Discuss both sides of the following questions: Does a nonminority defendant in a criminal case have the standing to challenge the exclusion of minority defendants from juries?
Discuss both sides of the following questions: Does a nonminority defendant in a criminal case have the standing to challenge the exclusion of minority defendants from juries? List arguments on both sides of the issue. Compare your arguments with those in Powers v. Ohio, 499 U.S. 400 (1991) and Campbell v. Louisiana, 523 U.S. 392 (1998).
For all written assignments, present reasoning and evidence for your position in a clear, well structured, manner that illustrates a high level of critical thinking. In doing so, you will investigate, research, and consider alternative arguments and explanations before reaching your conclusion. Your response should be about 500 words. Upload your response as a Word document using the link above no later
How would you foster structures that promote healthy communication and networks among and between you, faculty and staff members, students, families, and people in the larger community?
Rules:
*Answer all questions
*Be through
*No plagiarism
Course: School Group Counseling
Effective school counseling is a collaborative process involving school counselors, students, families, teachers, administrators, other school staff, and education stakeholders.
Consider your schools vision, mission, and key objectives.
Prepare a-word reflection on reporting outcomes. Address the following in your reflection:
How would you foster structures that promote healthy communication and networks among and between you, faculty and staff members, students, families, and people in the larger community?
How would you model appropriate student-to-student, student-to-adult, and adult-to-adult communication?
How would you set norms and expectations for communication, including technology use?
Cite references in your reflection to support your position.
discuss at least two behaviors common in adolescents in those two cultures. Look for resources from sites such as National Geographic or similar sources. Examples of typical adolescent behavior in our culture include dating, learning to drive, getting a first part time job. Choose two other cultures to look at what adolescents do. Are behaviors similar or different than typical teenagers in the United States?
Cultural Relativity is the idea that behavior is different depending on culture. Choose two countries and, using articles from the internet (legitimate sources with authors – no Wikipedia or about.com or encyclopedia sources), discuss at least two behaviors common in adolescents in those two cultures. Look for resources from sites such as National Geographic or similar sources. Examples of typical adolescent behavior in our culture include dating, learning to drive, getting a first part time job. Choose two other cultures to look at what adolescents do. Are behaviors similar or different than typical teenagers in the United States?
Module-5-Puberty-and-Adolescent-Development.pdf
Module 5 Puberty and Adolescence
PUBERTY & PHYSICAL DEVELOPMENT IN ADOLESCENCE
Module 5: Part 1
Puberty Includes 1. Adolescent growth spurt, 2. Development of secondary sexual
characteristics. 3. Attainment of fertility. 4. Establishment of individual sexual identity. 5. Timing for Puberty onset has wide variability- 6. Girls- 8-12 years and Boys- 9-14 years of age.
Puberty cont’d
• From a biological perspective, the beginning of adolescence is marked by the onset of puberty
• Cultural influences on puberty include nutrition, the quality of health care and living conditions
Changes in Puberty
• In the developed world the biologic age of menarche (start of menstruation) has declined over the past centuries from 16.6 years in 1840 to 12.5 years by 1980
• Data on boys, though less reliable, suggest that they may be beginning maturation earlier as well
Tanner Stages Measures puberty through physical development in boys and girls For girls:
• Stage 1: pre-pubertal, no hair, no breasts • Stage 2: light, downy hair along the base of the scrotum and phallus in
the male or the labia majora in females, breast buds, small amount of glandular tissue, areola widens
• Stage 3: moderate amount of more curly, pigmented, and coarser hair, extending more laterally, breasts enlarge, reola continues to enlarge but remains in contour with breast
• Stage 4: hair that resembles adult hair in coarseness and curliness but does not extend to medial surface of thighs, Breasts continue to enlarge with more elevation. Areola and papilla form a mound projecting from the breast contour.
• Stage 5: adult type and quantity, extending to medial surface of thighs, Areola and breast in same plane, with papilla projecting above areola
Tanner Stages • For Boys: • Genital Stage 1 pre-pubertal • Genital Stage 2 (G2) Testicular volume 1.6-6ml,
scrotum red, thinner, larger phallus unchanged, Testicular volume 6-12 ml
• Genital Stage 3 (G3) scrotum enlarges phallus increases length
• Genital Stage 4 (G4) Testicular volume 12-20 ml, Scrotum enlarges and darkens, Phallus increases in length and circumference
• Genital Stage 5 (G5): Testicular volume >20 ml Scrotum and phallus adult size
Other Physical Changes in Adolescence Boys and Girls: • Growth spurt • Acne • Girls tend to lose less of their body fat than boys • An awkwardness as various body parts grow at
different rates • Biologic changes in the brain causing dynamic
emotional and cognitive changes • Boys: Voice Changes • Menarche: Start of menstruation for girls
Impact of Puberty • Variations in the timing of puberty can have psychosocial
impact on the teen who vary from the mean. • Early developing males have greater self confidence and
greater likely hood of academic, social and athletic success.
• Early puberty in girls appears to be related to lower self esteem and more concerns about body image.
• Unlike boys, late developing girls do not seem to have problems with poor self esteem.
• Poor self esteem correlates with many of the problems that arise during adolescence including difficulties in relationships, risky behavior and poor school performance.
Sleep and Adolescence • Increased need for sleep at puberty • Adequate sleep is essential to support healthy
physical development • During puberty changes in melatonin secretion
cause a sleep delay leading to later sleep onset and later waking times
• Adolescents need 9-9.5 hours of sleep/night • Sleep enhances the consolidation of learning • Insufficient sleep
– Irritability/Low frustration tolerance – Difficulties with attention and self control
Nutrition & Health • Around 17.6% of adolescents are obese
• Proper diet and exercise continues to be important
• Many adolescents engage in risky behaviors and experimenting with alcohol and drugs
• Eating disorders become more common • Onset of many mental disorders begins in
late adolescence
Stages of Adolescence
• In all countries adolescence go through the same stages but age ranges may vary
• Early Adolescence: USA 10-13 years
• Middle Adolescence: USA 14-17 years
• Late Adolescence: USA 17-21 years
COGNITIVE DEVELOPMENT IN ADOLESCENCE
Module 5: Part 2
The Adolescent Brain There may be a biologic basis for the increased
risk taking and impulsivity in adolescence o Areas of the brain that are associated with the
capacity evaluate risk and reward are one of the last regions of the brain to mature
o Areas of the brain associated with working memory, emotion regulation and the capacity for long term planning mature during adolescence
Piaget: Formal Operations Stage
• Abstract thinking the final, most complex stage in the development of cognitive thinking, in which thought is characterized by adaptability, flexibility, and the use of concepts and generalizations. Problem solving is accomplished by drawing logical conclusions from a set of observations, such as making hypotheses and testing them
Reasoning in Adolescence
• Dialetical reasoning • Problem solving
o Task analysis o Encoding
• Moral reasoning o Preconventional level o Conventional level o Postconventional level
Cognitive Development in Adolescence
• Retain concrete thinking • Begin to question authority and societal
standards • Conformist morality of childhood • Learning by trial and error • Beginning abstraction • Imaginary audience, on stage all the time,
others are thinking only about them
By Mid-Adolescence: • Thinking tends to be less childlike, more
abstract, introspective and analytic • Begin to realize they are sexual beings • Can consider facts and make better decisions
based on knowledge of the consequences of their choices
• Sensitive to criticism • Increased openness of feelings and sensitivity to
the feelings of others • Continue to be influenced by peers
Cognition in Late Adolescence o Conceptualize/verbalize thoughts o Full adult reasoning/identity o Ability for abstract thinking o Understanding consequences of behavioral
choices o Increased thoughts about more global concepts
such as justice, history, politics, patriotism and their emerging role in adult society
SOCIO-EMOTIONAL DEVELOPMENT IN ADOLESCENCE
Module 5: Part 3
Socio-emotional Devlopment
• Begin to separate from parents and identify with peers
• Confrontational with parents • Preoccupation with self • Preoccupation with being like peers • Conformity • Same gender in clique
Socio-Emotional Dev. In Early Adolescece
• Interest in other gender for friendship • Travel in “packs” • Greater need for privacy • Still need “down-time” • Mood swings/Erratic behavior • Lack of impulse control
Socio-Emotional Changes Mid-Adolescence
• Peak – Parental conflicts – Peer involvement – Risk taking behavior
• Conformity with peer values • Feeling of omnipotence and immortality • Egocentric
– Personal fable, belief in own uniqueness and invulnerability
• Self centeredness and vanity
Mid-Adolescence Continued
• Increasing independence • Less idealistic vocational aspirations • Questioning “who is the real me ?” • Behave differently with different people • Conflicting view of the self can be troubling
o Ability to recognize that they have different roles with different people but don’t yet understand why and this can be troubling
Socio-emotional Development in Late Adolescence • Integration of the diverse views of self • Less importance placed on peer group • May accept parental values or develop own • Realistic vocational goals • Less self centered • Decreased impulsivity and increased ability to
compromise • Fully understanding lack of invincibility • Ability to compromise and set limits • Refinement of moral and religious values
Identity Formation • Erikson’s Stage: Identity vs. Role Confusion • At this stage the individual develops a fairly
stable identity to carry with them into adulthood. • Psychosocial moratorium – Gap between
childhood security and adult autonomy • Adolescents experiment with different roles and
personalities • Adolescents must cope with conflicting identities
emerge with a new sense of self
Identity
• Self-portrait composed of many pieces o Vocational/career o Political o Religious o Relationship o Achievement, intellectual o Sexual o Cultural/ethnic o Interests
Ethnic Identity
• Ethnic identity: Enduring aspect of the self that includes: o Sense of membership in an ethnic group o Attitudes and feelings related to that membership
• Many adolescents develop a bicultural identity o Identify in some ways with their ethnic group and
in other ways with the majority culture
Family Dynamics
• Parental monitoring and information management o Supervising adolescents’ choice of:
• Social settings • Activities • Friends • Academic efforts
Attachment • Autonomy and attachment • Role of attachment
o Securely attached adolescents are less likely to have emotional difficulties and to engage in problem behaviors:
• Juvenile delinquency and drug abuse o Parents must weigh needs for autonomy and control,
independence and connection o The push for autonomy
• May puzzle and anger many parents • Adolescents’ ability to attain autonomy is acquired through appropriate
adult reactions to their desire for control • Boys are given more independence Parent-adolescent conflict
o Increases in early adolescence but does not reach the tumultuous proportions
o Remains somewhat stable during the high school years • Lessens as the adolescent reaches 17 to 20 years of age
Friends and Peers • Friendships
o Most teens prefer a smaller number of friendships that are more intense and more intimate
o Friends become increasingly important in meeting social needs • Peer groups
o Peer pressure • Young adolescents conform more to peer standards than children do
o Cliques and crowds • Cliques: Small group averaging 5 or 6 individuals that may form among
adolescents o Engage in similar activities
• Crowds: Larger than cliques and less personal o Members are based on reputation o May not spend much time together
Dating and Intimate Relationships o Developmental changes in dating and romantic
relationships • Three stages
o Entry into romantic attractions and affiliations at about 11 to 13 years of age o Exploring romantic relationships at approximately 14 to 16 years of age o Consolidating dyadic romantic bonds at about 17 to 19 years of age
o Dating in gay and lesbian youth • Many date other-sex peers, which can help clarify their sexual
orientation or disguise it from others o Sociocultural contexts and dating
• Values, beliefs, and traditions dictate the age at which dating begins
o Dating and adjustment • Linked with measures of how well-adjusted adolescents are
Culture and Adolescence
• Cross-cultural comparisons o Traditions and changes in adolescence around
the globe • Health • Gender • Family • Peers • Rites of passage: Ceremony that marks an individual’s
transition from one status to another
Ethnicity o Immigration
• High rates of immigration are contributing to the growth of ethnic minorities in the U.S.
• Immigrants experience stressors uncommon to longtime residents
o Ethnicity and socioeconomic status • Interact in ways that exaggerate the influence of
ethnicity • Ethnic minority adolescents experience:
o Prejudice, discrimination, and bias o Stressful effects of poverty
Impact of Technology o Technology and digitally mediated communication
• e-mail, instant messaging, social networking sites: o Facebook, chat rooms, video sharing and photo sharing,
• Multiplayer online computer games and virtual worlds
• Influences social interaction • Research looking at self-esteem • Risks of cyber-bullying • 97% of high school students and 95% of
middle school students use computers.
Adolescent Issues • Juvenile delinquency
o Juvenile delinquent: Adolescent who breaks the law or engages in behavior that is considered illegal
o Delinquency rates • Males more likely to engage in delinquency than females • Rates among minority groups and lower-SES youth are especially high
• Depression and suicide o Depression
• Factors contributing to depression o Genes o Certain family factors o Poor peer relationships
o Suicide • Suicide is the 3rd leading cause of death in 10- to 19-year-olds • Adolescents contemplate or attempt it unsuccessfully than actually commit it • Females are more likely to attempt suicide, but males are more likely to succeed
Module 5
Puberty & Physical development in adolescence
Puberty Includes
Puberty cont’d
Changes in Puberty
Tanner Stages
Tanner Stages
Other Physical Changes in Adolescence
Impact of Puberty
Sleep and Adolescence
Nutrition & Health
Stages of Adolescence
CognitiVe Development in Adolescence
The Adolescent Brain
Piaget: Formal Operations Stage
Reasoning in Adolescence
Cognitive Development in Adolescence
By Mid-Adolescence:
Cognition in Late Adolescence
Socio-Emotional Development in Adolescence
Socio-emotional Devlopment
Socio-Emotional Dev. In Early Adolescece
Socio-Emotional Changes Mid-Adolescence
Mid-Adolescence Continued
Socio-emotional Development in Late Adolescence
Identity Formation
Identity
Ethnic Identity
Family Dynamics
Attachment
Friends and Peers
Dating and Intimate Relationships
Culture and Adolescence
Ethnicity
Impact of Technology
Adolescent Issues
What does professional growth mean to you? Why is networking so important? How can you do this more? How important is continued education for your future success? Support response
After exploring the resources for this week, please answer the following questions:
What does professional growth mean to you?
Why is networking so important? How can you do this more?
How important is continued education for your future success?
Support response with at least one peer-reviewed journal article with properly formatted APA in-text citation and reference.
Choose one of the 10 FLE content areas, and design an educational program that addresses that area. Provide a description of program, including these topics: What FLE content area are you addressing? Of all the needs that families and individual have, why did you choose this topic? Why do you feel there is a need for this kind of program? Can you point to any similar existing programs? How will yours be different or better?
Design a Proposal for a Family Life Education Experience
The 10 Family Life Education content areas can be found here.
PART A
Choose one of the 10 FLE content areas, and design an educational program that addresses that area. Provide a description of program, including these topics:
What FLE content area are you addressing?
Of all the needs that families and individual have, why did you choose this topic?
Why do you feel there is a need for this kind of program?
Can you point to any similar existing programs? How will yours be different or better?
Goals of the Program: what do you hope participants gain by participating?
Target audience: families, kids, teachers, siblings?
Why do you think this is the right audience?
Format: face-to-face meetings (one or more?), online, phone, booklet, blog, newsletter, video?
Why do you think this is the right format?
What topics will you cover? Why?
What kinds of people can you enlist to help you make this program stronger?
What kind of funding will you need? Who might provide that funding?
What do you think the strengths of your program will be? What will the weaknesses be?
After the program is over, how will you assess if it met its goals?
PART B
Reflecting on elements presented in PART A of the assignment, create a brochure that highlights elements of what you have discussed in PART A and elements that will attract families to your program. This is your own family life education program. Share your vision for the program through the creation of a brochure that provides parents with an overview of what the program would entail. Review specific areas from PART A that you would want to include in the brochure to make it both informative and inviting for families.
1. Give 10 examples and Name and Evaluate the spread and control of these sexually transmitted infections. 2. Identify risk factors and outline appropriate client education needed in common sexually transmitted infections
1. Give 10 examples and Name and Evaluate the spread and control of these sexually transmitted infections.
2. Identify risk factors and outline appropriate client education needed in common sexually transmitted infections.
3. Describe how contraceptives can play a role in the prevention of sexually transmitted infections.
4. Analyze the physiologic and psychological aspects of sexually transmitted infections.
5. Outline the nursing management needed for women with sexually transmitted infections.
Assume that before the ice storm of 2003, the weekly demand and supply for ice in the Rochester Metro Area was given by the following equations: D-pre: P=100-Q S-pre: 5+0.5Q a. Draw a graph representing the Rochester ice market before the storm and label it carefully. What was the equilibrium price for the Rochester ice market before the storm? And the total quantity of ice traded?
Assume that before the ice storm of 2003, the weekly demand and supply for ice in the Rochester Metro Area was given by the following equations:
D-pre: P=100-Q
S-pre: 5+0.5Q
a. Draw a graph representing the Rochester ice market before the storm and label it carefully. What was the equilibrium price for the Rochester ice market before the storm? And the total quantity of ice traded?
The discussion for this week is on the video clip on New York during the period leading up the the Civil War. ?The prompt for this weeks discussion is: What was New York’s reaction to
1.
The discussion for this week is on the video clip on New York during the period leading up the the Civil War. The prompt for this weeks discussion is:
What was New York's reaction to the growing tensions between the North and the South?
New York Disc 2 02 Toward a Civil War – YouTube
As with many questions there is not just one right answer, so don't feel you have to look for one.
Requirements for this assignment:
Your post should be about 1 paragraph long and is due on Friday by midnight. (14 points)
Summarize the law or legal principle involved. Summarize the case or event. Share the important facts and highlights that are important from a Human Resources practice perspective
Please follow directions or I will dispute
Will be checked for plagiarism
please follow template below
Due Friday November 17th by 8pm
Part 1 • Summarize the law or legal principle involved. (This can generally be done in one paragraph.) • Summarize the case or event. Share the important facts and highlights that are important from a Human Resources practice perspective. (This can generally be done with one or two short paragraphs.) • Explain why the facts and highlights you chose were important for the practice of HR.
Part 2 • List at least five ways this case or event might impact the practice of HR. (This is a brainstorming activity. A bulleted list is fine for this.) • Identify which of the five items is most important to HR. Provide an assessment and analysis of that item, along with one directly related specific recommendation for the HR team. The recommendation must be actionable, must be explained, and must be supported with evidence from your readings and research.
The ideal assignment will include the following: • Introduction • Response to Part 1 (with citations linked to a reference) • Response to Part 2 (with citations linked to a reference) • Conclusion (with citations linked to a reference) • References (with a minimum of three references) Requirements: • Submit your assignment in the text box of the designated Unit Assignment Forum. APA format is not required for any assignment forum submission. However, all assignments should be well-organized and include an introduction and conclusion. • Support your answers with evidence from at least three resources (text, readings, research, etc.) using citations and references. • The required length of your entire response is approximately four to five paragraphs (summary, evaluation, comparison, opinion). • Review one to two classmate's postings after posting your submission to the assignment forum. Use the RISE model of peer feedback to provide your classmates with constructive feedback that they may consider when finalizing the final project later in the semester.
Source: Walsh, D. J. (2019). Employment law for human resource practice (6th edition). Cengage Learning.
https://ambassadored.vitalsource.com/reader/books/9781337670685/pageid/0
Unit4assignment.pdf
Due Date: 11:59 pm EST on Friday of Unit 4 Points: 100
Overview: This week’s assignment forum focuses on the role the EEOC has in preventing
workplace discrimination, which includes harassment and other protections provided
under Title VII. This is the fourth assignment forum related to your course project.
Your Unit 4 assignment forum is based on the EEOC v. Catastrophe Management
Solutions case study found in your unit resources this week. The case involved a claim
of racial discrimination. At issue was the legality of requiring an employee to cut their
dreadlocks to fit their “neat and clean” appearance policy. The appellate court ultimately
affirmed the dismissal of a complaint filed by the EEOC on behalf of an African
American job applicant whose offer of employment was rescinded because she refused
to cut off her dreadlocks. You will explore the role of the EEOC and the topic of Title VII
protections and evaluate the importance of this ruling to human resources practice of
and your role as a human resources practitioner.
Instructions: As the Human Resource Manager at GreenTech Ltd., you are ready to prepare your
next report. You will review, assess, and analyze a topic, event, or case, and based on
your findings, you will share a written report with your supervisor, the Chief Human
Resources Officer (CHRO). Your report will summarize the topic, event, or case and will
include a recommendation for improving HR practice at your company.
Unit 4 Topic:
Read the EEOC v. Catastrophe Management Solutions case study provided in our unit resources this week.
Based on your review of the case study, consider the following:
The appellate court ultimately affirmed the dismissal of a complaint filed by the Equal
Employment Opportunity Commission (EEOC). Consider the determining factors that
led to this conclusion. In responding to this topic, be sure to consider any Title VII
HRM341 – Employment Law
Unit 4 Assignment Forum
specific protections the court referenced in their ruling. The EEOC is the primary
government agency leveraged to prevent workplace discrimination, including the
enforcement of Title VII protections. Consider how the role of the EEOC impacts your
practice as a Human Resources Manager.
Based on your review of the case study, address the role of residency requirements in
hiring practices in general and whether or not residency requirements are, in general, a
valid hiring criterion.
Part 1
• Summarize the law or legal principle involved. (This can generally be done in one
paragraph.)
• Summarize the case or event. Share the important facts and highlights that are
important from a Human Resources practice perspective. (This can generally be
done with one or two short paragraphs.)
• Explain why the facts and highlights you chose were important for the practice of
HR.
Part 2
• List at least five ways this case or event might impact the practice of HR. (This is
a brainstorming activity. A bulleted list is fine for this.)
• Identify which of the five items is most important to HR. Provide an assessment
and analysis of that item, along with one directly related specific recommendation
for the HR team. The recommendation must be actionable, must be explained,
and must be supported with evidence from your readings and research.
(Keep in mind generic statements, broad ideas, unsupported personal opinions, and merely repeating what is in this assignment description do not satisfy the assignment requirements.)
This assignment is your opportunity to demonstrate your understanding of the law or
legal principles based on the case or event reviewed as it relates to the practice of HR.
This assignment is also your opportunity to demonstrate your critical thinking and
analytical skills by using the case or event as a catalyst to explore how HR practices
can be improved.
The goal of this assignment is not to do as much writing as possible but to do as much
focused and thoughtful idea-sharing as possible.
Make sure you use evidence and support for each section of your response.
The ideal assignment will include the following:
• Introduction
• Response to Part 1 (with citations linked to a reference)
• Response to Part 2 (with citations linked to a reference)
• Conclusion (with citations linked to a reference)
• References (with a minimum of three references)
Requirements:
• Submit your assignment in the text box of the designated Unit Assignment
Forum. APA format is not required for any assignment forum submission.
However, all assignments should be well-organized and include an introduction
and conclusion.
• Support your answers with evidence from at least three resources (text, readings,
research, etc.) using citations and references.
• The required length of your entire response is approximately four to five
paragraphs (summary, evaluation, comparison, opinion).
• Review one to two classmate's postings after posting your submission to the
assignment forum. Use the RISE model of peer feedback to provide your
classmates with constructive feedback that they may consider when finalizing the
final project later in the semester.
Be sure to read the criteria below by which your work will be evaluated before you write and again after you write.
Evaluation Rubric for Unit 4 Assignment Forum
CRITERIA
Needs Improvement Proficient
Exemplary
0 – 14 points 15 – 19 points 20 – 25 points
Part # 1 Response
Only answered one aspect of Part 1, did not provide an adequate response, and/or key requirements are missing or not met. Relevancy to the practice of HR missing.
Answered some but not all aspects of Part 1, did not provide a thorough response, and/or key requirements were not fully met. Relevance to the practice of HR is not thoroughly developed and/or not supported.
Answered all aspects of Part 1, provided a thorough response, and all requirements were fully met. Relevance to the practice of HR is clearly and thoroughly stated and fully supported.
Part # 2 Response
Only answered one aspect of Part 2, did not provide an adequate response, and/or key requirements are missing or not met. Relevancy to the practice of HR missing.
Answered some but not all aspects of Part 2, did not provide a thorough response, and/or key requirements were not fully met. Relevance to the practice of HR is not thoroughly developed and/or not supported.
Answered all aspects of Part 2, provided a thorough response, and all requirements were fully met. Relevance to the practice of HR is clearly and thoroughly stated and fully supported.
Response to Classmates
Did not provide adequate feedback using the RISE model and/or provided 0 replies.
Provided adequate constructive feedback using the RISE model that may be used to improve classmate’s work product and/or provided 1 reply.
Provided valuable constructive feedback using the RISE model that may be used to improve the classmate’s work product. Provided 2 or more replies.
0 – 8 points 9 – 13 points 14 – 15 points
Resources 0-1 resources and/or sources are not associated or aligned with the assignment content.
2 resources and/or sources are not clearly associated or aligned with the assignment content.
3 or more resources and/or sources are clearly associated or aligned with the assignment content.
0 – 5 points 6 – 8 points 9 – 10 points
Clear and Professional Writing
Writing and format show significant errors that impede professional presentation.
Writing and format contain few errors that do not impede professional presentation.
Writing and format are clear, professional, and error-free.
Overview:
Instructions:
Requirements:
Evaluation Rubric for Unit 4 Assignment Forum
Contact a local community-based agency that delivers substance abuse treatment services to adjudicated populations. Speak to either a therapist or administrator in the organization. During your interview, assess whether the agency is using an empirically-supported treatment or intervention approach or some other approach. Inquire and assess their recidivism rates to compare effectiveness in comparison with other models. Describe in detail the model used by the agency, the rationale for their adoption of that particular model (e.g., evidence based, practical, popular with this particular population, bilingual, etc.), and compare the model adopted by the agency to another one you read about in your texts
Contact a local community-based agency that delivers substance abuse treatment services to adjudicated populations. Speak to either a therapist or administrator in the organization. During your interview, assess whether the agency is using an empirically-supported treatment or intervention approach or some other approach. Inquire and assess their recidivism rates to compare effectiveness in comparison with other models. Describe in detail the model used by the agency, the rationale for their adoption of that particular model (e.g., evidence based, practical, popular with this particular population, bilingual, etc.), and compare the model adopted by the agency to another one you read about in your texts. Provide hypotheses indicating the extent of effort involved if the agency were to adopt a model other than the one currently using (e.g., training involved, ease of implementation, potential results and impact, etc.).
This paper should be 8 pages long and should follow APA Style guidelines in every applicable respect (e.g., cover page, headings, margins, etc.).
