Psychology In The Classroom

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Psychology is the study of the mind and behavior. Surprisingly, many people do not understand why studying psychology is important to an early childhood educator. By studying psychology, early childhood educators have a better understanding of how children develop and learn.

For this assignment, take on the role of an early childhood teacher. Your principal/director just asked you to create a 500-750 word brochure explaining to future teachers:

  • The connections between psychology and learning.
  • The role psychology plays in understanding children’s development (age birth to 8 years old).
  • Why teachers need to understand psychological theories and research.

Support your brochure with 3-5 scholarly references.

While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite.

Review the Trauma Case Study for Maryam.

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Review the Trauma Case Study for Maryam. Write a 750-1,000-word essay answering the following questions. Your number one goal is to make sure she is safe.

Provide appropriate support for your answers by citing the DSM.

  1. What are the key assessment issues to consider?
  2. Do you think this is a crisis situation? Why or why not? Explain.
  3. What is the client’s immediate need? Be specific.
  4. What specific interventions do you feel are necessary with this client?
  5. What is the possible diagnosis for this client? Provide supportive reasoning for your diagnosis. Why?
  6. Is this client suffering a stress disorder? Define which one and the symptoms associated.
  7. How does the biology of trauma present in this case?
  8. Should Maryam’s family be notified? Explain.
  9. Would you feel competent enough to work with this client? Why or why not?
  10. Should you seek additional resources to help with this case? Explain.
  11. Do you have coordination or treatment issues to consider? Explain.

Include a minimum of three scholarly references in addition to the textbook.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

 

Trauma Case Study

Reason for Referral

Maryam is a 17-year-old Caucasian female university student who was referred to your agency by her physician Dr. Jaffee. Maryam presented in her doctor’s office complaining of lack of sleep. Dr. Jaffee did not give her medication as Maryam has reported drinking three to four glasses of vodka and orange juice per night to sleep. Dr. Jaffee’s report indicates the patient is sleeping 2-4 hours per night and often awakens with nightmares. Blood tests were normal with the exception of slightly elevated liver enzymes. Blood pressure was 130/94. Patient was scheduled for a follow-up appointment in 2 weeks.

Behavioral Observations

Maryam arrived on time for her appointment. She was driven to the appointment by her university roommate. The client appeared anxious, had circles under her eyes, and was tearful during the intake. Maryam was oriented to time, place, and person. Client vocabulary was above average. Client appeared tired and despondent evidenced by low voice, soft speech, and flat affect.

Presenting Problem

Maryam states “I can’t drive a car. I am too afraid that someone will hit me or I will hit someone else. I can’t sleep so I don’t get up to go to class in the morning.” Client states, “I am afraid to drive.” She goes on to state, “I made such a horrible mistake; I don’t deserve to live. I am so stupid.”

Client states that she was involved in a three car accident 2 months ago. Client reports one person was critically injured and the other was treated and released at the hospital. Client reports she received a citation, as she turned in front of two oncoming cars at a red light.

Support System

Client reports that she lives in student housing on the campus of a local university. She has one roommate who brought her to today’s appointment.

Legal: Client is facing legal problems due to the accident.

Family Support: Maryam’s family lives out of state. She has no relatives that live locally.

PCN-545

 

Trauma Case Study

 

Reason for Referral

 

Maryam is a 17-year-old Caucasian female university student who was referred to your agency by her physician Dr. Jaffee. Maryam presented in her doctor’s office complaining of lack of sleep. Dr. Jaffee did not give her medication as Maryam has reported drinking three to four glasses of vodka and orange juice per night to sleep. Dr. Jaffee’s report indicates the patient is sleeping 2-4 hours per night and often awakens with nightmares. Blood tests were normal with the exception of slightly elevated liver enzymes. Blood pressure was 130/94. Patient was scheduled for a follow-up appointment in 2 weeks.

 

Behavioral Observations

 

Maryam arrived on time for her appointment. She was driven to the appointment by her university roommate. The client appeared anxious, had circles under her eyes, and was tearful during the intake. Maryam was oriented to time, place, and person. Client vocabulary was above average. Client appeared tired and despondent evidenced by low voice, soft speech, and flat affect.

 

Presenting Problem

 

Maryam states “I can’t drive a car. I am too afraid that someone will hit me or I will hit someone else. I can’t sleep so I don’t get up to go to class in the morning.” Client states, “I am afraid to drive.” She goes on to state, “I made such a horrible mistake; I don’t deserve to live. I am so stupid.”

 

Client states that she was involved in a three car accident 2 months ago. Client reports one person was critically injured and the other was treated and released at the hospital. Client reports she received a citation, as she turned in front of two oncoming cars at a red light.

 

Support System

 

Client reports that she lives in student housing on the campus of a local university. She has one roommate who brought her to today’s appointment.

 

Legal: Client is facing legal problems due to the accident.

 

Family Support: Maryam’s family lives out of state. She has no relatives that live locally.

 

 

© 2019. Grand Canyon University. All Rights Reserved.

Stretch Application 1

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HD 205, Fall 2019 Stretch Application 1

due on September 15

Intention: Actively apply HD205 course concepts to your life. Increase awareness of how you are incorporating the communication and life skill materials.

Mechanism: Choose 1 of the 3 stretches listed below to actively engage in and reflect upon.

Part 1 — Stretches: Each stretch is designed to help bring course content to life.

1. Simply Be: Go outside into a large open area taking only a journal and a writing instrument. Leave all electronics, food and other tempting distractions at home. Anchor yourself in a 4 ft. x 4 ft. square area and spend 20 minutes there alone. Be sure to dress appropriately for the weather. Spend time journaling about what you experience during that time. Examples: Where does your focus go? Is it challenging to just “be” for an extended period of time? Why or why not? What are you distracted by? Are you lost in your thoughts or are you present with what is happening around you? In the moments of connection, can you describe how it feels to be in touch with the here and now.

2. Just Do It!: Choose a chore (not homework) you’ve been putting off for a while. Set aside 20 minutes to begin accomplishing the task. It could be laundry, paying bills, making a budget, cleaning your room, washing the dishes or anything else that you have been procrastinating. During the 20 minutes, focus completely on the experience. Pay attention to what you are doing and how you are doing it. Practice being fully present with the activity. Eliminate outside distractions including electronic devices and cellphones by voluntarily turning them off for the duration of this task. After 20 minutes, feel free either to stop or to continue. Do this for twenty minutes every day, until your task is completed.

3. Walking in Awareness: Take a 20 minute silent walk around campus. Challenge yourself to practice present moment connection during the entire walk. Tune into your senses of hearing, sight, taste, touch and smell as you move through the world. Turn off all electronic devices like your iPod and cell phone during this exercise. Pay attention to subtle details like the sensation of air on your cheeks, the experience of your foot meeting the earth or sun light striking a particular tree. Slow down and pay attention. This is not a walk to get somewhere (i.e. to class or the library!) but rather a journey of awareness and conscious presence.

Part 2 – Stretch Reflection: After engaging in any stretch, it is important to reflect on the experience to assess its impact and increase personal awareness. Please spend time reflecting on the questions below and answer each of the following prompts. A recommendation is that the length of your responses should be approximately 500 – 600 words in length, total. For the entire thing; not per prompt.

Prompts: 1. What stretch did you do and what did you experience while engaging in it?

2. Describe your understanding of the mindfulness principle of present moment connection and explain how it relates to your stretch experience. You may want to review chapters 7 and 17-20 in The Happiness Trap prior to writing this section. Feel free to cite the text.

3. What lesson(s) will you take from this stretch that you can apply to your life?

 

 

•

Grading: This stretch application will be graded based on the following rubric:

Struggling Developing Achieving

Prompt 1

(6 points)

• Does not indicate which stretch was chosen.

• Provides a limited or confusing description of the experience of engaging in that stretch.

0-2 points

• Clearly indicates which stretch was chosen.

• Provides a description of the experience of engaging in that stretch but lacks detail or depth in explanation.

3-4 points

• Clearly indicates which stretch was chosen.

• Provides a detailed, in-depth description of the experience of engaging in that stretch.

5-6 points

Prompt 2

(8 points)

• Does not show understanding of present moment connection.

• Provides a confusing or incorrect description of the relationship between mindfulness and stretch experience.

0-3 points

• Shows some understanding of present moment connection, but misses important aspects or details of the concept.

• Provides a description of the relationship between mindfulness and stretch experience, but lacks detail or depth in explanation.

4-6 points

• Shows clear understanding of present moment connection

• Provides a detailed, in-depth description of the relationship between mindfulness and stretch experience.

7-8 points

Prompt 3

(6 points)

• Describes the lesson(s) of the stretch experience in a limited or confusing explanation.

0-2 points

• Describes the lesson(s) of the stretch experience, including how the experience can be applied to future experiences, but lacks detail or depth in explanation.

3-4 points

• Clearly and accurately describes the lesson(s) of the stretch experience, including how the experience can be applied to future experiences.

5-6 points

Contents of an Evaluation Plan

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As a human services administrator, you need to determine which program evaluations are most useful. Much depends on the type of organization and the nature of the services being evaluated. Perhaps you need to know if a program is working efficiently or reaching its intended target community. You might consider using a program evaluation to plan for the future of an organization.

Not all program evaluations are equal. Some identify problems in the organization that require attention, while others may fail to provide useful information. It is important to note strengths and limitations of program evaluations so that you might select the evaluations that are most useful.

For this Assignment, select one of the program evaluations samples from the list provided in this week’s Resources and consider its strengths and limitations. You will create a short presentation (7–10 slides) on the strengths and weaknesses. As a Walden student, you have a Google email account (Gmail) and access to Google tools. You can find the tools when you log into your account. For this presentation, you can use Google Slides or PowerPoint. If you are new to Google Slides, you can find resources in this week’s Learning Resources to get you started.

In a 7- to 10-slide presentation, you should provide:

  • A description of the program evaluation you selected.
  • A chart with two sides: strengths and limitations, using the subtitles integrity, reliability, validity
  • An analysis of the strengths and limitations that aligns with your chart, including why you identified them
  • A reference page in APA format with 3–5 resources you used to develop your presentation, including at least two from this week’s resources

Support your Assignment with specific references to all resources used in its preparation. You are asked to provide a reference list for all resources, including those in the Learning Resources for this course. You should include in your references at least two resources included in this week’s resources and at least one outside scholarly resource.

Program eval resources

© 2016 Laureate Education, Inc. Page 1 of 1 Week 3: Program Evaluation Samples Note: You are not expected to read the entire program evaluation you select. Instead, review the summary or conclusions area to gather the information you need for the assignment. • Magill, K., Hallberg, K., Hinojosa, T., & Reeves, C. (2010). Evaluation of the implementation of the rural and low-income school program: Final report. Office of Planning, Evaluation and Policy Development, U.S. Department of Education. Retrieved from the Walden Library using the ERIC database. • Kingsbury, N. (2011). Program evaluation: Experienced agencies follow a similar model for prioritizing research. Report to the subcommittee on oversight of government management, the federal workforce, and the District of Columbia, committee on homeland security and governmental affairs, U.S. Senate. GAO11-176. U.S. Government Accountability Office. Retrieved from the Walden Library using the ERIC database. • Sanders, J. R., & Nafziger, D. N. (2011). A basis for determining the adequacy of evaluation designs. Journal of Multidisciplinary Evaluation, 7(15), 44–78. Retrieved from the Walden Library using the Directory of Open Access Journals database. • Pereira, N., Peters, S. J., & Gentry, M. (2010). My class activities instrument as used in Saturday enrichment program evaluation. Journal of Advanced Academics, 21(4), 568–593. Retrieved from the Walden Library using the Academic Search Complete database. • Piper, B., & Korda, M. (2011). EGRA plus: Liberia. Program evaluation report. RTI International. Retrieved from the Walden Library using the ERIC database.  • Gaubert, J. M., Knox, V., Alderson, D. P., Dalton, C., Fletcher, K., & McCormick, M. (2010). The supporting healthy marriage evaluation: Early lessons from the implementation of a relationship and marriage skills program for low-income married couples. MDRC. Retrieved from the Walden Library using the ERIC database. • Curry, S. J., Mermelstein, R. J., Sporer, A. K., Emery, S. L., Berbaum, M. L., Campbell, R. T., & … Warnecke, R. B. (2010). A national evaluation of community-based youth cessation programs: Design and implementation. Evaluation Review, 34(6), 487–512. Retrieved from the Walden Library using the Sage Premier 2010 database.

Resources:

Contents of an Evaluation Plan

Develop an evaluation plan to ensure your program evaluations are carried out efficiently in the future. Note that bankers or funders may want or benefit from a copy of this plan.

Ensure your evaluation plan is documented so you can regularly and efficiently carry out your evaluation activities. Record enough information in the plan so that someone outside of the organization can understand what you’re evaluating and how. Consider the following format for your report:
1. Title Page (name of the organization that is being, or has a product/service/program that is being, evaluated; date)
2. Table of Contents
3. Executive Summary (one-page, concise overview of findings and recommendations)
4. Purpose of the Report (what type of evaluation(s) was conducted, what decisions are being aided by the findings of the evaluation, who is making the decision, etc.)
5. Background About Organization and Product/Service/Program that is being evaluated
a) Organization Description/History
b) Product/Service/Program Description (that is being evaluated)
i) Problem Statement (in the case of nonprofits, description of the community need that is being met by the product/service/program)
ii) Overall Goal(s) of Product/Service/Program
iii) Outcomes (or client/customer impacts) and Performance Measures (that can be measured as indicators toward the outcomes)
iv) Activities/Technologies of the Product/Service/Program (general description of how the product/service/program is developed and delivered)
v) Staffing (description of the number of personnel and roles in the organization that are relevant to developing and delivering the product/service/program)
6) Overall Evaluation Goals (eg, what questions are being answered by the evaluation)
7) Methodology
a) Types of data/information that were collected
b) How data/information were collected (what instruments were used, etc.)
c) How data/information were analyzed
d) Limitations of the evaluation (eg, cautions about findings/conclusions and how to use the findings/conclusions, etc.)
8) Interpretations and Conclusions (from analysis of the data/information)
9) Recommendations (regarding the decisions that must be made about the product/service/program)
Appendices: content of the appendices depends on the goals of the evaluation report, eg.:
a) Instruments used to collect data/information
b) Data, eg, in tabular format, etc.
c) Testimonials, comments made by users of the product/service/program
d) Case studies of users of the product/service/program
e) Any related literature

Pitfalls to Avoid

1. Don’t balk at evaluation because it seems far too “scientific.” It’s not. Usually the first 20% of effort will generate the first 80% of the plan, and this is far better than nothing.
2. There is no “perfect” evaluation design. Don’t worry about the plan being perfect. It’s far more important to do something, than to wait until every last detail has been tested.
3. Work hard to include some interviews in your evaluation methods. Questionnaires don’t capture “the story,” and the story is usually the most powerful depiction of the benefits of your services.
4. Don’t interview just the successes. You’ll learn a great deal about the program by understanding its failures, dropouts, etc.
5. Don’t throw away evaluation results once a report has been generated. Results don’t take up much room, and they can provide precious information later when trying to understand changes in the program.