Write a response to challenges you see in conducting a literature revidew for the topic you selected in your final proposal. Be specific with solutions for addressing.
Write a response to challenges you see in conducting a literature revidew for the topic you selected in your final proposal. Be specific with solutions for addressing. Your response must demonstrate an understanding of the concepts and include references and examples from the material and resources. You may expand on previously submitted work if it is relevant to completing the assignment and make sure you cite yourself if you are using previously submiited work. Your response must be submitted in an APA format. Your response must be a minimum of three pages
While browsing social media, you see that a celebrity is endorsing a new supplement. Their endorsement states that they have taken the supplement every day, and that it has resulted in younger looking skin. The celebrity suggests that everyone should take the supplement. Should this endorsement be taken seriously, or is there reason to be skeptical? What other information would you want before taking the supplement?
While browsing social media, you see that a celebrity is endorsing a new supplement. Their endorsement states that they have taken the supplement every day, and that it has resulted in younger looking skin. The celebrity suggests that everyone should take the supplement.
Should this endorsement be taken seriously, or is there reason to be skeptical?
What other information would you want before taking the supplement?
If you saw more people endorsing the supplement, would it change your mind? Why or why not?
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.
Neo-Freudian Carl Jung created a set of personality types that have become popular for understanding oneself and others, including what jobs would be best for one and which people one would work best with in a relationship. Find out your type by taking the short test at http://webspace.ship.edu/cgboer/jungiantypestest.html. Once you know your four-letter type (e.g., INFP or ESTJ), conduct some research online to find out how this knowledge could help them pick careers, friends, and lovers.
a. Neo-Freudian Carl Jung created a set of personality types that have become popular for understanding oneself and others, including what jobs would be best for one and which people one would work best with in a relationship. Find out your type by taking the short test at http://webspace.ship.edu/cgboer/jungiantypestest.html. Once you know your four-letter type (e.g., INFP or ESTJ), conduct some research online to find out how this knowledge could help them pick careers, friends, and lovers. Then write a two-page paper discussing what you have learned.
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
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.
A 5 year old child and her mother present to your clinic. The mother reports that the child has had a cough and sounds “wheezy” for the last 2 days. She states that the child always gets like this when she is sick. She also reports that the child has been complaining that her right ear hurts. In addition, you notice dry scaly patches on the child’s elbows and behind her knees. What are your differentials and diagnosis, write the rationales: 1-Asthma exacerbation: primary diagnosis: 2-Bronchiolitis causing ear infection: 3-Eczema (Atopic dermatitis): What would you prescribe for each condition (treatment with references).
Pediatric questions
A 5 year old child and her mother present to your clinic. The mother reports that the child has had a cough and sounds “wheezy” for the last 2 days. She states that the child always gets like this when she is sick. She also reports that the child has been complaining that her right ear hurts. In addition, you notice dry scaly patches on the child’s elbows and behind her knees.
What are your differentials and diagnosis, write the rationales:
1-Asthma exacerbation: primary diagnosis:
2-Bronchiolitis causing ear infection:
3-Eczema (Atopic dermatitis):
What would you prescribe for each condition (treatment with references).
Expectations
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.
Identify four behavior analytic, single-subject design articles regarding a particular behavior. Describe the dependent variable in each study. Describe the implementation of the independent variable.
Overview
Now that you have identified a behavior, population, and setting, you will start to review the literature related to that behavior. Applied behavior analysis (ABA) is an evidence-based practice, which means it’s important for practitioners to identify and recommend treatments that are based on evidence from research. This literature review will help you to identify research to support your decisions in later sections when writing your hypothetical behavior analytic study.
Preparation
Instructions
Complete a literature review to support your hypothetical behavior analytic study.
Provide the APA citations of the studies you found.
Identify the dependent variable in each study.
This should be your selected targeted behavior.
Describe the implementation of the independent variable.
This should be the intervention or interventions used.
Identify the single-subject design in each study.
Describe the data collection procedure and interobserver agreement (IOA) method used.
Describe the internal, external, and social validity of each study.
Describe the conclusions to each study, including the effectiveness of the interventions.
These are the elements you will be writing for your hypothetical behavior analytic study, so it is important to pay attention to the details so that you understand how to write and structure your assignments.
Note: Put the information from each article into your own words rather than using direct quotes from the literature.
Additional Requirements
Written communication: Should be free of errors that detract from the overall message.
APA formatting: Use current APA style and formatting, paying particular attention to citations and references. Refer to Evidence and APALinks to an external site. for citing and referencing tips.
Length: 6-8 pages.
References: A minimum of four scholarly or professional resources.
Font and font size: Times New Roman, 12 point.
Competencies Measured
By successfully completing this assignment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:
Competency 3: Evaluate effectiveness of behavior change procedures by visually analyzing and interpreting single-subject experimental designs included in current research.
Identify four behavior analytic, single-subject design articles regarding a particular behavior.
Describe the dependent variable in each study.
Describe the implementation of the independent variable.
Identify the single-subject design in each study.
Describe the data collection procedure and interobserver agreement (IOA) method used.
Describe the internal, external, and social validity of each study.
Describe the conclusions to each study, including the effectiveness of the interventions.
Competency 4: Communicate in a manner that is scholarly and consistent with expectations for professionals in the field of psychology.
Demonstrate compliance with current APA style, citation, and referencing guidelines.
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
