Family Genogram

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completing a genogram. A genogram is like a road map to your family history. This assignment will be a two-step process.

First you will complete research on family genograms. Genopro.com is a helpful website that you can use for assistance with this assignment. (Hint – this is a great resource!) Write a one-page summary (in your own words) on your research and explain. Any information you use from any source needs to be cited! Please discuss:

· The history of genograms

· How genograms are used

· How genograms are completed

· What are the benefits of using a genogram

For the second part of this assignment you will “map out” your immediate family. You may need to contact extended family members for help. If that’s not possible, no problem, do the best you can with the information you have. You’ll start with you and your significant other as well as your children. Then, if possible, please go back two generations. Remember, a genogram is  more  than a family tree. You need to identify relationships and their status (strong, weak, abusive, etc.), behavioral patterns (teen pregnancy, divorce, substance abuse, etc.), health issues and/or any other issues that you know of or become aware of during your research.

You may complete this assignment as a Word doc using whatever shapes, symbols, colors, etc. you want or you can draw your genogram by hand, scan it, and upload it as an attachment. PLEASE keep in mind that this is not an art class – I’m not looking for a masterpiece. The purpose of this assignment is for you to see what patterns emerge within your family. The project should also include relationship lines and a significant events timeline . After you’ve completed your genogram please write a two-page summary, in a Word doc, that includes the answers to the following questions (as well as anything else you’d like to share):

1. What did you learn about your family history? (Please share as much as you are comfortable with. This assignment is very personal and your instructor is the only person who will read it.)

2. What was the experience of collecting information like for you?

3. Are there any patterns that emerged that surprised you? (For example communication, addiction, teen pregnancy, mental healthy issues, etc.) Why or why not?

4. How could a genogram help a couple strengthen their relationship?

5. How could parents use a genogram to educate their children?

6. Conclude your paper by summarizing what you learned from this assignment and how you can apply it to your family.

Your summary should be written in APA format with factual information to support your thoughts and ideas. The rubric (below) is what I’ll use to grade your project:

Rubric Possible points Points earned
Student submitted a genogram that’s clearly labeled and contains a key. 10  
Student submitted research to include history, uses, how to, and benefits of genograms. 20  
Student summary includes:

What the student learned about the family history

Surprising patterns

How a genogram could help a couple strengthen their relationship

How a genogram could help parents educate children

Student incorporated information from the textbook and genopro.com

 40  
Conclusion summarizes what student learned from this assignment and how it can be applied to his/her own family 10  
No spelling or grammar issues

APA format

Meets length requirement

 20  
  100  

PSY620 LEARNING & COGNITION HANDBOOK

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The primary goal of the Learning and Cognition Handbook is to integrate concepts from the discipline of learning and cognitive psychology into a usable and professional guide that is designed for a specified audience which will be designated based on students’ current or future career goals. Students will choose one of five assigned constructs and focus their handbook on this specific area of learning and cognition. Skills and information learned throughout the course will be applied in the design and creation of this handbook. Findings from required sources, including those from the text and individual peer-reviewed articles, will be incorporated into the handbook; however, these findings will not constitute the total information for each of the sub-constructs addressed within the project. Students should include the relevant sources they researched in the Week Two Discipline-Based Literature Review as well as those from the Week Three Assignment. The purpose of the handbook is to share helpful strategies, apply the chosen construct to seven sub-constructs in the field, and present a holistic guide for others that can be used in the discipline.

To complete this assignment, students may utilize the Learning and Cognition Handbook template (Links to an external site.)Links to an external site. or create their own using the template as a guide. Each section of the handbook should be written in the student’s own words with use of limited paraphrased material cited according to APA standards. Each section of the handbook should include a minimum of one visual (e.g., table, figure, or image) with a maximum of five visuals per section. Each image must be retrieved and cited based on current copyright laws. Students may wish to use the. for assistance with accessing freely available public domain and/or Creative Commons licensed images.

The sections listed below must be used within the paper to delineate the sections of content.

Table of Contents
In this section, students will list all sections and subsections included in the handbook with the applicable page numbers.

Preface
In this section, students will provide an overview of the handbook and its potential use by the chosen audience.

Introduction to Chosen Construct: The Neurosciences:  A Look at Our Brains
In this section, students will provide an introductory summary of the chosen construct and discuss any careers in psychology specifically related to this construct. Beginning with the work completed in Week One, students will include the language from their personal epistemology (revised based on instructor feedback and the further development of their ideas and beliefs throughout the course and the program thus far).

Chosen Construct The Neurosciences:  A Look at Our Brains
In this section, students will provide information that communicates how and why the chosen construct of learning and cognition affects the following sub-constructs through synthesizing the learning principles and/or theories. For each of the sub-constructs, students will apply basic research methods and skeptical inquiry to explain the theoretical perspectives and empirical findings that substantiate the relationship between the construct and the sub-constructs. Although creative liberties are encouraged, all information incorporated should be supported and professionally presented through the consistent application of ethical principles and adherence to professional standards of learning and cognition psychology as applied to the chosen audience.

Sub-Constructs
Information for each sub-construct will be presented

  • Comprehension
  • Problem Solving
  • Memory Development/Retention
  • Lifelong Learning
  • Domains and Domain Learning
  • Affective Outcomes of Emotion
  • Effects of Demographic Differences (e.g., gender, socioeconomics, religious affiliation, race)

Conclusion
In this section, students will provide a summarization of the handbook in which they describe the importance of the chosen construct and assigned sub-constructs within the learning and cognition domain and their applicability within the psychology profession for the chosen audience

Pornography And Cybersex Presentation

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Create a 6- to 8- slide PowerPoint presentation   (including a title and reference slide) addressing the following:

  1. The physiological effects of pornography on the brain.
  2. The negative consequences of pornography and cybersex on a     client’s ability to function in everyday life.
  3. How     the negative consequences may present themselves during   counseling.

Include at least two scholarly references in your presentation. Within the last 5 years.

Include speaker notes below each content-related slide that   represent what would be said if giving the presentation in person.   Expand upon the information included in the slide and do not simply   restate it.

Please ensure the speaker notes include a minimum of 50 words.

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

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

You are not required to submit this assignment to Turnitin.

Factors Supporting & Impeding Adoption of EBP’s

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RESPONSE 1

Respond totwo colleagues by noting the similarities and differences in the factors that would support or impede your colleague’s implementation of evidence-based practice as noted in his or her post to those that would impact your implementation of evidence-based practice as noted in your original post. Offer a solution for addressing one of the factors that would impede your colleague’s implementation of evidence-based practice.

Colleague 1: Rachel

One characteristic of evidenced-based practice is that the interventions have been rigorously evaluated in experimental or quasi-experimental studies.  In the experimental design, randomization is utilized to assign people to treatment and control groups.  The experimental group participates in the intervention, while the treatment group does not.  The outcomes of the two groups are then compared to test the differences within the groups.  A quasi-experimental study is not as effective as the experimental group because the participants are not assigned randomly.  Instead, participants are compared to a group that has similar characteristics to them (Cooney, Huser, C.M., Small, O’Connor, 2007).

Another characteristic of evidenced-based practice is empirical evidence that comes as a result of these rigorous evaluations.  Usually, results of the program are published in peer-reviewed scientific journals.  Because these interventions have empirical evidence, they can be called research-based.  However, not all researched based programs are also evidence based (Cooney, et. al, 2007).

There are many factors that could impede adopting evidence-based practice or programs.  The main factor is money.  Evidence-based programs are usually copyrighted and are expensive.  It is also required that the staff implementing the program purchase additional books and supplies.  These programs could also require the staff to hold certain qualifications or complete specialized training, which could also impede implementation.  Another factor that could impede implementation is that the programs are often meant to be implemented a specific way, with little room for adaptation (Cooney, et. al, 2007).

Reference:

Cooney, S. M., Huser, C. M., Small, S., & O’Connor, C. (2007). Evidence-based programs: An overview. What Works, Wisconsin —Research to Practice Series, (6), 1–8. Retrieved from http://whatworks.uwex.edu/attachment/whatworks_06.pdf (PDF)

Colleague 2: Dawn

EBP Characteristics

Evidence-based practices (EBP) are subjected to extremely laborious and extensive testing and evaluated to ensure their efficacy (Small, Reynolds, O’Conner, & Cooney, 2005). Programs that have been found to be effective and positively influence social problems over time and target specific populations are considered to be an EBP. EBP’s do not mandate they types of interventions the social worker should utilize. EBP’s provide the social worker with an array of soundly researched options of which to choose from, matching the intervention to the needs of the client (Thayer, 2010). “EBP is actually a process of inquiry offered to practitioners” (Thayer, 2010, pg. 7). Finally, another characteristic of an EBP is that it is peer-reviewed and the experts in the field of the study agree with the outcomes, at which point it is published in a journal and federally endorsed (Cooney, Huser, Small, O’Connor, 2007). All of this put together requires that in order for an intervention to be considered an EBP it must pass a number of tests and requirements.

Factors Supporting & Impeding Adoption of EBP’s

One factor supporting the implementation of an EBP is its effectiveness. If the program is shown to have effective outcomes for a number of settings and populations the intervention has a higher likelihood of being adopted (Cooney, Huser, Small, O’Connor, 2007). One factor that both supports and impedes the adoption of an EBP is its cost-effectiveness. If the EBP is more cost effective than what is currently being used the powers that be may decide to adopt the EBP into current programs. If on the other hand, the EBP proves not to be cost effective it may most likely not be adopted even should it prove to have excellent outcomes (Small, Reynolds, O’Conner, & Cooney, 2005). One reason an EBP is not adopted is that it may be viewed as culturally incompatible with the population being served. There is evidence that shows when the culture of EBP is different than the culture being served the adaptations may lead to poorer outcomes and render the EBP to be less effective (O’Connor, Small, & Cooney, 2007).

References:

Cooney, S.M., Huser, C.M., Small, S., O’Connor, C. (2007). Evidence-based programs: An overview. What Works, Wisconsin – Research to Practice Series, (6), 1-8.

O’Connor, C., Small, S. A., & Cooney, S. M. (2007, April). Program fidelity and adaptation: Meeting local needs without compromising program effectiveness. What Works, Wisconsin – Research to Practice Series, 4, 1-6.

Small, S. A., Reynolds, A. J., O’Conner, C., & Cooney, S. M. (2005). What works, Wisconsin: What science tells us about cost-effective programs for juvenile delinquency prevention. Retrieved from http://whatworks.uwex.edu/attachment/whatworkswisconsin.pd

Thayer, B. (2010) Introductory principles in social work research. In B. Thayer (Ed), The handbook of social work research methods (2nd ed., pp. 1-8). Thousand Oaks, CA: SAGE.

RESPONSE 2

Respond totwo colleagues by explaining whether you agree or disagree with your colleague’s analysis of the similarities and differences of leadership and management and their application to a potential supervisory position in a human services organization. Provide support for your position.

Colleague 1: MaShunda

Leadership and Management: What is the Difference

Leadership “entails inspiring others to actions around a shared vision” (Lauffer, 2011).

Management “functions are to control, coordinate, and oversee an organization’s programs and other operations” (Lauffer, 2011).

Similarities and Difference of Leadership and Management Roles

In most agencies, the terms leadership and management can be interchangeable depending on one’s viewpoint but there are differences and similarities. The two terms are similar depending upon how the organization is structured and how upper management interacts with staff. A supervisor/manager can be considered a leader if they have built a trusting rapport with staff, have regard for staff concerns, advocate for change, and allow staff to be apart of the decision-making process when possible.

The difference in my opinion between the two terms is when supervisors/managers delegate responsibilities without cause, the attitude that one exhibit and persons operating in a controlling manner define management. One that takes on a leadership role are not dictators, they lead by example, purpose and have regard for the task that staff has ahead of them. When individuals are simply ensuring the work is completed with little regard to how staff will handle the tasks being issued, they are simply fulfilling the requirements of their job titles and not demonstrating leadership qualities that will assist staff with fulfilling their long-term goals or using staff to the best of their abilities.

Affects

My hopes are to lead when I am placed in a supervisory role. Dealing with individuals who only manage staff can make one feel inadequate, displaced and unencouraged to complete the employment task. I would like to build staff up and allow them to fulfill their long terms goals, even if it means that they will move on from the organization that I am with.

Reference

Lauffer, A. (2011). Understanding Your Social Agency (3rd ed.). Washington, DC: Sage Publication, Inc.

Colleague 2: Jessica

Many people have their own opinion of what it means to be in a leadership role and a management role.According to Lauffer(2011), when one is in a leadership role, the individual has the passion to help out another individual. They possess certain character traits that makes other people want to follow them and inspire to be like them, whereas a person who is in a management position only cares about meeting expectations and goals. They are not too worried about how it is done, they just give out orders and expect it to be done. This role focuses more on the organizational arrangements in the workplace.

As far as similarities, both roles are trying to meet expectations.Some similarities that Lauffer(2011) pointed out were the following: self-confidence- assurance of one’s ideas, competence, skills, courage to take action;flexibility- responsive to changes in circumstances, clients, and environments; willing to take risk; and charisma -ability to arouse a sense of excitement and adventure that overcomes resistance. The difference between the roles are the approach.

The relations of these roles to the human service organization is how your employees may react towards you. When you have a boss that assist, encourage, and support their employees iit can affect how the business is ran. When you have a boss who doesn’t care about their employees and just command orders, it will reflect in the business and can cause lack of communication to which the employees may not feel comfortable with coming to their boss. These roles would help me when I am in a supervisor role to keep a balance. Although we do  need to meet expectations,I will run it in an effective way to where I am also lending out assistance. I would create an environment that my employees can ask for assistance when needed, while also understanding that business must get taken care of as well.

Reference

Lauffer, A. (2011). Understanding your social agency (3rd ed.). Washington, DC: Sage.