THE PROCESS OF LEARNING

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PART 1– Compare and Contrast the theories of Classical and Operant Conditioning.

PART 2- Respond to one or both of the prompts:

  • Let’s consider Bandura’s classic Bobo doll experiment, which explored whether or not children model what they see from adults–particularly aggression.  Considering the results of this research, do you think children should be permitted to view violent cartoons? What about R-rated movies? Why or why not? Can you think of any examples where you believe a child learned a negative behavior through seeing an adult in his/her life perform the behavior?
  • PART 3- Review this week’s course materials and learning activities, and reflect on your learning so far this week. Respond to one or more of the following prompts in one to two paragraphs:
  1. Describe what you found interesting regarding this topic, and why.
  2. Describe how you will apply that learning in your daily life, including your work life.
  3. Describe what may be unclear to you, and what you would like to learn.

**Provide citation and reference to the material(s) you discuss.**

PART4–

  Title

ABC/123 Version X

 1
  Professional Applications of Learning Theory in Real-Life Situations

PSYCH/635 Version 2

 3

University of Phoenix Material

Professional Applications of Learning Theory in Real-Life Situations

Select and complete one of the following assignments:

 

Option 1: Environmental and Evolutionary Psychology Presentation

Option 2: Environmental and Evolutionary Psychology Handout

Option 3: Forensic Psychology Presentation

Option 4: Forensic Psychology Outline

Option 5: Health and Sports Psychology Presentation

Option 6: Health and Sports Psychology Handout

Option 7: Industrial/Organizational Psychology Presentation

Option 8 Industrial/Organizational Psychology Journal Article

 

Option 1: Environmental and Evolutionary Psychology Presentation

Watch the “Robert Heath: Experimental Psychosurgery on African-American” and “Application of Heath’s Research” videos available in the Week 2 Electronic Reserve Readings.

Prepare a 10- 12 slide Microsoft® PowerPoint® presentation with speaker notes demonstrating how Gero Miesenboeck has expanded on Heath’s research to apply classical conditioning techniques as an alternative to invasive surgery.

Address the following in your presentation:

· Compare and contrast Heath’s goals and Miesenboeck’s goals.

· Discuss how the experiments with flies demonstrate classical conditioning.

· Discuss how these changes would be viewed from each of the four learning theories.

Option 2: Environmental and Evolutionary Psychology Handout

Watch the “Robert Heath: Experimental Psychosurgery on African-American” and “Application of Heath’s Research” videos available in the Week 2 Electronic Reserve Readings.

Prepare a 3- to 5-page handout for your classmates, demonstrating how Gero Miesenboeck has expanded on Heath’s research to apply classical conditioning techniques as an alternative to invasive surgery.

Address the following in your handout:

· Compare and contrast Heath’s goals and Miesenboeck’s goals.

· Discuss how the experiments with flies demonstrate classical conditioning.

Option 3: Forensic Psychology Presentation

Watch the first 15 minutes of the “Juvenile Rehabilitation” video available in the Week 2 Electronic Reserve Readings.

Prepare a 10-minute Microsoft® PowerPoint® presentation with speaker notes explaining how each of the four learning theories (behaviorism, social cognitive, information processing and constructivism) are demonstrated in this video discussion of juvenile rehabilitation.

Address the following in your presentation:

· How the Paint Creek program, which stresses modeling, demonstrates learning in terms of each learning theory perspective

· How Vicki Agee’s explanation of how developing victim empathy creates the motivation for change This sequence should be discussed as demonstration of each of the four learning theories.

· What the behavioral cognitive approach means at Paint Creek

Option 4: Forensic Psychology Outline

Watch the first 15 minutes of the “Juvenile Rehabilitation” video available in the Week 2 Electronic Reserve Readings.

Prepare an outline of the video, identifying how each of the four learning theories (behaviorism, social cognitive, information processing and constructivism) are demonstrated in this video discussion of juvenile rehabilitation. Match participant comments with each learning theory.

Address the following in your outline:

· How the Paint Creek program, which stresses modeling, demonstrates learning in terms of each learning theory perspective

· How Vicki Agee’s explanation of the process of developing victim empathy creates the motivation for change. This sequence should be discussed as demonstration of each of the four learning theories

· What the behavioral cognitive approach means at Paint Creek

Option 5: Health and Sports Psychology Presentation

Watch the first 15 minutes of the “Health and Happiness: Starting the Search” video available in the Week 2 Electronic Reserve Readings.

At the 9-minute point in the video, Gail Harris states, “A good health care provider is also a good teacher who helps you learn about behavior, lifestyle and diet….”

Prepare a 10-minute Microsoft® PowerPoint® presentation with speaker notes for non-psychologist healthcare providers, describing how they can use the four learning theories (behaviorism, social cognitive, information processing, and constructivism) to improve their effectiveness as teachers of healthy lifestyles.

Address the following in your presentation:

· How health care providers who live a healthy lifestyle themselves can use elements of each learning theory to model or demonstrate that lifestyle for their patients or clients

· How Thich Nhat Hanh’s explanations demonstrate elements of each of the four learning theories

Option 6: Health and Sports Psychology Handout

Watch the first 15 minutes of the “Health and Happiness: Starting the Search” video available in the Week 2 Electronic Reserve Readings.

At the 9-minute point in the video, Gail Harris states, “A good health care provider is also a good teacher who helps you learn about behavior, lifestyle and diet….”

Prepare a 3- to 5-page handout for non-psychologist healthcare providers, describing how they can use the four learning theories (behaviorism, social cognitive, information processing, and constructivism) to improve their effectiveness as teachers of healthy lifestyles.

Address the following in your handout:

· How health care providers who live a healthy lifestyle themselves can use elements of each learning theory to model or demonstrate that lifestyle for their patients or clients.

· How Thich Nhat Hanh’s explanations demonstrate elements of each of the four learning theories

Option 7: Industrial/Organizational Psychology Presentation

Watch the “What Prevents Change in Business?” video available in the Week 2 Electronic Reserve Readings.

In the video, the narrator states, “But a communication program, which should be clear and consistent, should also be addressing those aspects of the staff relationship that you need to have to make organizational change work for you and for your stakeholders.”

Prepare a 10-minute Microsoft® PowerPoint® presentation with speaker notes to improve their effectiveness as communicators of the organizational change process.

Address the following in your presentation:

· Discuss how to use learning theories (behaviorism, social cognitive, information processing, and Constructivism) as change agents.

· Address aspects of employee resistance.

· Discuss characteristics of external resistance.

Option 8 Industrial/Organizational Psychology Journal Article

Watch the “What Prevents Change in Business?” video available in the Week 2 Electronic Reserve Readings.

In the video, the narrator states, “But a communication program, which should be clear and consistent, should also be addressing those aspects of the staff relationship that you need to have to make organizational change work for you and for your stakeholders.”

Prepare a 3- to 5-page journal article on how to use learning theories (behaviorism, social cognitive, information processing, and constructivism) to improve their effectiveness as communicators of organizational change process. Consider your target audience to be change agents.

Address the following in your journal article:

· Discuss how to use learning theories (behaviorism, social cognitive, information processing, and constructivism) as change agents.

· Address aspects of employee resistance.

· Discuss characteristics of external resistance.

Copyright © XXXX by University of Phoenix. All rights reserved.

Copyright © 2016, 2012 by University of Phoenix. All rights reserved.

Strong Interest Inventory Literature Review

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Only professional quality work wanted! Must have access to scholarly resources. Must be an APA format. No grammatical errors or you will receive a bad review! Please be on time. Contact me if you need examples.

 

 

 

 

 

 

PSY 550: Final Project Guidelines and Grading Guide

Overview

The final project for this course is the creation of an evaluative, comprehensive literature review. You will select a psychological measure or test. Ideally, the test should be one you see yourself using in the field of Industrial Organizational Psychology, that has been used to assess a diagnosis of interest, or that has been used in a population on which you plan  to focus. You will evaluate the test using research in peer-reviewed psychology journals to substantiate claims about its validity, reliability, applications, and implications.

-must have 8 references from a scholarly article

Measurement: The Strong Interest Inventory

Prompt

Your literature review should answer the following prompt: What is the overall appropriateness and practical value of your selected psychological assessment measure?

Specifically, the following critical elements must be addressed (Must answer these questions):

I. Background of the test

a. What is the purpose of the test?

b. What type of test is it? What type of information does it yield?

c. How is it administered and scored? Who publishes the results?

d. For whom is this test intended? Who else has utilized this test?

 

II. Assessment of the test

a. To what extent does the test employ appropriate psychometric principles?

b. To what extent has the reliability and validity of the test been demonstrated for varying populations?

c. What are the cut scores for “normal” versus “at-risk” and/or “clinically significant”? Is the method for interpreting andcommunicating the results (e.g., scaled scores, percentile ranks, z-scores, t-scores) appropriate?

d. Are there any specific cultural concerns that should be attended to? To what extent do cultural and environmental factors for minorities or special populations impact the effectiveness of the measure?e. To what extent are there ethical issues related to the use, administration, and interpretation of this measure?

 

III. Practical applications of the test

a. Under what circumstances would you give this test? Provide example scenarios in which the test would be helpful to another mental

health professional, parent, teacher, student, individual, court, business, or other profession?

b. For what purposes and with what clients would you not consider it useful? What are the limitations of this test?

c. What issues must you attend to carefully in order to present the test results accurately (e.g., not over- or under-interpret their

significance) and ethically?

d. What strategies would you use to help you or your client make decisions resulting from an assessment (e.g., pairing results with

 

other kinds of information)?

Annotated Bibliography

Leierer, S. J., Blackwell, T. L., Strohmer, D. C., Thompson, R. C., & Donnay, D. C. (2008). The Newly Revised Strong Interest Inventory: A Profile Interpretation for Rehabilitation Counselors. Rehabilitation Counseling Bulletin, 51(2), 76-84

The Newly Revised Strong Interest Inventory: A Profile Interpretation for Rehabilitation Counselors

This peer reviewed scholarly journal article seeks to examine the interest patterns that are predictive of success and satisfaction as a rehabilitation counselor using the Strong Interests Inventory. The strength of the SII lies in the variety of which is useful in counseling and provide information that is usually not found with other interest inventories. Interpreting the SII profile begins by looking at the individual’s GOT scores. The data and ideas from this interpretation can be used to improve the selection and recruitment of rehabilitation counselors. These findings can help career counselors predict which students and workers will be interested in a particular field.

Abstract from the author:

Using aggregate scores from 281 female and 133 male rehabilitation counselors, the researchers developed prototypical “Strong Interest Inventory” (SII) profiles. They used these profiles to explore the interests, preferences, and professional identity of rehabilitation counselors. Using the General Occupational Themes (GOTs), Basic Interest Scales (BISs), Occupational Scales (OSs), and Personal Style Scales (PSSs), which make up the newly revised SII, the authors obtained empirically defined prototypical profiles for female and male rehabilitation counselors. The Social-Artistic Holland-code dyad was a reoccurring theme across the each profile. Although there are differences in each of the SII scales across genders, the authors found congruence not only within the scales of a particular gender but also across genders. Consistencies and inconsistencies among the GOTs, BISs, OSs, and PSSs are discussed. Implications for counselor recruitment and practice are also discussed.

 

Day, M. A., & Luzzo, D. A. (1997). Effects of Strong Interest Inventory Feedback on Career Beliefs.

Effects of Strong Interest Inventory Feedback on Career Beliefs

This scholarly article explored the most frequently used career interest inventory SSI. The purpose of the investigation was to evaluate the effects of SII completion and participation an feedback and interpretation on the social cognitive career beliefs of first-year college students. Application of self-efficacy theory to the career decision- tasks and behaviors, whereas high levels of CDMSE lead to increased participation in career decision-making activities. The use of a group interpretation strategy that incorporated sources of performance accomplishments and verbal persuasion as means of providing SI feedback increased participants’ CDMSE.

Abstract from the author:

A study evaluated the effects of Strong Interest Inventory (SII) completion and participation in a theoretically based model of SII feedback/interpretation on the social cognitive career beliefs of 99 first-year students at a southwestern university. The Career Decision-Making Self-Efficacy Scale–Short Form (CDMSES-SF) measured each participant’s degree of belief that he or she can successfully complete tasks necessary for making effective career decisions. Career beliefs of participants were measured by the Career Beliefs Inventory. Participants completed both instruments and were randomly assigned to either the SII feedback condition, control, or SII completion-only group. Students who completed the SII and participated in the feedback session were more likely to believe that they are personally responsible for career decision making than were students who completed the SII without feedback. Students who completed the SII with or without feedback were more likely to believe that career success and satisfaction were the result of hard work and effort than were the control group. There were no significant differences in a sense of control over career decision making among the three groups. (Appendixes include 37 references and 2 tables.) (YLB)

 

Lindley, L. D., & Borgen, F. H. (1997). Validity of the Strong Interest Inventory: Gender and Personal Styles.

Validity of the Strong Interest Inventory: Gender and Personal Styles.

The scholarly article evaluated the validity of the four Personal Style Scales separately for men and women, using the Adjective Check List. Examining the validity of the Personal Style Scales separately by gender offered insight into the differences and similarities regarding the manner in which men and women interpret these items. It is interpreted that men and women who score similarly on a particular Personal Style Scale poses different personality characteristics in some domains like extroverted. The implications of this study suggests hat men and women may view certain broad styles of living in slightly different ways, giving them different meaning and connotation in relation to the way they think of themselves as individual

Abstract from the author:

The gender validity of the Strong Interest Inventory’s Personal Style Scales (Work Style, Learning Environment, Leadership Style, and Risk Taking/Adventure) was examined through a study of 458 female and 282 male college students at Iowa State University. The students completed the Personal Style Scales and the Adjective Check List (ACL), which is a standardized 300-adjective list used for research and personality assessment purposes. The adjectives of the ACL were used as criterion variables to validate each of the Personal Style Scales. The students’ responses were subjected to correlational and regression analyses. Significant gender differences were discovered on the mean scores on three scales: Work Style, Leadership Style, and Risk Taking/Adventure. Gender differences in frequency of selection of many of the adjectives on the ACL were also discovered. In general, women endorsed more adjectives than men did. Many adjectives proved substantially correlated in the same direction for both genders with a given Personal Style Scale, thus indicating similar relationships for both genders. The study also revealed adjectives for each of the four scales that were strong predictors for one gender and not the other, as well as adjectives that exhibited opposite relationships for males and females. (MN)

 

Case, J. C., & Blackwell, T. L. (2008). Review of Strong Interest Inventory®, Revised Edition. Rehabilitation Counseling Bulletin, 51(2), 122-126. doi:10.1177/0034355207311350

Review of Strong Interest Inventory®, Revised Edition

The scholarly article explores revision made to the Strong Interest Inventory as a B- Level instrument designed to aid in decision making, structure the career assessment and counseling process, stimulate client self-exploration, assist in personnel hiring and staffing decisions, and explains reasons for job dissatisfaction. The goals for the revision were to innovate, maintain quality, and bring the assessment up to date while streamlining the interpretive process, and encourage learning. This measure is distinguished within its field as a standard of excellence because of its psychometrics characteristics and quality of features. This information relates to my assignment because it offers relevant insight on current psychometrics used to assess career interests.

Abstract from the author

Reviews the Strong Interest Inventory®, Revised Edition (Strong) by E. K. Strong, Jr., D. A. C. Donnay, M. L. Morris, N. A. Schaubhut, & R. C. Thompson, which has become a well-established instrument for measuring a person’s career interests. The newly revised Strong contains 291 items that measure an individual’s interests in six areas: Occupations (107 items), Subject Areas (46 items), Activities (85 items), Leisure Activities (28 items), People (16 items), and Your Characteristics (9 items). The first 282 items are answered by strongly like, like, indifferent, dislike, or strongly dislike. The remaining 9 items in the Your Characteristics section are answered as strongly like me, like me, don’t know, unlike me, or strongly unlike me. The Strong is designed for use with high school students, college students, and adults and typically requires between 30 and 45 minutes to complete. (PsycINFO Database Record (c) 2012 APA, all rights reserved)

Rowell, R. K. (1999). The Influence of Career Indecision on the Strong Interest Inventory and the Self-Directed Search: A Pilot Study.

The Influence of Career Indecision on the Strong Interest Inventory and the Self-Directed Search: A Pilot Study.

Within the past few decades in the field of vocational development there has been significant interest in career indecision although the measurement to assess career indecision has been given little attention. This scholarly article explores the career indecision component of the popular Strong Interest Inventory. According to the research persons who experience dissatisfaction have difficulty understanding for certain their own area(s) of interest due to experiencing dissatisfaction in multiple areas. Those experiencing career indecision/dissatisfaction will tend to reflect flat profiles using the measurement. Although a great tool more objective measures of career indecision/dissatisfaction should be determined as indicators of career indecision. This article is related to Review of Strong Interest Inventory because it goes in depth on one of the components briefly mentioned in the article.

Abstract from the author:

A pilot study was conducted with 48 adults to determine if career indecision/dissatisfaction as indicated by flat Strong Interest Inventory (SII) (L. Harmon, J. Hansen, F. Borgen, and A. Hammer, 1994) profiles corresponded with flat profiles on the Self-Directed Search (SDS) and to determine if indecision affected scores on SII Personal Style scales and on achievement. There was significant agreement between flat and elevated profiles on the SII and on the SDS. Multiple regression analysis found that several of the SI General Occupational Theme scales predicted scores on the SII Personal Style scales. There were, however, no meaningful differences in Personal Style mean scores between people experiencing career indecision/dissatisfaction represented by flat and elevated profiles on the SII, nor were there meaningful differences on Wide Range Achievement Test-3 (G. Wilkinson, 1993) scale means. Spelling achievement was related to Learning Environment on the SII Personal Style Scale. Future directions for study are provided. Contains 10 references. (Author/SLD)

Watkins Jr., C. E. (1990). Further Reflections About the Strong Vocational Interest Blank, Form M and the Strong Interest Inventory. Journal Of Personality Assessment, 55(3/4), 818-819.

Further Reflections About the Strong Vocational Interest Blank, Form M and the Strong Interest Inventory

The scholarly article discusses C. Edwards Watkins review of McArthur’s discussion of the superiorities of the Strong Vocational Interest Blank, Form M in comparison to the Interest Inventory. The arguments he presents relates to the standard against which all other vocational inventories and assessment methods. SII is taught in more graduate-level assessment and with greater frequency than McArthur’s preferred method. Although valid points are mentioned Watkins argues for the superiority of the measure.

Abstract from author:

Comments on an article that discussed the superiorities of the Strong Vocational Interest Blank, Form M (SVIB), over the currently available Strong Interest Inventory (SII). Preeminent position of SII; Standard against which all other vocational inventories and assessment methods are compared.

 

Tomlinson, S. M., & Evans-Hughes, G. (1991). Gender, Ethnicity, and College Students’ Responses to the Strong-Campbell Interest Inventory. Journal Of Counseling & Development, 70(1), 151-155.

Gender, Ethnicity, and College Students’ Responses to the Strong-Campbell Interest Inventory

 

Men and women typically respond differently to career interest survey due to how they are socialized. This difference is also seen in different races and ethnicities. The authors used the SCII to explore occupational stereotyping in college students. This scholarly article indicates that prior to the current research the Strong-Campbell Interest Inventory was not used heavily in colleges although popular elsewhere. The authors found that in college students there was a decline in occupational stereotyping. Unlike previous finding in college students there was no significant difference in gender or ethnicity. This article is relevant to the proposed research because it offers insight about different cohorts.

Abstract from author:

In this study we investigated the career interest patterns of White American, African American, and Hispanic students attending a summer orientation program at a predominantly White university. A total of 77 students completed the Strong-Campbell Interest Inventory (SCII). Responses were analyzed by gender and ethnicity. The results indicated a gender effect for the Realistic theme. There were no ethnic differences in responses; there was, however, an interaction effect for gender and ethnicity on the Artistic theme and on the two special scales of the SCII: Academic Comfort (AC) and Introversion-Extrover

PSY 101 Smarter Decisions Through Psychology Case Study 3

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Page 2

PSY101 CASE STUDY #3 – WEEK 9

 

Type Your Name Here

Smarter Decision Making through Psychology

March 13, 2020

 

Using your problem solving and self and social awareness skill and the information that you learned in Chapter 7 of the webtext about brain plasticity and mindset, answer the questions below.

For each question, you should write a paragraph-length response (5–7 sentences) to receive credit for this assignment. You may use your Soomo webtext as a resource.

 

Question 1: What kind of mindset does Reggie need to embrace to be successful? (Hint: Page 7.6 will be a great resource for this question.)

 

 

 

Question 2: How does Reggie’s mindset affect his brain? (Hint: Page 7.6 will help you learn about mindset.)

 

 

 

Question 3: In Chapter 4, you learned about memory and how to effectively study. Using Chapter 4 in the webtext, what specific strategies should Gloria suggest to Reggie so that he will be prepared for the compliance test. Why did you select these strategies? (Hint: Page 4.15 has suggestions to improve your memory.)

 

 

 

Question 4: If Reggie were your coworker, what important aspects of the situation would you want to keep in mind when offering advice and strategies to him? Why do you think this is important?

Sources

1. D. G. Myers & C. N. DeWall. 2019. Psychology (6th ed.). Soomo Learning. http://www.webtexts.com

Discussion 1: Developing Alliances in Social Work Practice

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Discussion 1: Developing Alliances in Social Work Practice

Have you ever heard the term or saying “straight but not narrow”? This is an example of a statement of being an ally—recognizing one’s unique position of privilege yet standing with others who are oppressed. By taking this course, you have started the process of becoming an ally. Evan and Washington (2013) identify the steps toward being an ally, which include being supportive of those who are unlike you, learning about other cultures, becoming aware of the oppression and marginalization, and becoming aware of one’s own privilege. Getting involved in issues is part of that process. You will consider how to become an ally this week.

 

To prepare: Review “Working With Survivors of Human Trafficking: The Case of Veronica.” Think about how one might become an ally to victims of human trafficking . Then go to a website that addresses human trafficking either internationally or domestically.

 

Post a brief description of the website you visited.

 

Explain how you might support Veronica and other human trafficking victims incorporating the information you have found.

 

Explain how you can begin to increase your awareness of this issue and teach others about human trafficking victims.

 

Describe opportunities to get involved and become an ally to those who have been trafficked.

 

Identify steps you can take to begin to support this group.

 

References (use at least 2)

 

Adams, M., Blumenfeld, W. J., Castaneda, C., Hackman, H. W., Peters, M. L., & Zuniga, X. (Eds.). (2013). Readings for diversity and social justice. (3rd ed.). New York: Routledge Press.

 

Plummer, S.-B., Makris, S., & Brocksen S. M. (Eds.). (2014). Social work case studies: Foundation year. Baltimore, MD: Walden International Universities Publishing. [Vital Source e-Reader].

  • “Working With Survivors of Human Trafficking: The Case of Veronica”

Working With Survivors of Human Trafficking: The Case of Veronica

Veronica is a 13-year-old, heterosexual, Hispanic female. She attends high school and is in the ninth grade. She currently lives in an apartment with her biological mother and her sister, age 9. She came to this country 7 months ago from Guatemala. Veronica is a sex trafficking survivor and was referred to me for individual therapy by a human trafficking agency in the United States.

Veronica’s biological mother and father separated when Veronica was 3 years old. She lived with her maternal aunt and biological mother until she was 6 years old, and her mother left Guatemala to come to the United States. At that time, Veronica stayed in the care of her maternal aunt and kept in touch with her biological mother via phone and through the visits that her mother made to Guatemala. Veronica would visit with her father, who lived nearby, on occasion, although she stated they did not have much of a connection. When Veronica was 12 years old, her maternal aunt forced her into prostitution, using the money from the sex acts as her main source of income. Veronica reported that her maternal aunt began treating her “like a slave” and would make her smoke an unknown substance before obligating her to perform sexual acts on countless men for money. This took place for close to a year before Veronica was able to sneak a phone call to her mother and explain what had been happening to her. Her mother quickly arranged for Veronica to be picked up by a “coyote” (a person who smuggles people into the United States). The coyote successfully smuggled Veronica into the United States within 2 months of that phone call. However, while crossing the border from Mexico to the United States, Veronica once again became the victim of sex trafficking crimes. The coyote was also a pimp who arranged for men crossing the border in the same truck as Veronica to engage in sexual acts with her for which the coyote collected money. U.S. immigration officers caught most of the people traveling in the truck, including Veronica, and placed them in a detention center. However, the coyote got away. Three weeks after Veronica was detained, after much questioning and investigation, she was reunited with her mother.

I met with Veronica weekly for individual therapy in my role as a social worker at an agency serving individuals who have experienced human trafficking. Veronica reported having occasional flashbacks and fear that “it will all happen again,” and she was diagnosed with post-traumatic stress disorder (PTSD). The goals agreed upon in therapy included building Veronica’s support system, building her self-esteem, and managing her symptoms of trauma. Building rapport with Veronica in therapy took several weeks as she reported not trusting anyone and not wanting to think about what happened to her. After about 9 weeks of relationship building and safety planning, I was able to engage her through education on the dynamics of human trafficking. She reported that it was especially hard for her to trust men and that she often had a hard time speaking up. I worked with her on these issues by teaching her how to be more assertive and by modeling assertive behaviors. We worked on self-affirmations to help build her self-esteem. Because Veronica is very self-conscious, practicing self-affirmations was challenging for her. I often utilized a trauma-informed curriculum for adolescents called S.E.L.F. (Safety, Emotions, Loss, and Future) to facilitate healing and trauma reduction. Veronica reported that grounding techniques taught via this curriculum helped take her out of her thoughts and bring her back to the present moment. Some of the grounding techniques she continues to engage in on a daily basis include tapping her feet, stretching, writing, walking, and washing her face when she feels she is becoming numb or getting lost in thoughts of what happened to her.

Veronica has demonstrated great resiliency. She is attending a church close to her home and reports having faith in God. She recently enrolled in swimming and volleyball and has made several friends in the community. I continue to meet with Veronica on a weekly basis and will be stepping down with her to biweekly sessions now that she is stable and connected to her community. Because Veronica does not speak English and is a child, there are no support groups available in her area for human trafficking survivors. I am presently working on connecting her with a mentor.

Veronica is currently working with the human trafficking agency that referred her, Immigrations and Customs Enforcement (ICE), and an attorney to obtain a visa specific to human trafficking (T-Visa). A T-Visa grants survivors of human trafficking a visa in the United States. In 2000, Congress passed the Victims of Trafficking and Violence Protection Act (VTVPA), which strengthens the ability of law enforcement agencies to investigate and prosecute human trafficking and also offers protection to victims via a T-Visa. The T-Visa is for those who are or have been victims of human trafficking. It protects victims of human trafficking and allows victims to remain in the United States to assist in an investigation or prosecution of human trafficking.

Veronica’s mother is also attending weekly individual therapy. She has been working through the heavy guilt and trauma of this experience. Veronica and her mother continue to heal, and with each passing day, they grow stronger.

 

Discussion Question 2: Indicators of Suicide

Increased stress levels, feeling hopeless and alone, being bullied, or experiencing repeated physical or sexual abuse could all be reasons why some adolescents consider suicide. Adolescent suicide has far-reaching consequences on families, friends, communities, and schools. For this Discussion, use the Parker Family case study to consider the indicators of suicide. Also think about how you might react to students in this situation if you were a social worker in a school.

 

Post your answer to the following:

o    After learning about the character in the Parker Family case study, imagine that you were the school social worker. Which indicators would you have looked for and why.

o    How would you have responded to each of those indicators?

o    What kinds of questions would you have asked and why?

Please use the Learning Resources to support your answer.

 

References (use at least 2)
[removed]Laureate Education (Producer). (2013). Parker family (Episode 3) [Video file]. In Sessions.

Russell, S. T., & Joyner, K. (2001). Adolescent sexual orientation and suicide risk: Evidence from a natural study. American Journal of Public Health, 91(8), 1276–1281.

 

[removed]Miers, D, Abbott, D., & Springer, P. R. (2012). A phenomenological study of family needs following the suicide of a teenager. Death Studies, 36(2), 118–133.

 

 

Singer, J. B., & Slovak, K. (2011). School social workers’ experiences with youth suicidal behavior: An exploratory study. Children & Schools, 33(4), 215–228.