Family Resilience to Promote Positive Child Development

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  • Family Resilience to Promote Positive Child Development

    Understanding  the biological, social, and emotional principles that affect families  over their lifetime is important for human services professionals. In  order to develop and deliver family services, it is necessary to  recognize and understand various characteristics of family households  and learn how they impact resiliency. Please use your readings and  research peer-reviewed journal articles in the Purdue Global Library to  support your post.

    Please respond to the following:

    • Analyze  the biosocial systems principle, “the whole is greater than the sum of  its parts,” as it relates to family resilience. How does this impact the  type of services that a human services professional should deliver?
    • Provide  a brief description of the RPM3 model and discuss the importance of  modeling, mentoring, and monitoring in the development of family  resilience.
    • **350 WORDS, FOLLOW AND ANSWER EACH BULLET POINTS**

Planning Document Submission

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SCI 200 Project Part One Guidelines and Rubric

Overview

Basic scientific literacy is essential for understanding real-world applications of the natural sciences. As a consumer and voter, you will be faced with issues that require a basic understanding of science. For example, you might ask yourself the following questions: How can genetically modified foods affect my health? Should scientists be held liable for not predicting earthquakes that led to human casualties, as they were in Italy in 2012? Is anthropogenic climate change real? Is fracking a concern where I live? Because of the prevalence of natural science issues such as these, it is important to understand basic natural science concepts and how they impact our daily lives. The project for this course has two parts. In Part One, you will conduct a research investigation that examines an issue in the natural sciences. You will identify appropriate resources for investigating the issue you select, use these resources to develop a question related to the issue, and apply natural science principles to the issue and question. In addition, you will identify an audience who would be interested in the selected issue. In Part Two, you will develop a presentation for the audience you identified in Part One. In your presentation, you will explain how scientific thinking has impacted you and your audience, supporting your claims with evidence. Part One of this project addresses the following course outcomes:

 Illustrate the impact of scientific thinking on personal and professional experiences

 Select appropriate and relevant science resources in investigating contemporary issues in the natural sciences

 Communicate effectively to specific audiences in examining fundamental aspects of the natural world

 Apply essential principles of the natural sciences in addressing critical questions related to the natural world

Prompt

Select a contemporary issue in the natural sciences to investigate. You may select an issue that was discussed in the course, or you may select your own, with instructor approval. You could consider using your topic and question from Perspectives in the Natural Sciences if they are something you would like to investigate further for this project. After selecting an issue, you will conduct a research investigation, identifying appropriate resources for researching the issue, developing a question related to the issue, and applying principles of natural science to your issue and question. You will submit your planning document as a written report.

 

 

 

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Specifically, the following critical elements must be addressed:

I. Introduction: In this section, you will discuss your natural science issue and select resources that you can use to research the issue. This will lead you to the development of a research question related to your issue. Specifically, you should:

a. Describe the issue in the natural sciences that you have selected to investigate. Why is this issue significant? b. Describe at least three science resources that you could use to investigate the issue you selected. Your sources must be relevant to your issue

and must be of an academic nature appropriate for the issue. In your description, consider questions such as: What are the similarities and differences in the content of your sources? What makes them appropriate and relevant for investigating your issue? What was your thought process when you were searching for sources? How did you make choices?

c. Based on your review of science resources, develop a specific question related to the issue you selected. In other words, what would you like to know more about?

II. Body: In this section, you will use the natural science resources that you selected to investigate your question, focusing on an appropriate audience and

the scientific principles related to the issue. Make sure to cite your sources. Based on your research: a. Identify an audience that would be interested in your issue and the question you developed. For example, who would benefit most from hearing

your message, or who could best help in addressing the issue? b. Describe how and why you can tailor your message to your audience, providing specific examples. For example, will your audience understand

scientific terminology and principles, or will you need to explain them? How will you communicate effectively with your audience? c. Identify the natural science principle(s) that apply to your question and issue. For example, if your issue is global climate change, the principle

you might identify is that the sun is the primary source of energy for Earth’s climate system. d. Explain how the principle(s) you identified apply to your issue and question. In other words, how are the natural science principle(s) you

identified relevant to your question and issue?

III. Conclusion: In this section, you will conclude your research investigation by discussing future directions for the debate on your issue. Specifically, you should:

a. Formulate a hypothesis that addresses the question you developed. Make sure your hypothesis is based on your investigation of your question. b. Explain how a natural scientist would go about collecting evidence to support or refute the hypothesis you formulated. In other words, what

would the next steps be if a natural scientist were to continue researching your hypothesis? Make sure to support your response with the natural science resources that you selected.

IV. Provide a reference list that includes all of the science resources you used to investigate your issue and question. Ensure that your list is formatted

according to current APA guidelines (or another format, with instructor permission).

 

 

 

 

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Project Part One Rubric

Guidelines for Submission: Your planning document should be 3–5 pages, double spaced, with 12-point Times New Roman font and one-inch margins. You should use current APA guidelines (or another format approved by your instructor) for your citations and reference list.

Critical Elements Exemplary (100%) Proficient (85%) Needs Improvement (55%) Not Evident (0%) Value

Introduction: Issue

Meets “Proficient” criteria, and description is exceptionally clear and contextualized

Describes selected issue in natural sciences and its significance

Describes selected issue in natural sciences and its significance but with gaps in detail or clarity

Does not describe selected issue in natural sciences and its significance

9.5

Introduction: Science Resources

 

Meets “Proficient” criteria, and description of resources demonstrates strong understanding of information needed to investigate issues in the natural sciences

Describes at least three relevant and appropriate science resources that could be used to investigate selected issue

Describes at least three science resources that could be used to investigate selected issue but with gaps in appropriateness, relevance, or detail

Does not describe at least three science resources that could be used to investigate selected issue

9.5

Introduction: Specific Question

 

Meets “Proficient” criteria, and response demonstrates insight into connection between research and question

Develops specific question related to selected issue and based on review of science resources

Develops specific question related to selected issue, but question is not based on review of science resources

Does not develop specific question related to selected issue

9.5

Body: Audience

Meets “Proficient” criteria, and identification of audience demonstrates insight into issue and question

Identifies an audience that would be interested in issue and question, citing source(s)

Identifies an audience, but audience is not appropriate for issue and question, or there are gaps in citation

Does not identify an audience 9.5

Body: Message

Meets “Proficient” criteria, and response demonstrates sophisticated understanding of how to effectively communicate with specific audience

Describes how and why message can be tailored to audience, providing specific examples and citing source(s)

Describes how and why message can be tailored to audience but with gaps in examples or citation

Does not describe how and why message can be tailored to audience

9.5

Body: Identify Principle(s)

 

Meets “Proficient” criteria, and response demonstrates insight into essential natural science principles

Identifies natural science principle(s) that apply to issue and question, citing source(s)

Identifies natural science principle(s) that apply to issue and question but with gaps in accuracy or citation

Does not identify natural science principle(s) that apply to issue and question

9.5

Body: Explain Principle(s)

 

Meets “Proficient” criteria, and response demonstrates insight into essential natural science principles

Explains how identified principle(s) apply to issue and question, citing source(s)

Explains how identified principle(s) apply to issue and question but with gaps in detail, clarity, or citations

Does not explain how identified principle(s) apply to issue and question

9.5

 

 

 

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Critical Elements Exemplary (100%) Proficient (85%) Needs Improvement (55%) Not Evident (0%) Value

Conclusion: Hypothesis

 

Meets “Proficient” criteria, and response demonstrates understanding of scientific thinking

Formulates hypothesis that addresses question and is based on investigation of question

Formulates hypothesis that addresses question, but hypothesis is not based on investigation of question

Does not formulate hypothesis that addresses question

9.5

Conclusion: Natural Scientist

 

Meets “Proficient” criteria, and response demonstrates understanding of scientific thinking

Explains how a natural scientist would go about collecting evidence to support or refute hypothesis

Explains how a natural scientist would go about collecting evidence to support or refute hypothesis, but explanation has gaps in clarity, detail, or logic

Does not explain how a natural scientist would go about collecting evidence to support or refute hypothesis

9.5

Reference List

Provides reference list that includes all science resources used to investigate issue and question, and list is formatted according to current APA guidelines (100%)

Provides reference list that includes all science resources used to investigate issue and question, but list has gaps in adherence to current APA formatting guidelines

Does not provide reference list that includes all science resources used to investigate issue and question

9.5

Articulation of Response

Submission is free of errors related to citations, grammar, spelling, syntax, and organization and is presented in a professional and easy-to- read format

Submission has no major errors related to citations, grammar, spelling, syntax, or organization

Submission has major errors related to citations, grammar, spelling, syntax, or organization that negatively impact readability and articulation of main ideas

Submission has critical errors related to citations, grammar, spelling, syntax, or organization that prevent understanding of ideas

5

Total 100%

How does functional magnetic resonance imaging (fMRI) actually work?

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Watch the video under Content and answer the questions. Write at least 350 words in the body of your essay(excluding the title, your name, date, etc.). Always cite your source(s) if you use quotes, the speaker’s (or another source)thoughts, ideas, words, etc.  Please separate your paragraphs.

Your write up must be in your own words. Do not use any words from the website without proper citation(s) or you may get a 0 for plagiarism.  Compose your work in Word or save it as a PDF file  I cannot read Works files or Pages. Submit your work to the assignments link. I don’t accept late assignments or work through email.

You will also be graded on the comprehensiveness of your work (each paper must be AT LEAST 350 words or one page. Longer papers will be acceptable and helpful.

DO NOT POST YOUR FILE IN THE COMMENTS AREA!

Answer the following questions:

1. How does functional magnetic resonance imaging (fMRI) actually work?

2. What did the speaker mean by” behavioral superpower in our brain”?  Explain.

3. What did you learn from this video?

Social Work Intern Process Recording

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Required Readings

Ganzer, C. (2007). The use of self from a relational perspective. Clinical Social Work Journal, 35(2), 117–123

Osteen, P. J. (2011). Motivations, values, and conflict resolution: Students’ integration of personal and professional identities. Journal of Social Work Education, 47(3), 423–444.

Please note that this is a master level course so master level work. Please check grammar and you have to use the reading that I have provided to you. You must answer all the questions that I post.  I have uploaded the process recording template that you have to use a must. Thank you.

A process recording is a written tool used by field education experience students, field instructors, and faculty to examine the dynamics of social work interactions in time. Process recordings can help in developing and refining interviewing and intervention skills. By conceptualizing and organizing ongoing activities with social work clients, you are able to clarify the purpose of interviews and interventions, identify personal and professional strengths and weaknesses, and improve self-awareness. The process recording is also a useful tool in exploring the interpersonal dynamics and values operating between you and the client system through an analysis of filtering the process used in recording a session.

For this Assignment, you will submit a process recording of your field education experiences specific to this week.

The Assignment (2–4 pages):

  • Provide a transcript of what happened during your field education experience, including a dialogue of interaction with a client.
  • Explain your interpretation of what occurred in the dialogue, including social work practice theories, and explain how it might relate to diversity or cultural competence covered this week.
  • Describe your reactions and/or any issues related to your interaction with a client during your field education experience.
  • Explain how you applied social work practice skills when performing the activities during your process recording.

******NOTE***** PLEASE READ THE DOCUMENT THOROUGHLY, THIS IS TO BE COMPLETED AS A SOCIAL WORK INTERN PROVIDING A 10-15 SESSION TO ADDRESS AGGRESSION USING THE STOP, THINK, ACT METHOD. THE CLIENT HAS BEEN DIAGNOSED WITH ADHD AND AUTISM.

PROCESS RECORDING TEMPLATE

 

Student’s Name: Seantelle Hill Client’s Name: RB

 

Interview Date: 10/7/2020 Session #: 1

 

I. PURPOSE OF THE SESSION:

II. OBSERVATION: Client is an 8 year old male previously diagnosed with ADHD and Autism. His mother expressed behavioral concerns that included aggression, non-compliance and throwing things on a daily basis. The client is very active, has difficulty remaining seated, fidgets frequently, and has poor social boundaries.

III. CONTENT:

 

INTERVIEW CONTENT/INTERACTION (SW intern said, Client said)

 

 SKILLS USED

 

 YOUR THOUGHTS/ FEELINGS/REACTIONS

 

 CLIENT’S FEELINGS/AFFECT

 

 Field Instructor Comments

 
 

 

  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  

 

 

 

 

 

 

  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  

 

 

IV. IMPRESSIONS/ASSESSMENT: 1) What did you observe throughout the session — behavior and affect; 2) was the behavior/affect appropriate, explain; 3) how does this behavior/affect fit with what you know about the client’s past behavior/affect; and 4) identify the major themes/issues that emerged.

· Based on my observations the Client was not being sensitive towards his mother’s feelings.

V. USE OF PROFESSIONAL SELF: Choose two significant interventions you made: 1) identify/describe; 2) what was your impression of your effectiveness; and 3) what would you change.

VI. PLANS: (Brief statement of your plans for the next session, long range goals, short range goals that are relevant for this client.)

VII. ISSUES, QUESTIONS OR PROBLEMS: (To explore in supervisory sessions.) Areas to explore in your supervisory conference: include issues of diversity, value dilemmas, counter-transference etc.

Dilemmas: I had difficulty with this session because the client was very emotional and kept breaking down in tears.

 

EXPLANATION OF PROCESS RECORDING SECTIONS

Interview Content: Begin this section with a short description of where and when (the date and time) the interview took place, (e.g. standing in a hallway, meeting in an office, etc.), who was present, and its purpose. For purposes of confidentiality, change the name of your client or use initials only.

Select a 10-15 minute exchange and record word for word what happened during the interview including verbal and non-verbal content, which may include silence, gestures, and other details that occurred during the interview. The goal is to write the exchange as closely as possible to the actual interview.

Skills Used: Identify the social work skills utilized throughout the interview. Identify the skills you learned from your social work courses. Include the theory behind your practice and why you chose a particular technique, and what knowledge of human behavior helps you to understand this interaction. This section will raise your awareness of the techniques you are using in your practice.

Your Thoughts/Feelings/ Reactions: Record how you were feeling as the interaction was taking place. Before you write this section, take a few moments to read through your exchange section by section and then reflect back to how you felt during that time. Describe your subjective reactions (thoughts, feelings, sensations) to your own words during this exchange. How did you respond to your own words or those of your client? Analyze why you think your interaction with the client unfolded in the manner it did. What is your assessment of your client’s reaction(s)? Reflect on the strengths and weaknesses of your intervention and identify an area you would like to improve upon for your next session.

Client Feelings Affect: Interpret the interview. Include detail about the tone and climate of the setting, your initial impressions of attitudes and feelings of the client, what attitudes and feelings you brought to the interview, what significant changes in the client occurred during the interview in terms of appearance, gestures, and posture?

Field Supervisor Comments: Supervisor provides critical feedback in writing to the student, and discusses their review of the process recording with the student during supervision. The focus of the Field Supervisor’s analysis should be written in clear language so that the student understands the educational value of the feedback, including references to social work knowledge, values and skills.