Discussion: Responding To Community Violence

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Instructions

After reading the assigned chapters this week, please, do the following:

Step 1

1. Select a recent incident of school violence, e.g. Sandy Hook, Columbine, Northern Illinois University, Virginia Tech, and the very recent ones, including Texas school shooting, etc.. You will need to read up news and other information sources, including expert analyses regarding these events to familiarize yourself with the context.

2. Now imagine that you are a crisis mental health worker who has responded to the crisis in the two days following the event. You have met an individual that was/is directly affected by the situation (it could be a surviving student, a parent, a teacher, etc).

3. Select a Crisis Intervention Model (from any of these presented in your text)  and explain how you would utilize it to work with your client. Be thorough in your responses and outline each step of the model you have selected. Your discussion must be grounded in the material from your text).

Your response should begin with a brief outline of the crisis context in which you are working,  i.e., what has happened? You should provide demographic information for your client so I know who your client is and how the crisis situation affected them.

You may use the following outline to help you with this exercise:

Therapist Name:  ________________________________________________   Date: __________________

Client Name: __________________________________________ Age: _________________ Gender: ______________

Presenting Problem

Conceptualization per Crisis Intervention Model

1.

2.

3.

Treatment Goals

1.

2.

3.

Treatment Plan

1.

2.

References

James, R. K. (2013). Crisis intervention strategies (7th ed.) Pacific Grove, CA: Brooks/ Cole Publishing.

Background of PTSD  Psychic trauma is the result of experiencing an acute

overwhelming threat in which disequilibrium occurs.

 Most people are extremely resilient and will quickly return to a state of mental and physical homeostasis.

 Acute stress disorder is when symptoms continue for a period of 2 days to 1 month and have an onset within 1 month of the traumatic event.

 

 

Background Cont.  If acute stress disorder symptoms develop, they will

typically diminish in 1 to 3 months.

 Delayed PTSD is when symptoms disappear for a period of time and then reemerge in a variety of symptomatic forms months or years after the event.

 

 

Benchmarks  Railway train accidents

 “Railway spine”

 Freud’s research on trauma cases of young Victorian women

 “Hysterical neurosis”

 Traumatized combat veterans (especially veterans of the Vietnam Conflict)

 “Shell shock”  “Combat fatigue”

 

 

Benchmarks Cont.  Recognition of domestic violence and rape via the

women’s movement  “Battered women’s syndrome”

 All came together to be defined as posttraumatic stress disorder in the third edition of the American Psychiatric Association’s Diagnostic and Statistical Manual (1980).

 

 

Diagnostic Criteria  Exposure to a trauma that involves:

 Actual or perceived threat of serious injury or death to self or others

 Response to the trauma was intense fear, helplessness, or horror  Symptoms arise that were not evident before the event

 Persistent re-experiencing of the trauma in at least ONE of the following ways:

 Recurrent and distressing recollections  Recurrent nightmares  Flashback episodes  Distress related to internal or external cues that symbolize the

event  Physiological reactions to events that symbolize the trauma

 

 

Diagnostic Criteria Cont.  Behaviors consistent with at least THREE of the

following:  Persistently avoiding related thoughts, dialogues, or feelings  Persistently avoiding related activities, people, or situations  Inability to recall important details of the trauma  Markedly diminished interest in significant activities  Emotionally detached from others  Restricted range of affect  Sense of foreshortened future

 

 

Diagnostic Criteria Cont.  Persistent symptoms of increased nervous system

arousal that were not present prior to the trauma, as indicated by at least TWO of the following:

 Difficulty falling or staying asleep  Irritability or outbursts of anger  Difficulty concentrating  Hyper-vigilance  Exaggerated startle reactions to minimal stimuli

 The disturbance causes clinically significant impairment in social, occupational, or other critical areas of living.

 

 

PTSD in Children  Bus kidnapping in Chowchilla, CA

 30-50% of children will experience at least one traumatic event by the age of 18.

 3-16% of boys and 1-6% of girls will develop PTSD.

 The type of trauma will impact the likelihood of developing PTSD.

 Nearly 100% if they see a parent killed or sexually assaulted.  Approximately 90% if the child is sexually assaulted.  77% if the child witnesses a school shooting.  35% if the child witnesses violence in their neighborhood.

 

 

Diagnostic Criteria for Children  Must experience disorganized or agitated behavior

 May demonstrate regressive behaviors

 May relive the trauma through repetitive play

 Generalized nightmares (i.e., monsters)

 May believe that they can see into the future

 Somatic complaints of headaches and stomachaches

 

 

Types of Trauma  Type I Trauma

 Sudden and distinct traumatic experience

 Type II Trauma (aka “complex PTSD”)  Persistent and derives from repeated traumatic events  Has three cardinal symptoms:

 Somatization (Physical ailments)  Dissociation (Divisions of personality)  Affect dysregulation (Changes in impulse control,

attention, perception, and significant relationships)

 

 

Incidence, Impact, and Trauma Type  Incidence

 Approximately 20% of people will experience a trauma  Higher in adolescents, employees of hazardous occupations,

victims of severe burns and sexual assault, refugees, and combat veterans

 Residual Impact  Can happen even when someone has excellent coping skills

and a positive support system  Example of Chris (veteran of the U.S. Marine Corps who

served in the Vietnam Conflict)

 Importance of Trauma Type  Marked distinction between natural and human-made

catastrophes

 

 

Vietnam, The Archetype  Hyper-vigilance

 Lack of goals

 Individual/Individualizer

 Bonding, debriefing, and guilt

 Civilian adjustment

 Substance abuse

 Attitude

 Antiwar sentiment

 

 

10 Predisposing Variables of PTSD  Degree of threat

 Degree of bereavement

 Speed of onset

 Duration of the trauma

 Degree of displacement in home continuity

 Potential for recurrence

 Degree of exposure to death and destruction

 Degree of moral conflict inherent in the situation

 Role of the person in the trauma

 Proportion of the community affected

 

 

Symptoms of PTSD  Intrusive-repetitive ideation

 Visual images triggered by sights, sounds, smells, or tactile cues

 Denial/numbing  Emotions of guilt, sadness, anger, and rage

 Increased nervous symptom arousal  Acoustic startle response

 Dissociation  Possibly the most important long-term predictive variable for PTSD and

is connected to “complex PTSD”

 Family responses  Possible discrepancy of reaction based on the type of trauma  May “turn on” the victim if they can not deal with the trauma

 

 

Maladaptive Patterns Characteristic of PTSD  Death imprint

 Clear vision of one’s own death in concrete terms

 Survivor’s guilt  Guilt over surviving, not preventing another’s death, not having been

braver, or complaining when other’s have suffered more

 Desensitization  Contradictory emotions within the person may lead to hostile,

defensive, anxious, or depressive states

 Estrangement  Feelings that any future relationships will be insignificant in the

greater scheme of things

 Emotional enmeshment  Continuous struggle to progress (emotional fixation)

 

 

Impact of Iraq and Afghanistan  Comprehensive Soldier Fitness Program

 Integrated, proactive approach to developing psychological resilience in soldiers, family members, and the Army’s civilian workforce.

 Components:  The Global Assessment Tool  Master Resilience Trainer course  Family skills component

 

 

Treatment of Adults  Assessment

 Structured interview  Self-reports  Empirically derived scales  Overview of assessment

 Phases of recovery  Emergency/outcry  Emotional numbing/denial  Intrusive-repetitive  Reflective-transition  Integration

 

 

Treatment of Adults Cont.  Initiating intervention

 Victims may refuse early intervention  It is too difficult to talk about the trauma  They believe that people of good character should be able to

cope with traumatic events.

 Importance of acceptance  Disclosure is difficult because the events of the trauma may

seem horrifying and socially unacceptable.

 

 

Treatment of Adults Cont.  Risks of treatment

 No magical cures  Intensity of treatment may impact occupations or relationships  May get worse before you get better  Re-experiencing the traumatic event is very painful  Difficult to give up thoughts of revenge related to the trauma  Pain associated with accepting the world as it is  Difficult to accept one’s own limitations

 Multiphasic/multimodal treatment  Eclectic Therapy

 Behavioral, cognitive-behavioral, humanistic, emotion-focused

 Psychotropic medication  No fixed pharmaceutical regimen; results vary per the individual

 

 

Eye Movement Desensitization and Reprocessing (EMDR)

 Basic technique is to have the client visualize the trauma or experience thoughts and feelings related to the trauma while watching the therapist’s finger as it moves rapidly back and forth in front of the client’s face.

 Controversial

 Is effective with some people and is not intrusive

 

 

EMDR Cont.  History Taking and Treatment Planning

 Preparation

 Assessment

 Desensitization

 Installation

 Body Scan

 Closure

 Reevaluation

 

  • Chapter Seven: �Posttraumatic Stress Disorder
  • Background of PTSD
  • Background Cont.
  • Benchmarks
  • Benchmarks Cont.
  • Diagnostic Criteria
  • Diagnostic Criteria Cont.
  • Diagnostic Criteria Cont.
  • PTSD in Children
  • Diagnostic Criteria for Children
  • Types of Trauma
  • Incidence, Impact, and Trauma Type
  • Vietnam, The Archetype
  • 10 Predisposing Variables of PTSD
  • Symptoms of PTSD
  • Maladaptive Patterns Characteristic of PTSD
  • Impact of Iraq and Afghanistan
  • Treatment of Adults
  • Treatment of Adults Cont.
  • Treatment of Adults Cont.
  • Eye Movement Desensitization and Reprocessing (EMDR)
  • EMDR Cont.

How does each theory explain their behavior, ideas, and achievements?

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Instructions:

  1. Select an adult to study (someone who is a prominent person, singer/actor, politician, athlete, or someone in the news)
  2. Prepare a 700-1000 word paper in which assess the following issues:
    1. What family issues or support systems may have influenced this person’s learning style and behaviors?
    2. Select two theories of learning and apply them to the person you selected to study
      1. How does each theory explain their behavior, ideas, and achievements?
      2. Why?
      3. Include in paragraph citations and references

Journal Entry

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Instructions: There is no paper for this course. You will instead keep a leadership journal consisting of 28 entries based mostly on exercises and assessment. The goal of this journal is your personal assessment, reflection, and improved self-awareness. The more you put into it the more you will get out of it, and the higher grade you will receive. The first submission (Week 3) is to allow you to get initial and early feedback. The final journal, due week 7.  Some assessments are in the book and some are not.

The total journal project is worth 340 total points. The first journal is worth 100 points and the final worth 240 points. You should complete the exercises weekly and submit your entry at the end of weeks 3 and 7. The week 3 journal is to allow you to receive instructor feedback so you can increase your chances of an excellent grade on the final journal submission in week 7.

NOTE: The journal is worth 34% of the total grade in the class. It is critical that you do them throughout the class and avoid procrastination at the end. While they are due at the end of week 3 and week 7, it is be unwise to wait until the last minute to do the exercises. Doing the exercises weekly also reinforces the reading and weekly topics.

Format 

1. You must have an APA cover page and follow usual APA guidelines related to text, double-spacing, citations and references. You are NOT required to cite and reference the exercises from the text or the textbook in this journal. For this class assignment, they are specified and assumed. If you use the text as part of your discussion and reflection in you answer you will need to cite and reference.

2. Follow the headers from this requirements sheet. Use each journal entry header, bold and underlined, in your journal. This is important to facility efficient grading.

3. Save your journal with the schema LastName_FirstName_Journal#. For me it would be Jones_Marshall_Journal 1 for my initial submission.

4. Load to the digital drop box.

5. Your final journal will include entries from your first to create a complete leadership journal. In the event you edit entries from your initial journal for you need to leave the original entry followed by the updated entry highlighted in yellow so the instructor can easily identify edits from the original first journal.

Entry Expectations

IMPORTANT – Unless an entry specifically indicates another expectation, entries must consist of a minimum (to earn a C) of THREE PARAGRAPHS. The first should discuss the assessment or exercise, the second paragraph discusses your results and interpretations, and the last and most important how you can use the information to improve on identified areas needing improvement or how the assessment reinforced what you are doing and why.

INITIAL JOURNAL (due Week 3 – 100 points)

Please complete and submit journal entries 1 through 7 prior to midnight Sunday of week 3. Review the instructions for expectations on format, responses, and file naming. You may also refer to the sample journal. The exercises in the example are not the same as they are from an old class, but it will give you a sample. The first journal is worth 100 points. Each exercise is worth 10 points expect entry one which is worth 20 points. There is also 20 points awarded for overall spelling, grammar, format, and attention-to-detail.

Journal Entry 1: Best Leader I have Experienced (this is NOT in your text)

Think of a person that exemplifies a model of leadership from your life’s experience. Describe their traits and behaviors important to leadership. What traits or behaviors did they possess that made you willing to follow? What examples or model behaviors do you try to emulate that they modeled for you? Please provide at least a full page with three solid paragraphs. (This exercise is worth 20 points).

Journal Entry 2: Self-Assessment 1-1: Leadership Potential (Chapter 1, p. 3-4)

How did you score on this assessment? What does it suggest about your leadership potential? Discuss if you agree or disagree and why. Based on this assessment, what areas do you need to work on to improve your leadership skills? How may you use this information?  Remember the three paragraph minimum expectation as outlined in the instructions.

Journal Entry 3: Self-Assessment 1-2: Managerial Leadership Skills (Chapter 1, p. 8)

How did you score on this assessment? What does it suggest about your managerial leadership skills? Discuss if you agree or disagree and why. How may you use this information?  Based on this assessment, what is your preference? How may you use this information?  Remember the three paragraph minimum expectation as outlined in the instructions.

Journal Entry 4: Self-Assessment 2-1: Big Five Personality Dimensions (Chapter 2, p. 32-33)

How did you score on the five personality dimensions? What does the inventory suggest about those scores? Discuss if you agree or disagree and why. What do you consider strengths as well as things that you need to be aware so to avoid potential problems? How may you use this information?  Remember the three paragraph minimum expectation as outlined in the instructions.

(Note: We are skipping Self-Assessment 2-2 on page 42 for purposes of your journal. It is valuable information but not all text assessments are required. You are welcome, and encouraged, to complete the assessment for self-awareness.)

Journal Entry 5: Online Jung Personality Profile (this assessment is not associated with the text. You need to access the test from the web)

Please take the online Jung personality typology test.  What is your Jung typology? What does this score imply? Do you agree with the characteristics frequently associated with each type as they pertain to you? How can you use this information? Remember the three paragraph minimum expectation as outlined in the instructions.

http://www.humanmetrics.com/cgi-win/jtypes2.asp

Journal Entry 6: Self-Assessment 2-3: Motive Profile with Socialized Power (Chapter 2, p. 44)

You will need to refer back to self-assessment 2-1 about the Big Five personality profile to complete this exercise. How did you score on the three needs and socialized power outlined in the assessment? What does the inventory suggest about those scores? Discuss if you agree or disagree and why. How may you use this information?  Remember the three paragraph minimum expectation as outlined in the instructions.

(Note: We are skipping Self-Assessment 2-4 on page 45-46 for purposes of your journal. It is valuable information but not all text assessments are required. You are welcome, and encouraged, to complete the assessment for self-awareness)

(Note: We are skipping Self-Assessment 2-5 on page 46-47 for purposes of your journal. It is valuable information but not all text assessments are required. You are welcome, and encouraged, to complete the assessment for self-awareness)

Journal Entry 7: Self-Assessment 2-6: How Ethical is Your Behavior? (Chapter 2, p. 50-51)

How did you score on the ethical leadership scale? Discuss if you agree or disagree and why. Why do you think you scored as you did? How may you use this information?  (Instructor note: This is included in the journal to insure you think thought ethical behaviors, help with self-assessment, and contemplate areas for potential improvement.) Remember the three paragraph minimum expectation as outlined in the instructions.

Note: Your instructor will also reward points for overall readability and attention-to-detail. 

Your instructor will award up to 20 points for the overall quality of your journal. Specifically, points are awarded for following the instructions and for readability. Points are based on overall attention-to-detail, grammar, spelling, APA formatting, adherence to expectations, and readability. This does not mean points will not be deducted for issues in each entry, but minor issues may be overlooked in your entry and scored here. Make sure you read the instructions carefully, such as naming scheme, and review the sample.

FINAL JOURNAL (due Week 7 – 200 points)

Continue your journal from week 3. ADD to the journal so that the final includes all 28 entries allowing you to retain a complete journal. Your completed journal will have all 28 entries. This will require you to work ahead into week 8 reading to complete the exercises. They are due in week 7 to allow time for your instructor to grade the journals and final exams and post final grades on time. The final journal is worth 240 points.

Journal Entry 8: Self-Assessment 3-1: Your Behavioral Leadership Style (Chapter 3, p. 71-72)

How did you score on the behavioral leadership style inventory? What does the inventory suggest about those scores? Discuss if you agree or disagree and why. How may you use this information?  Remember the three paragraph minimum expectation as outlined in the instructions.

(Note: We are skipping Self-Assessment 3-2 on page 78 for purposes of your journal. It is valuable information but not all text assessments are required. You are welcome, and encouraged, to complete the assessment for self-awareness)

Journal Entry 9: Self-Assessment 3-3: Job Motivators and Maintenance Factors (Chapter 3, p. 83-84) 

Are motivator or maintenance factors more important to you? Can you explain why this may be the case? How can you use this information? Remember the three paragraph minimum expectation as outlined in the instructions.

Journal Entry 10: Emotional Intelligence (EQ) Tests (these are not associated with the text. You need to access the test from the web)

Please go to the web and complete the three emotional intelligence (EQ) tests below. What does each say about your EQ? Do the tests seem more similar or different in how they explore your EQ? How can you use this information in your daily interactions with others?  This response will likely require more than the typical three paragraphs to complete.

Global Leadership Foundation’s Global Emotional Intelligence Test (GEIT)

https://globalleadershipfoundation.com/geit/eitest.html

Institute for Health and Human Potential EQ Quiz:

Test your Emotional Intelligence with our Free EQ Quiz

Memorado EQ Test:

https://memorado.com/emotional_quotient

(EQ Note: If you are interested, you can find much more detailed scales online for free or for a small fee. If you do other EQ tests, please report on them in your journal as well. It is always helpful for you to journal about them and it helps instructors identify other scales.)

(Instructor Note: There are external links. Should you experience a broken link please email your instructor and complete the other two. If more than one is broken, then wait for the instructor to reply. Remember, before you give up on a link, try another browser.)

Journal Entry 11: Self-Assessment 4-1: Leadership Style Your Fielder LPC (Chapter 4, p.113) 

Are you primarily a task or relationship-centered leader? Discuss if you agree or disagree and why. How may you use this information?  Remember the three paragraph minimum expectation as outlined in the instructions.

(Note: We are skipping Self-Assessment 4-2 on page 132-133 for purposes of your journal. It is valuable information but not all text assessments are required. You are welcome, and encouraged, to complete the assessment for self-awareness)

Journal Entry 12: Self-Assessment 4-3: Determining Your Preferred Normative Leadership Style (Chapter 4, p.136-139) 

What does the assessment suggest is your preferred leadership style? What does your preferred style result imply? Discuss if you agree or disagree and why. How may you use this information?  Remember the three paragraph minimum expectation as outlined in the instructions.

(Note: We are skipping Self-Assessment 4-4 on page 141 for purposes of your journal. It is valuable information but not all text assessments are required. You are welcome, and encouraged, to complete the assessment for self-awareness)

(Note: We are skipping Self-Assessment 5-1 on page 152 for purposes of your journal. It is valuable information but not all text assessments are required. You are welcome, and encouraged, to complete the assessment for self-awareness)

Journal Entry 13: Self-Assessment 5-2: Use of Political Behavior (Chapter 5, p.153-154) 

What does the assessment suggest is your use of political behavior? Do you use them all or have a preference. What does imply about you political behavior? Discuss if you agree or disagree and why. How may you use this information?  Remember the three paragraph minimum expectation as outlined in the instructions.

Journal Entry 14: Self-Assessment 5-3: Networking (Chapter 5, p.159) 

Does this assessment suggest you are an effective or ineffective networker? Discuss if you agree or disagree and why. How may you use this information to improve, or maintain, your networking skills? Remember the three paragraph minimum expectation as outlined in the instructions.

Journal Entry 15: Self-Assessment 5-4: Negotiating (Chapter 5, p.165) 

Does this assessment suggest you are an effective or ineffective negotiator? Discuss if you agree or disagree and why. How may you use this information to improve, or maintain, your negotiation skills? Remember the three paragraph minimum expectation as outlined in the instructions.

Journal Entry 16: Online Learning Style Inventories (these assessments are not associated with the text. You need to access the test from the web)

Complete the below online learning style inventories. Report your results to each. Discuss how they are similar or different. What did you learn about your preferred learning style? How can you use this information? This response will likely require more than the typical three paragraphs to complete.

  1. http://www.educationplanner.org/students/self-assessments/learning-styles-quiz.shtml
  2. https://www.webtools.ncsu.edu/learningstyles/

Journal Entry 17: Self-Assessment 6-1: Listening Skills (Chapter 6, p.188) 

The instructions ask and have at least two trusted friends of colleagues participate in this assessment. It is important that you do so as it can be very revealing. Please do not shortchange yourself. How did you score on your assessment? How did your friends or colleagues score compare to yours? Based on these scores would you assess you are self-aware of your listening skills? How may you use this information?

(Note: We are skipping Self-Assessment 6-2 on page 209 for purposes of your journal. It is valuable information but not all text assessments are required. You are welcome, and encouraged, to complete the assessment for self-awareness)

Journal Entry 18: Self-Assessment 6-3: Determining Your Preferred Communication Style (Chapter 6, p.215-218) 

What is your preferred communication style according to the assessment? Discuss if you agree or disagree and why. How may you use this information? Remember the three paragraph minimum expectation as outlined in the instructions.

Journal Entry 19: Self-Assessment 7-1: Dyadic Relationship with Your Manager (Chapter 7, p.233-234) 

What does the assessment suggest about your relationship with your supervisor? Please complete Self-Assessment 7-2 (p. 238) and Self-Assessment 7-3 (p 239). What do these two assessments, both related to Self-Assessment 7-1, suggest about your LMX? Discuss if you agree or disagree and why. How may you use this information? Remember the three paragraph minimum expectation as outlined in the instructions.

Journal Entry 20: Self-Assessment 7-4: Effective Followers (Chapter 7, p.243) 

What does the assessment suggest about you as a follower? Discuss if you agree or disagree and why. How may you use this information? Remember the three paragraph minimum expectation as outlined in the instructions.

(Note: We are skipping Self-Assessment 7-5 on page 251 for purposes of your journal. It is valuable information but not all text assessments are required. You are welcome, and encouraged, to complete the assessment for self-awareness)

Journal Entry 21: Self-Assessment 8-1: Assessing Teamwork in Your Group (Chapter 8, p.274) 

Describe a team and team experience you will use to complete this assessment. What does the assessment suggest about the team experience you decided to assess? Discuss if you agree or disagree and why. How may you use this information? Remember the three paragraph minimum expectation as outlined in the instructions.

(Note: We are skipping Self-Assessment 8-2 on page 282 for purposes of your journal. It is valuable information but not all text assessments are required. You are welcome, and encouraged, to complete the assessment for self-awareness)

(Note: We are skipping Self-Assessment 8-3 on page 288 for purposes of your journal. It is valuable information but not all text assessments are required. You are welcome, and encouraged, to complete the assessment for self-awareness)

Journal Entry 22: Self-Assessment 9-1: Are You More of a Transformational Leader? (Chapter 9, p.329) 

What does the assessment suggest about transformational leadership? Discuss if you agree or disagree and why. How may you use this information? Remember the three paragraph minimum expectation as outlined in the instructions.

Journal Entry 23: Social Intelligence (SQ) Test (these are not associated with the text. You need to access the test from the web)

Please go to the web and complete the two social intelligence (SQ) tests below. What does each report about your SQ? How do you interpret these results? Do the tests seem more similar or different in how they explore your EQ? How can you use this information in your daily interactions with others? This response will likely require more than the typical three paragraphs to complete.

The Tromsø Social Intelligence Scale

http://www.psytoolkit.org/cgi-bin/psy2.3.2/survey?s=x8jXG

(D.H. Silvera, M. Martinussen, & T. I. Dahl. (2001). The Tromsø Social Intelligence Scale, a self-report measure of social intelligence. Scandinavian Journal of Psychology, 42, 313-319.)

Lab in the Wild Social Intelligence Test

http://socialintelligence.labinthewild.org/mite/

(Instructor Note: There are external links. Should you experience a broken link please email your instructor and complete the other two. If more than one is broken, then wait for the instructor to reply. Remember – before you give up on a link try another browser.)

Journal Entry 24: Self-Assessment 9-2: Are You More Charismatic, Transformational, or Both? (Chapter 9, p.341-342) 

What does the assessment suggest regarding if you are a charismatic or transformational leadership? Discuss if you agree or disagree and why. How may you use this information? Remember the three paragraph minimum expectation as outlined in the instructions.

(Note: We are skipping Self-Assessment 9-3 on page 345 for purposes of your journal. It is valuable information but not all text assessments are required. You are welcome, and encouraged, to complete the assessment for self-awareness)

Journal Entry 25: Self-Assessment 10-1: Personal Values (Chapter 10, p. 372) 

What are your top three values in the assessment? Are you putting in the time and effort to achieve the level of success you want in each of these areas? Discuss if you agree or disagree and why. How may you use this information? Remember the three paragraph minimum expectation as outlined in the instructions.

(Note: We are skipping Self-Assessment 10-2 on pages 382-383 for purposes of your journal. It is valuable information but not all text assessments are required. You are welcome, and encouraged, to complete the assessment for self-awareness)

Journal Entry 26: Self-Assessment 11-1: Strategic Leader? (Chapter 11, p. 398) 

What does the assessment suggest about your strategic leadership? Discuss if you agree or disagree and why. How may you use this information? Remember the three paragraph minimum expectation as outlined in the instructions.

(Note: We are skipping Self-Assessment 11-2 on page 418 for purposes of your journal. It is valuable information but not all text assessments are required. You are welcome, and encouraged, to complete the assessment for self-awareness)

Journal Entry 27: Self-Assessment 12-1: Learning Organizations (Chapter 12, p. 446) 

Describe an organization you have been a member. What does the assessment suggest about that organizational in terms of learning? Discuss if you agree or disagree and why. How may you use this information? Remember the three paragraph minimum expectation as outlined in the instructions.

(Note: We are skipping Self-Assessment 12-2 on page 452 for purposes of your journal. It is valuable information but not all text assessments are required. You are welcome, and encouraged, to complete the assessment for self-awareness)

(Final) Journal Entry 28: What lesson about yourself and leadership can you take away from the class and apply in your life? 

Please summarize what you have learned yourself and leadership can you take away from the class and apply in your life? Please take time to reflect, discuss, and provide at least one page of discussion on what you learned from the class or what leadership related behaviors or trait you possess that were reinforced. This exercise is worth 20 points.

Note: Your instructor will also reward points for overall readability and attention-to-detail. 

Your instructor will award up to 20 points for the overall quality of your journal. Specifically, points are awarded for following the instructions and for readability. Points are based on overall attention-to-detail, grammar, spelling, APA formatting, adherence to expectations, and readability. This does not mean points will not be deducted for issues in each entry, but minor issues may be overlooked in your entry and scored here. Make sure you read the instructions carefully, such as naming scheme, and review the sample.

Double Consciousness And Avoiding Stigma

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The Assignment (3–4 pages):

  • Describe the concerns held by both adoptive parents and adopted children in transracial families.
  • What other concerns would you add that were not discussed and why?
  • Explain how the concerns you discussed in the first two questions relate to the concept of double consciousness.
  • Discuss the advantages and disadvantages of race and ethnicity covering and passing.
  • Address how covering and passing can be used to both cause and resolve identity conflicts for both transracial adoptees and in general.