Synthesis Worksheet: Doctoral Identity

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Unit 3

Synthesis is the act of creating something new from multiple existing entities. Synthesis of research, then, is creating a new idea from existing ideas. This assignment is designed to help you identify how themes can emerge from reading literature and how you can synthesize this information in a way that creates new knowledge. You will use your understandings of the Topic 2 readings to complete a synthesis worksheet.

General Requirements:

· This assignment will be used as a pre-writing activity for the synthesis paper in Topic 5.

· Locate and download “Synthesis Worksheet” from the Course Materials for this topic.

· Review the articles by Baker & Pifer (2011), Gardner (2009), and Smith & Hatmaker (2014) located in the Course Materials for this topic.

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

· Doctoral learners are required to use APA style for their writing assignments. Review the GCU APA Style Guide for Writing located in the Student Success Center.

· You are required to submit this assignment to LopesWrite. Refer to the directions in the Student Success Center.

Directions:

Complete the Synthesis Worksheet for the articles by Baker & Pifer (2011), Gardner (2009), and Smith & Hatmaker (2014). The completed worksheet will include the following sections:

1. An Introduction that introduces and provides context for the topic, presents three common themes that emerged from the readings, and provides organization for the paper with a thesis statement.

2. A description of the evidence to support three common themes that emerged from the articles. Since this is likely your first experience with this depth of synthesis, we have provided two of the themes found in the articles. Your task is to identify a third theme and to provide evidence from each article for all three common themes.

3. A conclusion where you will return to your thesis and provide evidence showing you successfully addressed your thesis statement. Discuss the connections that you made from the evidence and how each theme emerged from the central topic of doctoral identity.

TITLE OF PAPER 2

 

 

 

 

 

Your Title Goes Here

Your Name Goes Here

Grand Canyon University

 

 

 

 

 

 

Running head: TITLE IN ALL CAPS 1

TITLE OF PAPER 3

 

Synthesis Worksheet

Introduction  
Capture interest: <Provide an opening sentence.>
Context: <Provide brief information about the articles to give the reader context.>
Statement of common themes: <Provide a statement of common themes.>
Thesis statement: <Provide a thesis statement.>
Theme One: Academic Success
Baker and Pifer (2011): <Insert evidence from the article that supports this theme.>

 
Gardner (2009): <Insert evidence from the article that supports this theme.>
Smith and Hatmaker (2015): <Insert evidence from the article that supports this theme.>
Theme Two: Relationships
Baker and Pifer (2011): <Insert evidence from the article that supports this theme.>

 
Gardner (2009): <Insert evidence from the article that supports this theme.>
Smith and Hatmaker (2015): <Insert evidence from the article that supports this theme.>
Theme Three: Select a third common theme that emerged from the articles.
Baker and Pifer (2011): <Insert evidence from the article that supports this theme.>
Gardner (2009): <Insert evidence from the article that supports this theme.>
Smith and Hatmaker (2015): <Insert evidence from the article that supports this theme.>
   
Statement of Conclusion <Summarize the three main themes. What conclusions can you draw when considering all three articles together as a single unit? What is the overall message of the three articles? >
   

 

 

References

Author, A., & Author, A. (2014). The article title is in sentence case. Journal of APA Style, 42, 74-89. doi: 48.1516.2342

Reynolds, M. D., & Tyree, A. (2008).  Teaching values in a materially rich but morally poor society.  The International Journal of Learning, 15(9), 117-122. Comment by Chuck Banaszewski: Last name Comment by Chuck Banaszewski: First name initial Comment by Chuck Banaszewski: Middle name initial Comment by Chuck Banaszewski: Only the first word is capitalized Comment by Chuck Banaszewski: Journal Publication is italicized Comment by Chuck Banaszewski: Volume number is italicized Comment by Chuck Banaszewski: Issue number is NOT italicized also issue number goes inside (#) Comment by Chuck Banaszewski: Page numbers Comment by Windows User: Delete all comments prior to submitting. You should not leave any of my instructions in your submission! Comment by Windows User: Notice there is not a GCU library permalink, as this is not part of the reference in APA style. Permalinks are used for student retrieval only.

Personal Assessment Paper

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NSTRUCTIONS:  In this 3-5 page paper, you will identify and discuss personal attitudes, values, behaviors, and experiences that may impede or enhance your ability to do crisis work.  Your paper must reflect accurate and supported knowledge of effective crisis worker characteristics and the dynamics of counselor burnout, vicarious traumatization, and compassion fatigue.  You will use the course readings, the assigned chapter below, and at least 2 professional journal articles dealing with counselor burnout, vicarious traumatization, or compassion fatigue.  Cite all references in the Outline and References Assignment in APA and use the alphanumeric outline format posted in the Paper Information folder in Blackboard under Course Information.  Cite all references and format the rough draft and final paper using APA style.  NOTE:  The page length above does not include the title page, reference page, or any appendices you may use.

James, R. K. (2008).  Human service workers in crisis:  Burnout, vicarious traumatization, and   compassion fatigue.  In Crisis intervention strategies (pp.530-562).  Belmont, CA:    Brooks/Cole, Cengage Learning.

Reminder:  This self-assessment must be informed by the course concepts, the assigned   reading, and at least 2 professional journal articles as described above.

Running head: MANAGEMENT OF CRISES 1

MANAGEMENT OF CRISES 3

 

 

 

 

 

 

 

 

Management of Crises

Kandra Thornton

Professor Lesyk

 

 

 

 

 

Dealing with A Crisis

I. What Is A Crisis?

A. What types of crisis are there?

B. ________________

1. What personal qualities or characteristics might enhance your ability to be an effective crisis worker?

2. What personal qualities or characteristics might impede your ability to be an effective crisis worker?

II. What Career Path Do You Want to Pursue?

A. What kind of crisis you might run into in this field?

A. How you will help patients with their crisis?

1. How might your profession hinder your ability to act efficiently?

2. How might your profession enhance your ability to act efficiently?

III. What is Burnout, Vicarious Traumatization and Compassion Fatigue?

A. What feelings, attitudes, motives, and/or expectations might increase your risk for burnout?

B. What are some preventative and restorative measures you can take to address vicarious traumatization that is most likely to work specifically for you?

C. What are some preventative and restorative measures you can take to address compassion fatigue that is most likely to work specifically for you?

 

1. Overall, do you think you’re fit to be a crisis worker, or handle a crisis effectively?

Management of Crises

We must have at one time found ourselves in some situations which are dangerous and require effective decision making to help solve the issue. These are usually stressful times in one’s life that are in turmoil experiencing rough times that make it difficult to carry on with their normal daily activities. There are different types of crises that one is bound to experience in their lives, these are such as natural crises, financial crises, technological crises and the crises of malice. These are usually devastating situations that if not properly managed then the situation might be worse and beyond the management of the situation if not managed as fast as possible (James, 2008).

Management of these crises requires individuals that have the right attributes which can ensure that one effectively manages the situation before the situation becomes worse. Self-awareness, for instance, is a key attribute that I possess. This requires that one understands oneself such that raising their dark sides of life does not necessarily affect them negatively. A crisis manager should also be nonreactive as there are many situations that such an individual is bound to face and being unreactive only helps in the provision of the best solution (Kanel, 2018).

However, some attributes might impede me from being an effective manager of the crises. For instance, being a judgmental crisis counselor might be difficult for me to solve crises issues; this is because while listening to the crises I might make an early judgment which would result in not solving the crises. I am sometimes judgmental to others depending on the situation. This might be able to help in effective solving of the situation as the other part of the situation would only make the situation worse. Another attribute would be tolerance, my tolerance level is low most of the time. I constantly get mad at this when people don’t understand what I’m saying to them. A counselor who is unable to tolerate all the challenges and the crises that he/she handles might pile up in one`s life and make it intolerable to survive in such an environment.

I intend to venture into a Disaster Management career. This is because I believe that I have acquired the right skills and knowledge appropriate for crisis management. There are various crises that are bound to face during the execution of my duties. These are such as natural crises like an earthquake, flooding, and drought. There are also technological crises like security data breach and social engineering practices that I might face in the process of discharging my duties (James, 2008). There is also the likelihood of experiencing workplace violence that might arise due to different ideologies among the employees. Therefore, for the organization to smoothly run I must always be alert on these crises and be in a position to effectively solve the prevailing situation.

I will be able to help patients solve their situation in different ways depending on the kind of crises that we might be facing. For instance, the measures taken against fire outbreaks are different as those used in cases of flooding, and earthquake, however, the main goal is to ensure that their assumption of duties as fast as possible. If a patient experiences a fire and their house burns down, if I can’t have them stay at my house personally, I will have pamphlets with steps to do next, shelter numbers, insurance claims numbers etc. Same for flooding or earthquakes. But in those cases, I would also include Red Cross.

As a crisis manager, I don’t think that there are possible ways that would hinder me from discharging my duties as a disaster manager (James, 2008). Instead, I will be in a position act efficiently as I will use the knowledge and skills acquired in school into direct solving of crises facing the facility. Therefore, by the use of all the available resources at the facility I will be able to gain the required experience and skills that would make me more effective in the management of crises.

Burnout is usually the state of prolonged stress that results in physical, emotional and mental exhaustion of an individual. Then vicarious traumatization is usually the transformation of the self-trauma which results from empathic engagement with the traumatized individuals. On the other hand, compassion fatigue is the charitable appeals on behalf of those suffering that take place when there is an increased frequency of similar cases. Burnout is usually experienced at the workplace when there is a mismatch between people`s needs and the opportunities that arise at the workplace, these are the major feelings and motives that lead to burnout (Kanel, 2018). However, managing vicarious traumatization can be effectively done by having in place a healthy lifestyle that results in physical wellness. While for the case of compassion fatigue I can be able to manage the situation by being trained on the best ways to manage the situation and engage in outside hobbies that would result in making me feel relaxed.

Overall, I believe that I have what it takes to make me an effective crisis worker; this is because all the important attributes that are required for an effective crisis worker I possess them. For instance, I have self-awareness ability that has made me understand me and put me in a situation that I can always be able to manage any situation that I face. I have also the ability to understand my past and there are limited chances that an individual can use my past to make it my downfall. Finally, I have also been trained and acquired some of the best skills and knowledge that are required in the management of the crises that facilities face.

 

 

References

James, R. K. (2008). Human service workers in crisis: Burnout, vicarious traumatization, and compassion fatigue. Crisis intervention strategies (pp.530-562). Belmont, CA: Brooks/Cole, Cengage Learning.

Kanel, K. (2018). A guide to crisis intervention (6th ed.). Boston, MA: Cengage Learning.

Review the Fundamentals of Qualitative Research Methods:

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Good research is driven by the synthesis of one’s passion or interest with a topic that has been under-studied in the professional literature. Out of that synthesis emerges a gap—an area in need of further study that is consistent with your interests—that defines the research problem. Clarifying the research problem takes time, effort, and thought.

Once you have developed your research problem, the research purpose and research question become self-evident.

What also becomes evident is your position with respect to the topic, the question, and what you hope to find. Qualitative research recognizes that the research “space” is shaped by both the participants and the researcher.

… the identities of both researcher and participants have the potential to impact the research process. Identities come into play via our perceptions, not only of others, but of the ways in which we expect others will perceive us. Our own biases shape the research process, serving as checkpoints along the way. Through recognition of our biases, we presume to gain insights into how we might approach a research setting, members of particular groups, and how we might seek to engage with participants (Bourke, 2014, p. 1).

For this Discussion, you will examine a research question based on the purpose for inquiry, a rationale for the study, and issues of positionality.

To prepare for this Discussion:

· Consider the research topic you are developing for your Major Assignment 1.

· Review Chapter 3 of the Ravitch and Carl text and use Table 3.1, page 69 to help you create a rationale using the questions as your guide.

· Review Chapter 3 of the Ravitch and Carl text and specifically use pages 70–76 to create a positionality memo to reflect on your relationship to the topic.

· Review the Fundamentals of Qualitative Research Methods: Developing a Qualitative Research Question media program as a guideline to help you create a research question.

By Day 3

Transform your notes from your preparation work into four paragraphs and briefly explain in your post the following:

1. The research purpose of your inquiry

2. The rationale

3. Issues of positionality

4. The research question

Be sure to support your main post and response post with reference to the week’s Learning Resources and other scholarly evidence in APA style.

Ravitch, S. M., & Carl, N. M. (2016). Qualitative research: Bridging the conceptual, theoretical, and methodological. Thousand Oaks, CA: Sage Publications.

· Chapter 3, “Critical Qualitative Research Design” (pp. 85–89) (previously read in Week 2)

Rubin, H. J., & Rubin, I. S. (2012). Qualitative interviewing: The art of hearing data (3rd ed.). Thousand Oaks, CA: Sage Publications.

· Chapter 3, “Qualitative Data-Gathering Methods and Style” (pp. 25–39)

· Chapter 4, “Designing Research for the Responsive Interviewing Model” (pp. 42–57)

Exegetical Paper Passage And Bibliography

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Grading Rubric for Exegetical Passage and Bibliography Paper

Criteria Levels of Achievement
Content

70%

 Advanced 92-100% Proficient 84-91% Developing 1-83% Not present
Content

 

 7 points

The passage selection is clearly stated and obvious to the instructor. Seven or more scholarly and credible sources are cited in the bibliography.

 

 6 points

The passage selection is stated and made available to the instructor. A minimum of seven credible sources are cited in the bibliography.

 1 to 5 points

The passage selection is not clearly stated. There are less than seven sources cited in the bibliography. Two or more of the sources are not scholarly and credible.

 0 points

Not present
Structure 30% Advanced 92-100% Proficient 84-91% Developing 1-83% Not present
Thread: Grammar and Spelling, Turabian formatting

 

 3 points

Spelling and grammar are correct. Sentences are complete, clear, and concise.

Bibliographic references are cited in current Turabian format.

 2 points

Spelling and grammar has some errors. Sentences are presented as well. Bibliographic references are cited with some Turabian formatting.

 1 point

Spelling and grammar errors distract. Sentences are incomplete or unclear. Bibliographic references are minimally or not cited in current Turabian format.

 0 points

Not present
Instructor’s Comments