Child Abuse Treatment Case Study

Case Study: Marisa

 

 

Name: Marisa

 

Demographics

 

Marisa is an 11-year-old Hispanic-American female. Marisa is in the 7th grade at a local school. She lives with her biological mother and her stepfather. Marisa has three siblings: one brother and two sisters. Marisa is the oldest child. Marisa’s biological father is inconsistently in her life, and visits with her a couple of times a year. He lives in the same city as Marisa, but doesn’t seem to hold a job long enough for her mother to collect child support. Marisa is the only child from her mother’s first marriage; her siblings were born during her mother’s current marriage.

 

Treatment History

 

Marisa has been to therapy “a couple of times” when she was 6 years old. Marisa’s mother reports that she (mother) has always had difficulty “managing Marisa’s behavior.”

 

Current Treatment

 

Marisa reports that she visits her school counselor sometimes.

 

Current Medical

 

N/A

 

Current Disposition

 

Marisa’s mother has brought Marisa into your office seeking counseling for oppositional behavior. Marisa’s mother reports “Marisa is so disrespectful; she talks back, yells at me, and just won’t do what she is told.” While you are talking with Marisa and her mother they describe a recent argument. Marisa reports that her mother “slapped me” during the argument. Marisa’s mother reports, “She hit me; I had to do something.” As you tell Marisa and her mother that you are a mandatory reporter and start describing what that means, Marisa’s mother gets upset and leaves the office, taking Marisa with her.

 

Notes

 

Due to the intake paperwork, you have the family’s address and demographic information.

 

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Philosophy:Contemporary Moral Problems

1. Is Beauchamp more concerned with the morality of individual cases of euthanasia, or are his arguments intended to support a policy on legalization?

2. What is the difference between killing and letting die, according to Beauchamp? What is the “redefinition” he wants to resist? Do you agree with him?

3. Explain the point of Beauchamp’s example of Mr. Policeman & Mr. Mafia. Do you agree with him?

4. What is Beauchamp asserting about the difference between a “valid refusal” and a “valid authorization?”

5. On which points does Beauchamp agree with Bernat, Gert, & Mogielnicki? On which does he disagree? With whom do you agree? Does Beauchamp think that a physician is responsible for the outcome only when they honor a patient’s request, or also when they refuse them? What is his reasoning for this?

6. What does Beauchamp identify as the “wrong” in cases when killing a person is wrong?

7. Under what circumstances does Beauchamp think one can make the strongest case for euthanasia? What example does he use to illustrate this?

8. Why does Beauchamp suggest there is both something right and wrong about “slippery slope” arguments? What example does he offer as at least partially addressing these concerns?

Child Growth And Cognitive Development Program Evaluation Analysis

Running head: Milestone One 1

Milestone One 3

2-2 Final Project Milestone One: Draft of Introduction

Kevin Menard

Southern New Hampshire University

2-2 Final Project Milestone One: Draft of Introduction

Introduction

Evaluation is a critical and essential aspect of any activity because it tries to identify strengths and weaknesses of the program. The main purpose of this evaluation is to try and decide if the program is effective and according to the targeted population. The establishment of any given program is accompanied with a huge responsibility to make sure that the goals are achieved. It would, therefore, be not logical to establish a program and lack to evaluate its effectiveness (Anderson et al. 2003). The report will examine if the program reaches the targeted population and if the services that are provided to the targeted population are of help to them or not.

Program Identification and Targeted Age Group

Citizens for Citizens Head Start is a school based program which is located in Southeastern Massachusetts. The program targets children in their early childhood age; 3-5 years old. The age bracket is in line with the children who are supposed to gather knowledge before they begin their primary school journey.

Developmental Needs and Risk Factors

Development needs

The development needs which are identified in the program and which are also in line with the targeted group know shapes, colors, and letters (Rolnick & Grunewald, 2003). The reason why these needs are essential is associated with the fact that the program is in place to make sure that the children who go through the program are equipped to take on the primary school challenges. Therefore, making sure that they are ready for their primary school education is meeting their needs.

Risk factors

Risk factors are poor parenting, lack of parents’ and elder siblings’ attention, incompetent teachers, and availability of materials. Poor parenting affects especially for a child who is developing. Parents have a significant role when it comes to providing a peaceful learning environment; therefore when parents are not supportive, they expose the child to a risk of not grasping what he or she is supposed to grasp (Rolnick & Grunewald, 2003). Teachers also have a role to play when it comes to preparing a child for primary school. When they are incompetent, they affect the development process of the child negatively. Availability of learning materials is also an aspect that promotes the development of the child. Therefore, if materials are not available, the child might not gain the knowledge he or she needs.

Resiliency factors

The resiliency factors are safe and effective school systems, availability of programs, and positive parenting skills. The program goes a long way in equipping the children and preparing them for the next stage in their lives. A reliable school system also has a positive effect because they make the learning process enjoyable and effective. Positive parenting keeps the focus on connection, cooperation, learning and growing together in these early years. There is so much happening between the third and fifth year of a child’s life. Preschoolers benefit from a lot of play, discovery, and kind, respectful guidance. Discipline for three to five year olds can be positive and effective (Positive Parenting Connection, 2018).

Program Description

Head Start is a free child development program which provides comprehensive education, health, nutrition and social services to pre-school children from income eligible families. The overall goal of Head Start is to increase the child’s effectiveness in dealing with everyday life and later responsibilities in school and life. Because parents are the most important influence in their child’s development, Head Start provides many opportunities for parents to become involved in the program, and to improve their own education and employment potential (Citizens for Citizens, Inc., 2008).

References

Anderson, L. M., Shinn, C., Fullilove, M. T., Scrimshaw, S. C., Fielding, J. E., Normand, J., & Task Force on Community Preventive Services. (2003). The effectiveness of early childhood development programs: A systematic review. American journal of preventive medicine24(3), 32-46.

Citizens for Citizens, Inc. (2008). Retrieved January 03, 2018, from http://cfcinc.org/about-us/programs/head-start-programs/head-start/

Positive Parenting Connection. (2018). Retrieved January 03, 2018, from https://www.positiveparentingconnection.net/preschoolers-3-5-years/

Rolnick, A., & Grunewald, R. (2003). Early childhood development: Economic development with a high public return. The Region17(4), 6-12.

The Art And Science Of Persuasion

Week 3 – Assignment

The Art and Science of Persuasion

Read Harnessing the Science of Persuasion (Cialdini, 2001).  Consider this source as you complete the Assignment.

  1. Part I:  Examples
    1. Assemble advertisements, commercials, or personal experiences/observations that illustrate each of the six fundamental principles identified in Cialdini (2001).  Do not use examples from your textbook.
      • Submit “Part I”, a separate document with the examples you located.  Preferably, copy and paste print media examples, along with proper citation information; links are acceptable for broadcast or electronic media (television, internet, etc.).  If neither images nor links are available (e.g., in the case of a personal observation or experience), a brief description will suffice.  Label your examples clearly and provide a one paragraph explanation for each.
  2. Part II:  A Social Psychological Analysis of _______
    1. Explain in-depth how social psychological principles of persuasion are relevant for one of your selected advertisements, citing relevant research.  Relate characteristics of the communicator, the message, and the target audience.
    2. Formulate a plan to intentionally enhance persuasiveness.  What are various alternative techniques one might employ effectively?
      • Submit “Part II”, structured as a paper and written in APA style.

The Art and Science of Persuasion paper

  • Must include Parts I and II.
  • Must be 3 to 5 double-spaced pages in length (including Part I, but not including title and references pages from Part II) and formatted according to APA style (Links to an external site.)Links to an external site. as outlined in the Ashford Writing Center (Links to an external site.)Links to an external site..
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    • Title of paper
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
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  • Must use at least five peer-reviewed scholarly sources.  Additional scholarly sources are encouraged.
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  • Must be submitted to Grammarly (Links to an external site.)Links to an external site. for review and correction prior to submitting.

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Harnessing the Science of Persuasion by Robert B. Cialdini

A LUCKY FEW HAVE IT; most of US d o not. A handful / \ of gifted “naturals” simply know how to cap-

/ \ ture an audience, sway the undecided, and convert the opposition. Watching these masters of persuasion work their magic is at once impressive and frustrating. What’s impressive is not just the easy way they use charisma and eloquence to convince others to do as they ask. It’s also how eager those others are to do what’s requested of them, as if the persuasion itself were a favor they couldn’t wait to repay.

The frustrating part of the experience is that these bom persuaders are often unahle to ac- count for their remarkable skill or pass it on to others. Their way with people is an art, and artists as a rule are far hetter at doing than at explaining. Most of them can’t offer much help to those of us who possess no more than the ordinary quotient of charisma and eloquence but who still have to wres- tle with leadership’s fundamental chal- lenge: getting things done through oth- ers. That challenge is painfully familiar to corporate executives, who every day have to figure out how to motivate and direct a highly individualistic workforce. Playing the “Because I’m the boss” card is out. Even if it weren’t demeaning and demoraliz- ing for all concerned, it would be out of place in a world where cross-functional teams, joint ven- tures, and intercompany part- nerships have blurred the lines of authority. In such an en- vironment, persuasion skills exert far greater influence over others’ behavior than formal power structures do.

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Jo leader can succeed without mastering the art of persuasion.

But there’s hard science in that skill, too, and a large body

3f psychological research suggests there are six basic laws of

rinning friends and influencing people.

OCTOBFR 2001

 

 

H a r n e s s i n g t h e S c i e n c e o f P e r s u a s i o n

Which brings us back to where we started. Persuasion skills may be more necessary than ever, but how can ex- ecutives acquire them if the most talented practitioners can’t pass them along? By looking to science. For the past five decades, behavioral scientists have conducted exper- iments that shed considerable light on the way certain interactions lead people to concede, comply, or change. This research shows that persuasion works by appealing to a limited set of deeply rooted human drives and needs, and it does so in predictable ways. Persuasion, in other words, is governed by basic principles that can be taught, learned, and applied. By mastering these principles, exec- utives can bring scientific rigor to the business of securing consensus, cutting deals, and winning concessions. In the pages that follow, 1 describe six fundamental principles of persuasion and suggest a few ways that executives can apply them in their own organizations.

THE PRINCIPLE OF

Liking: People like those who like them.

THE APPLICATION:

Uncover real similarities and offer genuine praise.

The retailing phenomenon known as the Tupperware party is a vivid illustration of this principle in action. The demonstration party for Tupperware products is hosted by an individual, almost always a woman, who in- vites to her home an array of friends, neighbors, and rel- atives. The guests’ affection for their hostess predisposes them to buy from her, a dynamic that was confirmed by a 1990 study of purchase decisions made at demonstra- tion parties. The researchers, Jonathan Frenzen and Harry Davis, writing in the Journal of Consumer Research, found that the guests’ fondness for their hostess weighed twice as heavily in their purchase decisions as their re- gard for the products they bought. So when guests at a Tupperware party buy something, they aren’t just buy- ing to please themselves. They’re buying to please their hostess as well.

What’s true at Tupperware parties is true for business in general: If you want to influence people, win friends. How? Controlled research has identified several factors that reliably increase liking, but two stand out as espe-

Robert B. Cialdini is the Regents’ Professor of Psychology at Arizona State University and the author of Influence: Science and Practice (Allyn & Bacon, 2001), now in its fourth edition. Further regularly updated information about the in- fluence process can be found at www.influenceatwork.com.

cially compelling-similarity and praise. Similarity liter- ally draws people together. In one experiment, reported in a 1968 article in the Journal of Personality, participants stood physically closer to one another after learning that they shared political beliefs and social values. And in a 1963 article in American Behavioral Scientists, researcher F. B. Evans used demographic data from insurance com- pany records to demonstrate that prospects were more willing to purchase a policy from a salesperson who was akin to them in age, religion, politics, or even cigarette- smoking habits.

Managers can use similarities to create bonds with a re- cent hire, the head of another department, or even a new boss. Informal conversations during the workday create an ideal opportunity to discover at least one common area of enjoyment, be it a hobby, a college basketball team, or reruns of Seinfeld. The important thing is to es- tablish the bond early because it creates a presumption of goodwill and trustworthiness in every subsequent encounter. It’s much easier to build support for a new project when the people you’re trying to persuade are al- ready inclined in your favor.

Praise, tbe other reliable generator of affection, both charms and disarms. Sometimes the praise doesn’t even have to be merited. Researchers at the University of North Carolina writing in the Journal of Experimental So- cial Psychology found that men felt the greatest regard for an individual who flattered them unstintingly even if the comments were untrue. And in their book Interpersonal Attraction (Addison-Wesley, 1978), Ellen Berscheid and Elaine Hatfieid Walster presented experimental data showing that positive remarks about another person’s traits, attitude, or performance reliably generates liking in retum, as well as willing compliance with the wishes of the person offering the praise.

Along with cultivating a fruitful relationship, adroit managers can also use praise to repair one that’s damaged or unproductive. Imagine you’re the manager of a good- sized unit within your organization. Your work frequently brings you into contact with another manager-call him Dan – whom you have come to dislike. No matter bow much you do for him, it’s not enough. Worse, he never seems to believe that you’re doing the best you can for him. Resenting his attitude and his obvious lack of trust in your abilities and in your good faith, you don’t spend as much time with him as you know you should; in con- sequence, the performance of both his unit and yours is deteriorating.

The research on praise points toward a strategy for fix- ing the relationship. It may be hard to find, but there has to be something about Dan you can sincerely admire, whether it’s his concern for the people in his department, his devotion to his family, or simply his work ethic. In your next encounter with him, make an appreciative comment about that trait. Make it clear that in this case

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Harnessing the Science of Persuasion

at least, you value what tie values. I predict that Dan will relax his relentless negativity and give you an opening to convince him of your competence and good intentions.

THE PRINCIPLE OF

Reciprocity: People repay in kind.