a Type I or Type II error. Finally, explain the potential consequence to the research study of making either a Type I or a Type II error and which is more “ tolerable” and why.

Stangor, C. (2015). Research methods for the behavioral sciences (5th ed.). Stamford, CT: Cengage Learning. Chapter 8: “Hypothesis Testing and Inferential Statistics”
Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Required Course Materials section of your Syllabus.

https://web-a-ebscohost-com.ezp.waldenulibrary.org/ehost/detail/detail?vid=0&sid=ae84021c-b843-46d5-a564-2d0823590946%40sdc-v-sessmgr02&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl

http://www.intuitor.com/statistics/T1T2Errors.html

Explain how these factors further influence the development of child and adolescent linguistic identities. Finally, explain the potential long-term effects of these factors.

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Discussion 1: Linguistic Diversity

Many children and adolescents have the ability to speak two or more languages. Sadly, this skill is not always seen as an asset but a drawback. Children in the United States who do not speak English as a first language, for example, may be inappropriately discriminated against. As a result, these children and adolescents may face challenges not faced by monolingual English-speaking students or some of their more English-proficient peers.

To prepare:

· Consider the value of knowing a second or other language.

· Think about possible strategies to counteract those who may perceive second language learners (or non-English speakers in the United States) to be deficient.

· As you review the Learning Resources, think about how diversity of language is as asset.

· Think also about assumptions made about multilingual children/adolescents

Post by Day 3:

Describe at least one advantage and one challenge for child and adolescent development in a multilingual environment. Provide one recommendation to help ameliorate the challenge you identified.

Discussion 2: Socioeconomic Impacts on Language Development 

As discussed in Week 6, socioeconomic status has far-reaching implications on child and adolescent development. Like so many other areas of development, socioeconomic status plays an important role in language development.

To prepare:

· Consider the impact of socioeconomic status and social class on both positive and negative child and adolescent development and language development.

· Think about possible long-term effects of socioeconomic status on language development.

· As you review the Learning Resources, think about how language development may differ between socioeconomic groups.

Post by Day 4:

Explain how socioeconomic factors affect the language development of children and adolescents. Explain how these factors further influence the development of child and adolescent linguistic identities. Finally, explain the potential long-term effects of these factors.

Readings

· Ardasheva, Y., Thomas, R., Tretter, T. R., & Kinny, M. (2012). English language learners and academic achievement: Revisiting the threshold hypothesis language learning. Language Learning: A Journal of Research in Language Studies, 62(3), 769–812.
Retrieved from the Walden Library databases.

· Boyer, V. E., & Martin, K. Y. (2012). Invented rule with English language learners. Clinical Linguistics & Phonetics, 26(7), 613–627.
Retrieved from the Walden Library databases.

· Gorman, B. (2012). Relationships between vocabulary size, working memory, and phonological awareness in Spanish-speaking English language learners. American Journal of Speech-Language Pathology, 21(2), 109–123.
Retrieved from the Walden Library databases.

· Leclair, C., Doll, B., Osborn, A., & Jones, K. (2009). English language learners and non-English language learners perceptions of the classroom environment. Psychology in the Schools, 46(6), 568–577.
Retrieved from the Walden Library databases.

· Mise, T. M., & Hupp, J. M. (2012). The influence of socioeconomic status, home environment, and childcare on child language abilities. Current Psychology, 31(2), 144–159.
Retrieved from the Walden Library databases.

· Paquette, K. R., & Rieg, S. A. (2008). Using music to support the literacy development of young English language learners. Early Childhood Education Journal, 36(3), 227–232.
Retrieved from the Walden Library databases.

· Ranney, S (2012). Defining and teaching academic language: Developments in K-12 ESL language and linguistics compass. Language & Linguistics Compass, 6(9), 560–574.
Retrieved from the Walden Library databases.

· Sohr-Preston, S. L., Scaramella, L. V., Martin, M. J., Neppl, T. K., Ontai, L., & Conger, R. (2013). Parental socioeconomic status, communication, and children’s vocabulary development: A third-generation test of the family investment model. Child Development, 84(3), 1046–1062.
Retrieved from the Walden Library databases.

· Souto-Manning, M. (2006). Families learn together: Reconceptualizing linguistic diversity as a resource. Early Childhood Education Journal, 33(6), 443–446.
Retrieved from the Walden Library databases.

· Spencer, S., Clegg, J. & Stackhouse, J. (2012). Language and disadvantage: A comparison of the language abilities of adolescents from two different socioeconomic areas. International Journal of Language & Communication Disorders, 47(3), 274–284.
Retrieved from the Walden Library databases.

Media

· Laureate Education (Producer.) (2014b). Cognitive development and language [Video file]. 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