M5 LASA 2Sildes/paper Child and Family

  Assignment 1: LASA 2: Training and Intervention Program

The value of a good assessment comes from the ability to conceptualize a situation and provide some language and a vehicle to promote change. Too many times in treatment, an assessment is completed as a task of the first few sessions and then left in the chart never to be reviewed again. This is a mistake, and good practice includes a constant review and update to the assessment as well as a plan of action.

Using the assessment that you completed for the LASA 1 in M3: Assignment 2, you will be able to practice making a difference in a child’s life by creating a training and intervention program for the adults in that child’s life. Write a summary assessment of the case study to be handed out in the school meeting with the family and professionals. This summary should include the following: Background information about the child, explaining his or her behavior and the current situation Possible determinates of the stated behaviors focusing on the family Possible determinates of the stated behaviors focusing on the school Create a presentation, with detailed speaker notes, to train the parents and school personnel to better understand the socialization of this particular child and to create a training and intervention program for both parents and school personnel. The presentation should provide research support from at least two peer-reviewed articles and include the following: Separate title and reference slides. Provide a review of the role this child plays in his or her family, how that correlates with the expressed behavior, and specific interventions recommended to change problematic behaviors. Provide a review of the role this child plays in his or her school and peer group, how that correlates with the expressed behavior, and interventions recommended to change problematic behaviors. Create a guide for parents to find the resources needed in the community or methods to gain the services needed for their child. Be sure to also identify four or five resources in your own community, and provide a description of the services they provide that would be useful. Provide information on resiliency and the research literature that best applies to this particular case study. Present the strength areas of the child, family, and school integrated with this resiliency literature to provide positive intervention strategies.

Write a 2-page summary assessment in Word format and develop a 15–20-slide presentation (with detailed speaker notes) in PowerPoint format. Apply APA standards to citation of sources, including use of in-text citations and full references. Academic sources could include your textbook, required readings for this module, or academic journal articles found in the Argosy University online library.

BELOW IS THE ATTACHMENT OF THE CASE STUDIES PLEASE USE 

 CASE STUDY #2

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Can someone do 2 sample resumes in a few hours?

Actually, I’m way behind because of unexpected additions to my schedual. This assignment is due w/i 5 hours, but, I’ll accept it even if I have to turn it in late. check the attachment to see if you want to tackle it. Let’s negotiate fee.

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36086 2pgs within 6hrs

36086 Topic: Discussion3

Number of Pages: 2 (Double Spaced)

Number of sources: 1

Writing Style: APA

Type of document: Essay

Academic Level:Master

Category: Psychology

Language Style: English (U.S.)

Order Instructions: Attached 

I will upload the instructions

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Any mental disorder is fine

4 page Psychology essay, on any mental disorder, mla format, at least 4 citations, no plagiarism, due in a few hours.

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only need 3 slides done of a powerpoint , please read instructions carefully and use uploaded document to help in the direction the slides need to go in

Identify a social issue, such as domestic violence, child abuse, homelessness, business ethics, or international human rights violations.

SOCIAL ISSUE IS CHILD ABUSE- THE PAPER IS ALREADY WRITTEN, DO NOT COPY AND PASTE MATERIAL FROM THE PAPER, THE PAPER IS ONLY HERE TO PROVIDE WHAT THE ELEMENTS OF PERSUASION UTILIZED IN OUR CAMPAIGN ARE AND TO ACT AS A GUIDE FOR THE POWERPOINT IN TERMS OF DIRECTION. I ONLY NEED THREE SLIDES WITH THE FOLLOWING THINGS ANSWERED BELOW THAT ARE IN BOLD; ONLY WHATS IN BOLD BELOW PLEASE!

  -Discuss the nature and history of your issue.
  -Examine the effect the issue has on society.

 

Prepare a 1,750- to 2,100-word campaign for an

intervention strategy that addresses your issue. Include the following items:

    -Discuss the nature and history of your issue.
    -Examine the effect the issue has on society.
   – Select at least two elements of persuasion utilized in your campaign.
   – Justify the use of these elements by connecting them to various motivations of altruistic behavior as identified in social exchange theory.
    -Discuss the implications of your strategy in terms of intervention and prevention.

In addition to the Written Paper, you are also to prepare 10- to 12-Microsoft® PowerPoint®  presentation in which you illustrate your campaign (including resources). Do not just cut and paste information from your written paper; you are to use the powerpoint as a way to enhance your written assignment.

Include at least four references in your written assignment and presentation.

Format consistent with APA guidelines.
Click the Assignment Files tab to submit your assignment.

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Assignment: Comparing Sociological Theories

 Please see Attachment! 

As a helping professional, understanding social disorganization theory, social conflict theory, and rational choice theory as three contemporary perspectives on the causes of criminal behavior are essential. Social disorganization theory—such as purported by the Chicago School, which you read about in Week 2—views crime as being a product of neighborhoods and communities that have broken down and are characterized by weak cultural and structural norms, absence of law and order, and high levels of poverty. Social conflict theory assigns the cause of crime to conflict between competing social groups, such as the affluent and the working poor. Rational choice theory emphasizes the decision-making process of criminals and aims to prevent crime by making criminal behavior less attractive and valuable.

Each sociological theory outlined here has strengths and limitations. Applying these theories is likely to yield diverse explanations for the causes of criminal behavior.

For this Assignment, review the article, “The Role of Attenuated Culture in Social Disorganization Theory” and consider the principles of disorganization theory, paying particular attention to various aspects of the theory as explanations for criminal behavior. Then, search the Internet and select peer-reviewed articles that address social conflict theory, social disorganization theory, and rational choice theory.

Assignment (2 pages): Briefly describe social conflict theory, social disorganization theory, and rational choice theory. Compare (similarities and differences) social conflict theory, social disorganization theory, and rational choice theory, using specific examples in your comparison. Based on your comparison, describe at least one insight or conclusion you might draw. Use the resources from your research to support your findings.

Support your Assignment with specific references to all resources used in its preparation. You are asked to provide a reference list only for those resources not included in the resources for this course.

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need tonight! very short and easy discussion

 

been assigned

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MCs

eek 6 : Dispositional Theory: Cattell, Eysenck and Allport – Review 6 
      
      
      

      
      
      
      

      
      
      

      
      
      

      
      
      

      
      
      

      
      
      

      
      
      
      

      
      
      
      

      
      
      

      
      
      
      

      
      
      

      
      
      

      
      
      

      
      
      
      

      
      
      

      
      
      

      
      
      
      

      
      
      

      
      
      
      

      
      
      
      

      
      
      

      
      
      
      

      
      
      

      
      
      

      
      
      
      

      
      
      
      

      
      
      
      

      
      
      

      
      
      

      
      
      

      
      
      
      

      
      
      
      

      
      
      

      
      
      

      
      
      

      
      
      

      
      
      

      
      
      

      
      
      

      
      
      

      
      
      

      
      
      

      
      
      

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PCN 501 Topic 6 DQ 2

Why is it important for substance use disorders counselors to know what happens in support groups? How could this knowledge benefit treatment?

 

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final project wk 10

Evaluating the Effectiveness of Intervention Programs

This week, you bring much of the research you have examined in this course together in an analysis of a socio-emotional development intervention program. You chose your intervention program in Week 6, and you completed a brief annotated bibliography of relevant research examining the effectiveness of your chosen intervention in Week 8. This week, you bring together these parts that you have completed in a paper that demonstrates your ability to think critically about an intervention program aimed at promoting social and emotional development through the lens of current research in the area. 

Be sure you have incorporated your Instructor’s feedback from Parts I and II.

For Part III this week, please write a 5- to 7-page paper (not including title page and reference page) that includes the following parts:

Summary Summarize the program/target population, its medium of administration (school, community center), and the social and emotional development aspect it aims to address. Summarize research evidence from at least 3 empirical articles about the effectiveness of the intervention.

Analysis and Evaluation Address the following: Is the intervention culturally sensitive as designed? How could it be changed to accommodate different cultural norms? (The Domenech Rodríguez and Resnicow articles from this week’s Learning Resources will be helpful to you in this part of your paper.) Discuss 2 or 3 specific ways that this intervention could be improved based on what you studied this quarter. Please support your arguments with scholarly sources from your annotated bibliography. Does this intervention have any social change implications when thinking broadly about social and emotional development? If so, what are they? If not, why not?

Please use subheadings in APA style to aid in the organization of this paper.

previous assignments listed;

week 8 assignment:  

Annotated Bibliography Reviews

Some articles and journals have previously looked into and investigated the effectiveness, importance, areas of applications of selective or intervention programs that are strategically aimed at high-risk individuals. From the three sampled peer-review I looked at these risk individuals can be criminals, addicted persons or children, adolescents at risk or depressed individuals, I believe these articles are quite significant to my research project going forward since they can be the benchmark upon which I develop my project ideas. The three articles that I reviewed include the following: Preventing depression and anxiety in young people: a review of the joint efficacy of universal, selective and indicated prevention. Psychological medicine, (Stockings et al., 2016). Secondly Effectiveness of a selective intervention program targeting personality risk factors for alcohol misuse among young adolescents: results of a cluster randomized controlled trial. Addiction, (Lammers et al., 2015). The final article is a cluster‐randomized controlled trial evaluating the effects of delaying the onset of adolescent substance abuse on cognitive development and addiction following a selective, personality‐targeted intervention program: The Co‐Venture trial. Addiction, O’Leary‐Barrettet al., 2017).

Lammers, J., Goossens, F., Conrod, P., Engels, R., Wiers, R. W., &Kleinjan, M. (2015). Effectiveness of a selective intervention program targeting personality risk factors for alcohol misuse among young adolescents: results of a cluster randomized controlled trial. Addiction, 110(7), 1101-1109.

The reason for the study was to test the effectiveness of prevention techniques on the drinking behavior and trends of young adolescents in secondary school education in the Netherlands, the researchers conducted the study in a total of 15 secondary schools with a total of about 699 adolescent participants who ranged between age 13 and 15 (Lammers et al., 2015). The prevention measure used was selective school-based alcohol prevention program which targeted personality risk influences. They found out that binge drinking rates were not significantly different when they compared the intervention (42.9%) and control group (49.2%) at 12 months’ follow-up. They concluded and suggested that selective prevention is key to alcohol prevention program (Lammers et al., 2015). This paper elaborated just how high-risk children can show some improvements when they take a prevention program that is selective which perfectly fits my assumptions and thesis.

O’Leary‐Barrett, M., Masse, B., Pihl, R. O., Stewart, S. H., Seguin, J. R., & Conrod, P. J. (2017). A cluster‐randomized controlled trial evaluating the effects of delaying onset of adolescent substance abuse on cognitive development and addiction following a selective, personality‐targeted intervention program: the Co‐Venture trial. Addiction, 112(10), 1871-1881.

The researchers aimed to investigate if substance use and binge drinking, all through the onset of adolescence, are related to or associated with neurocognitive abnormalities, mental health complications and arisen risk for future addiction. The researchers sampled 38 high schools, 31 out of the 38 will have intervention and control condition. They then invited all grade 7 kids to participate between the ages of 12 and 13 (O’Leary‐Barrettet al., 2017). Brief personality-targeted and selective intervention programs were delivered to high-risk youth who were attending intervention schools throughout the first year of the trials (O’Leary‐Barrettet al., 2017). The paper found out that through the controlled trials which were longitudinal and cluster-randomized appropriately investigated the impact and general influence of the personality-targeted and selective intervention program on decreasing the onset of addiction four years-post intervention. Results tried to separate the developmental sequences of uptake and growth in substance use (abuse) and cognitive development in adolescence using developmentally sensitive neuropsychological procedures (O’Leary‐Barrettet al., 2017). This paper proved to be quite a significance in that it gave me a lot of insight on just how selective prevention programs can be implemented over a significant sample size and can be the benchmark upon which I develop my project ideas.

Stockings, E. A., Degenhardt, L., Dobbins, T., Lee, Y. Y., Erskine, H. E., Whiteford, H. A., & Patton, G. (2016). Preventing depression and anxiety in young people: a review of the joint efficacy of universal, selective and indicated prevention. Psychological medicine, 46(1), 11-26.

According to the article depression and anxiety are among the most significant contributors to non-fatal health burden among young people. A systematic review was conducted by researchers of Medline, Psych-Info and the Cochrane Library of Systematic Reviews, from the year 1980 all the way to August 2014. They performed a multivariate meta-analysis which they used to examine the efficacy of preventive interventions on depression and anxiety outcomes separately, and the combined effects on both disorders pooled (Stockings et al., 2016). The research used 46,072 participants participated in a total of 146 randomized controlled trials. Significant additionally is that this paper is the first to endeavor a meta-examination which inspected the joint viability of all-inclusive, particular, and demonstrated preventive intercessions upon both dejection and tension among youngsters and youths (5– 18 years). According to the authors universal, selective and indicated prevention interventions are effective in decreasing internalizing disorders and symptoms in the short term (Stockings et al., 2016). They also went ahead to state that reductions in internalizing disorder onset transpired up to 9 months post-intervention, whether, selective (RR 0.61, 95% CI 0.43–0.85) or indicated (RR 0.48, 95% CI 0.29–0.78). They finally suggested that considerations should be made on repeated exposures in a school setup throughout childhood and adolescence (Stockings et al., 2016). Based on this paper I could use this information as literature review in support of my thesis that selective or indicate intervention program encompasses a secondary strategy that vitally targets high-risk children and entails training by a teacher.

References

Lammers, J., Goossens, F., Conrod, P., Engels, R., Wiers, R. W., &Kleinjan, M. (2015). Effectiveness of a selective intervention program targeting personality risk factors for alcohol misuse among young adolescents: results of a cluster randomized controlled trial. Addiction, 110(7), 1101-1109.

O’Leary‐Barrett, M., Masse, B., Pihl, R. O., Stewart, S. H., Seguin, J. R., &Conrod, P. J. (2017). A cluster‐randomized controlled trial evaluating the effects of delaying onset of adolescent substance abuse on cognitive development and addiction following a selective, personality‐targeted intervention program: the Co‐Venture trial. Addiction, 112(10), 1871-1881.

Stockings, E. A., Degenhardt, L., Dobbins, T., Lee, Y. Y., Erskine, H. E., Whiteford, H. A., & Patton, G. (2016). Preventing depression and anxiety in young people: a review of the joint efficacy of universal, selective and indicated prevention. Psychological medicine, 46(1), 11-26.

week 6 assignment:  

Indicated Intervention Program

Selective or indicate intervention program encompasses a secondary strategy that vitally targets high-risk children and entails training by a teacher. The teacher training gets aligned towards transforming the plan of classroom management. This intervention approach gets coupled with the implementation of added small-group instruction. Studies affirm that the teacher preparations linked to minimal externalizing concerns in high risk arisen. Hence, concerns have ensued regarding the pullout sessions’ efficacy. The pull-out interventions are of significance in for the competence development in children since the process of obtaining social skills becomes sustained by interacting with the children with excellent development skills (CPPRG, 1999). However, training small numbers of high-risk individuals might delay the progress, as well as reinforce the present negative behaviors.

Similarly, the intervention of at high-risk persons originates from a hybrid model of prevention that integrates the provision of combined intervention simultaneously. This program comprises of teacher training, small group training, as well as parent training. In most scenarios, aggressive, as well as non-compliant children disrupt the activities of a classroom daily. Hence, their behaviors become reinforced unwittingly by teachers via the s=discipline strategies that are ineffective. In conjunction with the low levels of misbehavior in high-risk individuals, teachers make use of affirmative procedures of discipline like timeout, misbehaviors’ logical consequences, as well as rule set. The selective intervention program is consistent with the Fast Track program developers and plays a vital role in fostering positive results for all children. The teacher consultations facilitate the classroom curriculum implementation coupled with effective intervention results on the emotion and social competencies’ development in children (Shure, 1997). The consultations facilitate the development of strategies of coaching used by teachers for all children despite their risk status. 

References

Conduct Problems Prevention Research Group. (1999). The initial impact of the Fast Track prevention trial for conduct problems: II. Classroom effects. Journal of Consulting and Clinical Psychology.

Shure, M. B. (1997). Interpersonal cognitive problem-solving: Primary prevention of early high-risk behaviors in the preschool and primary years. In G. W. Albee, & T. P. Gullotta, Primary prevention works. Thousand Oaks, CA: Sage

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