Sleep Journal and Reflection Project

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Assignment Instructions

Sleep Journal and Reflection Project

During our forum in Week 5, we are discussing dreams. The meaning, origin, and analysis of dreams have fascinated psychologists since the inception of the field of psychology. Sigmund Freud, often referred to as the father of psychology, focused a great deal of his theoretical energy on trying to understand and interpret dreams.

Contemporary psychologists are beginning to recognize the interconnectivity of human physiology and psychology in a way not previously understood. This is in part because of new interest in holistic health and in part because of brain/body connections we are now able to see and understand for the first time due to enhanced technology. Yoga, mindfulness, healthy eating, meditation, holistic health – all of these practices are gaining more traction in mainstream society and among psychological circles as we recognize how the mind and body work together. In light of this growing area of interest in psychology, for this assignment you will maintain a sleep/dream journal during weeks 3 and 4, and complete an analysis and reflection on your experience in a summary reflection paper in week 5.

Specifically, for this assignment you will:

  • Keep a sleep/dream journal for at least 10 days throughout Weeks 3 and 4. In your journal make note of:
    • any dreams you had
    • any initial thoughts about the dream – events of the day that may relate, etc.
    • your general sleep schedule (if you have a tracker such as fitbit, include data on your sleep patterns as well – wakefulness, restlessness, times asleep/awake per night, total sleep, etc.)
    • your general eating habits by day
    • your general exercise habits by day
    • anything else of note in your psychological or physical health (stress, excitement, changes, etc.)
  • You may use any format you wish to record the data (notepad, computer, hardcopy spreadsheet, etc.).
  • Complete a 3-4 page reflection (not counting title or reference pages) in which you analyze the results of your sleep/dream journal. Consider how your psychological and physical health interacted. What patterns did you see? Discuss the impact that various factors such as fatigue, diet, stress and exercise had on your dreams and sleep patterns. Explain how this insight may impact your behaviors in the future to lead to better psychological and physical health.
  • Utilize at least 2 academic resources (your text can be one of these) to support your analysis and discussion.
  • Assignment Deadline: 11:55pm Eastern Time Sunday at the end of Week 5 of the course term. Submission should include:
    • Title page in APA format
    • Reflection minimum 3 pages, double spaced
    • Reference page in APA format
    • If desired (this is optional), a copy of the original data/journal

Assignment Grading Rubric – Total 100 points:

  • Provided a thoughtful analysis of how physical and psychological health interact, particularly in connecting waking behaviors with sleep and dreams. Max. 30 points
  • Provided detailed evidence in the form of examples and data to support analysis and conclusions. Max. 25 points
  • Described how the information gleaned from the analysis will or will not impact future behaviors and awareness. Max 20 points
  • Incorporated references from at least two academic sources. Max 10 points
  • Writing was clear, focused, organized and grammatically correct with few to no errors in spelling, punctuation, or sentence structure. Max 15 pointsAssignment Instructions

    Sleep Journal and Reflection Project

    During our forum in Week 5, we are discussing dreams. The meaning, origin, and analysis of dreams have fascinated psychologists since the inception of the field of psychology. Sigmund Freud, often referred to as the father of psychology, focused a great deal of his theoretical energy on trying to understand and interpret dreams.

    Contemporary psychologists are beginning to recognize the interconnectivity of human physiology and psychology in a way not previously understood. This is in part because of new interest in holistic health and in part because of brain/body connections we are now able to see and understand for the first time due to enhanced technology. Yoga, mindfulness, healthy eating, meditation, holistic health – all of these practices are gaining more traction in mainstream society and among psychological circles as we recognize how the mind and body work together. In light of this growing area of interest in psychology, for this assignment you will maintain a sleep/dream journal during weeks 3 and 4, and complete an analysis and reflection on your experience in a summary reflection paper in week 5.

    Specifically, for this assignment you will:

    · Keep a sleep/dream journal for at least 10 days throughout Weeks 3 and 4. In your journal make note of:

    · any dreams you had

    · any initial thoughts about the dream – events of the day that may relate, etc.

    · your general sleep schedule (if you have a tracker such as fitbit, include data on your sleep patterns as well – wakefulness, restlessness, times asleep/awake per night, total sleep, etc.)

    · your general eating habits by day

    · your general exercise habits by day

    · anything else of note in your psychological or physical health (stress, excitement, changes, etc.)

    · You may use any format you wish to record the data (notepad, computer, hardcopy spreadsheet, etc.).

    · Complete a 3-4 page reflection (not counting title or reference pages) in which you analyze the results of your sleep/dream journal. Consider how your psychological and physical health interacted. What patterns did you see? Discuss the impact that various factors such as fatigue, diet, stress and exercise had on your dreams and sleep patterns. Explain how this insight may impact your behaviors in the future to lead to better psychological and physical health.

    · Utilize at least 2 academic resources (your text can be one of these) to support your analysis and discussion.

    · Assignment Deadline: 11:55pm Eastern Time Sunday at the end of Week 5 of the course term. Submission should include:

    · Title page in APA format

    · Reflection minimum 3 pages, double spaced

    · Reference page in APA format

    · If desired (this is optional), a copy of the original data/journal

    Assignment Grading Rubric – Total 100 points:

    · Provided a thoughtful analysis of how physical and psychological health interact, particularly in connecting waking behaviors with sleep and dreams. Max. 30 points

    · Provided detailed evidence in the form of examples and data to support analysis and conclusions. Max. 25 points

    · Described how the information gleaned from the analysis will or will not impact future behaviors and awareness. Max 20 points

    · Incorporated references from at least two academic sources. Max 10 points

    · Writing was clear, focused, organized and grammatically correct with few to no errors in spelling, punctuation, or sentence structure. Max 15 points

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2 Peer Review 1 Video Review 3W

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Response Posts

  • Each response post should consist of at least 100 words.
  • Point out what you perceived to be the strengths of the initial posting along with supporting rationale.
  • Identify specific opportunities for improvement with regard to the content in the initial posting. Furthermore, you should provide supporting rationale for your stated position, as well as concrete suggestions and guidance intended to strengthen the effectiveness of the content

Video

provide a few brief comments with respect to its relevancy to this unit’s marketing concepts.

Guadalupe Work

 

1. What factors would go into the decision to co-promote the products with a special display versus creating a new product?

There are a lot of factors that go with co-promoting and creating a new product. With co-promoting the customers are already familiar with the original branding.  It can also decrease cost in promotion if you co-promote. If a new product is created it might make customers second guess whether or not they should stick to the same product because it was altered. It might push them to go to different products. “When creating a new product you have to ensure that it meets customer needs. Not only must you meet your customers’ needs, you have to do so in a way that is better than the alternatives offered by the competition (Develop new).” As any new product that enters the market. You run the risk of the product failing. You have to know what the customers want and  market the products correctly in order to succeed.

2. If you created a new product by putting a small can of chicken into a box with the pasta, should the box carry the Moricci name? Or should it be a new product line altogether? Should the can still be labeled as Puritan?

If I were to create a new product by putting a small can of chicken into a box with the pasta. I believe it should not have the Moricci name because it was a big change to the product. It was changed from a small packet of pasta as a side dish to a main dish  so there should be a new product line.  The product shout  shouldn’t be labeled as Puritan because that is a completely different product line of Del Sol.

Reference:

Develop New Products and Services (n.d.). Retrieved from: https://www.infoentr (Links to an external site.)  neurs.org/en/guides/develop-new-products-and-services/

 

 

 

Andrew Work

1. What factors would go into the decision to co-promote the products with a special display versus creating a new product?

The key factors that go into co-promoting products are how well the products sell. Mary needs to compile some statistics on how well Moricci chicken marsala sells. What areas it does really and where it does poorly. Mary also needs to compile statistics for where Puritan chicken sells well and where it doesn’t sell so well. Mary could take that research and figure out where to launch her co-promotion of the Moricci chicken marsala and Puritan chicken. The factor that would go into co-promoting the two separate products together would be product recognition, and if these two products sell well individually. In order to create a new product, I would want a focus group with a good, cross sectional demographic of my intended market. I would survey them on packaging, pricing, taste, and overall quality. I would then adjust the product per their suggestions. I would then focus on launching commercials and an aggressive advertising campaign to ensure initial sales are satisfactory. The main factor that becomes an issue with creating and launching a new product is the overall cost of doing so. New marketing, packaging, and distribution will all cost Del Sol more money.

For me, I am stuck on brand recognition. I go with the brands I know, and it takes a miracle for me to try something new. Most of my friends also look for the products they know. Therefore, I feel that Mary should co-promote Moricci noodles with Puritan canned meats. The loyal customers will continue to support these products, and still be able to identify with the brands.

2. If you created a new product by putting a small can of chicken into a box with the pasta, should the box carry the Moricci name? Or should it be a new product line altogether? Should the can still be labeled as Puritan?

If I created a new product by placing a can of chicken into a container with the pasta, I would evaluate both brands on how well they sell. If Moricci outsells Puritan, then the product would carry the Moricci name. If Puritan outsold Moricci, the product would be labeled Puritan with the can labeled as Puritan as well. If neither sold well, I would create a new product line.

 

Works Cited:

McConnell, C. R., Brue, S. L., & Flynn, S. M. (2013). Microeconomics: brief edition. New York: McGraw-Hill/Irwin.

 

 

VIDEO

 

Directions

View the video in chapter 5 titled,  Target Market for Yogurt Sellers (Links to an external site.)  and provide a few brief comments with respect to its relevancy to this unit’s marketing concepts.

 

Describe the ways in which markets are segmented.

 

https://www.youtube.com/watch?v=qMRDLCR8vAE&feature=youtu.be&t=171

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Unit 10 Quiz

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QUESTION 1

  1. For children younger than 9 or 10 years of age, the natural means of communication is _____a.sign language.b.creative movement.c.the language of their parents.d.play.

5 points  

QUESTION 2

  1. Which type of group format has a predetermined amount of sessions and will not accept new members once the group has started?a.Closed groups.b.Open groups.c.Limited session groups.d.Thanatos groups.

5 points  

QUESTION 3

  1. In group-counseling relationships, children experience the therapeutic releasing qualities of _____a.persuasion.b.discovering that their peers have problems too.c.discovering inner qualities of calm.d.the impact of parenting.

5 points  

QUESTION 4

  1. The typical first target of group conflict is _____a.the leader.b.the “mother” figure.c.the silent member.d.an external authority.

5 points  

QUESTION 5

  1. When exploring issues in adolescent groups, group leaders are encouraged to _____a.go fast through initial topics.b.go slow.c.try to act like an adolescent to find some common ground.d.make sure they know who is boss.

5 points  

QUESTION 6

  1. Groups with adolescents tend to work best with membership of _____a.at least 4.b.16–20.c.5–10.d.at least 12.

5 points  

QUESTION 7

  1. Rescuing of individual members, denial of problems and conflict, and circular and superficial talk are all evidence of _____a.limited awareness.b.too much cohesion.c.a teachable moment.d.social justice in action.

5 points  

QUESTION 8

  1. The importance of counselors-in-training gaining experience in group counseling is _____a.a relatively new development in the field.b.reinforced in CACREP standards.c.only necessary for those who haven’t been in therapy.d.over emphasized.

5 points  

QUESTION 9

  1. Which of the following is NOT a part of a follow-up session process?a.Referral.b.Resources.c.Conflict.d.Planning.

5 points  

QUESTION 10

  1. In a healthy group, power is _____a.shared among the group.b.held by the leader.c.determined by lottery.d.minimized by the leader.

5 points  

QUESTION 11

  1. Which of the following is an excellent way for adolescents to gain practical experience in expression of feelings?a.Ice-breakers.b.Homework.c.Role playing.d.Lifestyle analysis.

5 points  

QUESTION 12

  1. The tentative self-disclosure phase is characterized by _____a.anxiety.b.deep connections.c.gradual trust-building and experience with conflict.d.relationship deconstruction.

5 points  

QUESTION 13

  1. Subgroups are _____a.a normal construct in groups.b.helpful to less powerful members.c.destructive to group process.d.all of the above.

5 points  

QUESTION 14

  1. When considering a comfortable setting for adolescent groups, it is important to keep the room _____a.consistent.b.stocked with toys and games.c.decorated to an adolescent taste.d.set up in a classroom format.

5 points  

QUESTION 15

  1. The Group Leader Self-Efficacy Instrument is an instrument for evaluating _____a.group process.b.resistance.c.leadership.d.effectiveness of techniques.

5 points  

QUESTION 16

  1. In the beginning stages of group, it is normal for group members to feel _____a.confident.b.anxious.c.trusting.d.angry.

5 points  

QUESTION 17

  1. A basic rule of thumb is that the younger the children _____a.the longer the group.b.the larger the group.c.the shorter the group.d.the older the group.

5 points  

QUESTION 18

  1. What do I wish I had said or done? What would I do differently next time? Did I say what I really wanted to say? These are all questions designed to help the leader evaluate _____a.self.b.the group.c.individual members.d.diversity.

5 points  

QUESTION 19

  1. Silence in group is _____a.always a form of resistance.b.a normal part of the process.c.a sign that there is work to be done.d.an indication of the need to terminate.

5 points  

QUESTION 20

  1. In the Hill Interaction Matrix, what is said in group is known as _____a.interpersonal style.b.content style.c.process style.d.communication style.

5 points  

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Discussion

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The book discusses several applications of working memory in academic and clinical  contexts. For example, working memory spans are highly correlated to  performance in school. We also learned how individuals dealing with  certain clinical disorders show consistent trends in their phonological  loop, visuospatial sketchpad, and central executive spans. After  reviewing these findings, I want you to come up with another application of working memory.

Search the internet for a media or scientific article about  how working memory is related to some particular ability, behavior, or  skill. You can also think of your own idea of an area/domain in which  you believe working memory might be important and then search online to  see if you find support for it. For example, here is an article about : Working Memory and Learning in Children (Links to an external site.).

       The article YOU find must NOT be about any academic ability (such as schooling or intelligence) or clinical disorders discussed in the book (i.e., ADHD, MDD, or Anxiety). 

I want you to find a novel application that was not considered in the book and then complete the following:

     1. Paragraph 1: Summarize the article you found. Make sure your summary answers the following two questions:

  • What skill/ability/behavior does it discuss as associated with working memory?
  • How does working memory contribute to this skill/ability/behavior ?
  • 2. Paragraph 2: Answer the following: What working memory component  (i.e., phonological loop, visuospatial sketchpad, or central executive)  seems to be most important for the application you found? Why? This response could be based on information in the article or your  own predictions given what you learned about each working memory  component. Be sure to explain your answer.
  • Be sure to Include the link that that article you found.

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Ministry Proposal Lay Counseling

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  • Lay_Counseling_1.pdf  Here you will find the summary of Dr. Siang-Yang Tan’s book, Lay counseling: Equipping Christians for helping ministry (1991). Please read and refer to it when working on your project paper, although do not clone your projects by this. The book is listed in the optional resources.

    The last week should be dedicated to finalizing the work on your project; follow the syllabus instructions (see below as well). Note that you are to focus on a Mentoring or Mediation ministry (NOT “Counseling ministry” per se). The project is a ministry project, not a teaching project. So the process must incorporate doing mentoring, or doing mediation as a service, not teaching mentoring or mediation.

    There are no other assignments for you to complete this week. If you have any questions regarding this project, please contact me no later than 10 days prior to the due date. That will give us enough time to preview and make necessary edits.

    As a reminder, I do not want to see titles that have anything to do with “…..Counseling Program” as I specifically want them to focus only on either of the two topics we’ve studied in this course.

    An experiential exercise/project will provide an opportunity to put into practice the principles and concepts studied in the Course. Imagine that your church leaders have asked you to develop a Lay Ministry with the focus on either: 1) Mentoring, or 2) Mediation services, and present your proposal to the pastoral leadership team for review. In order to accomplish this, you have been assigned the following tasks:

    a. Outline your ministry proposal in a systematic way through a detailed position paper and formal proposal. The paper must include the following elements under separate appropriately-titled headings (in approximately 8 pages):

    1)     name of your ministry [keep this short in one strong complete sentence]

    2)     purpose of your ministry [why have this ministry? What was the need that precipitated it?]

    3)     the counseling philosophy of your ministry [this must agree with the church philosophy and vision to have buy-in]

    4)     the use of supporting scriptures regarding your vision and purpose [list several scriptures that support the need for this ministry but write out only the pertinent phrases of each verse]

    5)     the scope of the ministry (including any limitations) – [what is the target population? specific gender or ages? who would you exclude and why? how wide a catchment area?]

    6)     the hours and location/s of services [address, phone, website, to where the people will come, or where the main offices are]

    7)     how the ministry is accessed – describe the process [how do you get the word out? how do the people reach you? what do they have to do to get services?]

    8)     the duration and process of care [what’s the procedure for the service? how long do they partake of services? how do you care for them?]

    9)     the potential benefits of the ministry [Use Acts 1:8 as the model: start with a center and go out in widening circles thinking of all who would benefit from this ministry e.g. pastors, congregation, community, etc.]

    10)  any costs or fees associated with the ministry [what are both the tangible and intangible costs (borne by whom?), even if the church is already bearing some of those costs; if church policy now is not to have fees, is that wise for your program?]

    11)  how staff (mentors or mediators) will be selected, trained, and supervised [start with who will select the staff, how will they be trained, who will supervise them]

    12)  how confidentiality and consent issues will be addressed [include any appendices with forms that you may use]

    13)  how the ministry will be connected with other community and Christian resources [list how you will network with other similar ministries (which ones?) and how other ministries will support you – how might you collaborate in your “Mentoring/Mediation” services?]

    b. List potential references and local contact points that would provide additional resources for the particular ministry focus (in approximately 1-2 pages). [are there other ministries in your community that offer similar services? The ministries should be connected with the type of services you offer]

    c. Organize your proposal under the different headings or key elements listed in Sections “ a” and “ b.”

    d. Type the whole proposal double-spaced and approximately 12-15 pages in total length (including the Title page, Table of Content, and Appendices). Write the paper in APA style format and organize it in an appropriate presentation format[this is not PowerPoint, but properly titled for respective ministry/church], similar to what could be distributed for a leadership review.

    *** Submit all files (for all assignments) as MS Word documents only and name them according to the following format: first use the course number; then underscore; then your first name and first letter of your last name; then underscore; and finally, the name of the assignment itself e.g., HSC560_JohnD_proposal. Also, use the same file name in the “subject” line of the email.

    Additional Notes and Tips:

    • “Counseling Philosophy” Since you’re not to use the term “counseling” it will be the philosophy of your mentoring or your mediation ministry. So what is “philosophy?” You have to go along with what your church’s or organization’s philosophy is (their vision, their main objective) as you are proposing to be an arm of that church or organization. You can’t appear out of left field with something new that takes the focus away from the aim of your ministry, which should either be mentoring or mediation for this assignment. That section should not be long, just prove that your ministry will be fulfilling the philosophy of the church (are they a relational? community-minded? bible knowledge-based? family oriented? seeker friendly?).
    • Scriptures you use should support this, but not be preachy or long-winded.
    • Scope means who exactly are you serving?
    • Cost: there are also intangible costs that must be considered.
    • Process: how is the (mentoring; mediation) going to happen? Please don’t write out a whole program or a training here, just go through the steps of how do they come for it, then what do they/you do? for how long? how do you know they are finished? This should be a process, not a canned training; so you don’t use someone else’s package. You’ve studied both in this course, so use the phrases and concepts you now know.
    • “Staff” – you will not have counselors, you’ll have mentors or mediators
    • Community connections means from who/where will you get support and who/what will your ministry support?
    • Resources: should be along the lines of what you’re trying to do. If it’s “women mentoring,” then find resources for just that, for women’s services, and/or for mentoring. It shouldn’t be for counseling, family therapy, marriage therapy, finances, poverty support, etc. When pulling resources, keep Acts 1:8 as your pattern. Who’s the closest (Jerusalem)? county (Judea)?, state (Samaria)? uttermost (national and world)?
    • Be sure to give me the reference page if you use ideas from anyone – references is not the same as resources.
    • No, you don’t need to write an abstract. This is a proposal paper.

      Costs/Benefits: there are intangible costs and benefits to any project, aside from financial. Consider energy, time spent, effort, being away from family, other investments, etc. You want to make sure you consider these as the “board” may ask when you give the proposal.

       

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SOCW 6311 & 6070 Wk 7 Responses

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RESPONSE 1:

Respond to at least two colleagues by doing all of the following:

· Offer critiques of their logic model as if you were a member of their work groups. 

  • Identify strengths of the logic models.
  • Identify potential weaknesses in the assumptions or        areas that may require additional information or clarification.

· Offer substantial information to assist your colleagues’ efforts such as: 

  • Information to support their understanding of the        problems and needs in this population
  • Suggestions related to intervention activities, and        potential outcomes

Colleague 1: Aimee

A logic model would help us to understand the needs of the community and identify barriers to services. In looking at the needs of the community I reside in, one specific need that continues to arise is that of transportation. I live in a very rural area where public transportation is almost unheard of. There are no bus lines, taxis, or UBER. Many drivers for UBER or LIFT, will not drive out this far to aid individuals. Clients have difficulty accessing services unless they have a caseworker who is willing to transport, family in the area, or friends they can count on.

A logic model would help to identify the issue and create a plan to overcome the challenges faced with no public transportation. We could identify the need and potential solutions to the problem. Dudley tells us that “logic model provides an organizing framework for understanding evaluations” (Dudley, 2018, p. 169). IN looking at the lack of transportation, we may see a pattern in untreated mental health and substance abuse as having a correlation with a lack of transportation to appointments and no access to providers.

The short-term outcomes of public transportation would be greater access to services, such as; mental health counseling, drug and alcohol counseling, parenting, and individual counseling. The long-term outcomes would be lowered drug abuse, wider spread mental health treatment, extended revenue for the community as resources are being utilized, and the potential for lower mental health hospitalizations. Depending on how the intervention is implemented, will depend on the outcome (Dudley, 2016). The logic model, at the intervention stage, provides a framework to improve the interventions being used, (Dudley, 2016, p. 169). It allows the intervention to be focused on the unmet needs of the client and address potential success in outcomes, (Dudley, 2016).

References

Dudley, J. R. (2016). Social Work Evaluation, Enhancing What We DO (2 ed.). New York, NY: Oxford University Press.

Colleague 2: Samantha

Practice-Level Logic Model Outline

 

Problem

Needs

Underlying   Causes

Intervention   Activities

Outcomes

 

Homeless Veterans IN Clark County, NV

Materials

Land

Funding

Volunteers

Donations

Medical Care

Job Training

4th largest population of   homeless in the United States

Gambling

Drug Use

Rapid expansion

Rapid increase in population

Rising cost of living

Veterans Village has opened 3 campus   locations that cater to transitional housing

Low cost permanent housing

And Assisted living

Reduction in homeless Veterans in Clark   County

Awareness raised in the community

Increased volunteers and donations

 

 

A logic model is a diagram of the relationship between the need and the ways to address those needs.  It provides a concise, one-page picture of program operations from beginning to end. The four components of logic models are the problem statement – why the service or project is needed, the goal – the overall aim, assumptions – the basis for the ideas, and the rationale – information in the model (Randolph, 2010).

 

The theory of change typically shows the big picture including issues that can not be controlled.  Shows different avenues that can lead to change.  Describes the how and why the change can come about.  Explains the thought process behind the reasons the change will happen (Randolph, 2010).

 

Unmet needs are there is still a long waiting list of homeless Veterans looking for services.  There is also a proposed campus to be built at Veterans Village for women Veterans, but the cost of land, materials and labor has inflated due to increase in population.  Current donations and volunteers would need to double to get the fourth campus built within the allotted amount of time (Stalk, 2018).

 

References

 

Randolph, K. A. (2010). Logic models. In B. Thyer (Ed.), The handbook of social work research methods (2nd ed., pp. 547–562). Thousand Oaks, CA: Sage. (PDF)

 

Stalk, A., Executive Director. (2018). Veterans Village. Retrieved from https://www.clearinghousecdfi.com/impact_story/veterans-village/

 

Stalk, A., Executive Director. (2018). Veterans Village Las Vegas. Retrieved from https://vvlv.org/

RESPONSE 2:

Respond to at least two colleagues in one of the following ways:

  • Expand upon your analysis of the skills the administrator      demonstrated.
  • Describe a strategy your colleague might use to address the      aspect of the case study he or she identified as the most challenging.

Colleague 1: Sandra

An explanation of the types of skills the social work administrator demonstrated as she addressed the problem of Carla’s absence at work and the trauma-related events that followed.

The social work administration uses direct leadership style to take control of the situation. She gave instruction to the receptionist to wait another 15 minutes, after which she should apologize to the client, see if they would like to see someone else (if in crisis), and tell them that Carla would call to reschedule the appointment (Plummer, Makris,  & Brocksen, (Eds.). (2014b). She included what is expected of her, how it is to be done, and a timeline for when it should be completed (Northouse, 2013).

The Administration uses communication to manage conflict resolution by using the principled negotiation. This highlights deciding issues on their merits. According to Fisher and Ury, 1981, principled negotiation shows individuals how to obtain a fair share without taking advantage of.  There are four parts to this approach which includes separation of the people problem from,  focus on the interest, not positions,  invent options for mutual gains and insist on using objective criteria (Norhouse, 2013, pg., 251).

Finally, identify one aspect of the case study that would be most challenging to you if you were the administrator, and explain why.

One aspect of the case study that would be challenging is having to call the staff members to tell them that a fellow co-worker has passed. I would also feel compelled to tell them how she died so they could take steps to be mindful of their neighbors (if they are having any issues) and other people including the clients they served.

Northouse, P. G. (2018). Introduction to leadership: Concepts and practice (4th Ed.). Washington, DC: Sage.

Chapter 10, “Listening to Out-Group Members” (pp. 217-237)

Chapter 11, “Managing Conflict” (pp. 239-271)

Chapter 13, “Overcoming Obstacles” (pp. 301-319)

Plummer, S.-B., Makris, S., & Brocksen, S. M. (Eds.). (2014b). Social work case studies: Concentration year. Baltimore, MD: Laureate International Universities Publishing [Vital Source e-reader].

“Social Work Supervision: Trauma within Agencies” (pp. 7–9)

Zelnick, J. R., Slayter, E., Flanzbaum, B., Butler, N., Domingo, B., Perlstein, J., & Trust, C. (2013). Part of the job? Workplace violence in Massachusetts social service agencies. Health & Social Work, 38(2), 75–85.

Colleague 2: Tammy

Post an explanation of the types of skills the social work administrator demonstrated as she addressed the problem of Carla’s absence at work and the trauma-related events that followed.

The social work administrator demonstrated good leadership skills in the handling of Carla’s absence.  The administrator used technical competence because she knew the order of the tasks that needed to be handled.  According to (Northouse, 2018) you should understand the intricacies of how the organization functions.  The administrator made sure that the clients were handled in the proper manner.  During my first field experience, the clients that showed up for a social worker who had called off was handled in this exact same manner and it was effective.  The administrator also had interpersonal skills because cared about the staff getting notified about the death of their co-worker in a timely manner and grief counseling was available the next day (Social work supervision: Trauma within agencies, 2014b).  (Northouse) asserts that having interpersonal skills allows leaders to work more effectively with that staff and supervisors.  The administrator also demonstrated emotional intelligence.  The administrator is in tune with her emotions and she is sensitive and aware of other peoples emotions (Northouse).

Be sure to include an analysis of the administrator’s use of conflict resolution skills.

One of the ways the administrator used conflict resolution skills was to separate the conflict from the person.  The conflict was that clients were not being seen because of an employee not showing up for work.  The administrator separated the two things and was able to handle each item separately.  The administrator also used fractionation when she realized all the elements that were involved in Carla missing, she divided the problems down into more manageable pieces (Northouse, 2018).

Finally, identify one aspect of the case study that would be most challenging to you if you were the administrator, and explain why.

One aspect of the case study that would be most challenging to me if I were the administrator is the task of notifying Carla’s clients that she had died suddenly (Social work supervision: Trauma within agencies, 2014b).  Sometimes, I find it difficult to find the right words when speaking about the sudden death of someone you know or work with.  This same scenario happened at the prison where I worked and when I read this story it brought back the memory.  One of the things I remember is asking someone which of our supervisors had made the call to the police because I wanted to commend the supervisor for doing the right thing.  During the time, no one spoke to the staff about the death of one of its employees.  If my memory is correct they might have mentioned it in our roll call and that was it.  I have always found death notifications to be particularly uncomfortable however, I would be able to complete the task if it was assigned to me.

References

Northouse, P. G. (2018). Introduction to leadership: Concepts and Practice. Thousand Oaks, CA: Sage Publications.

Social work supervision: Trauma within agencies. (2014b). In S. Plummer, S. Makris, & S. Brocksen, Social work case studies: Concentration year (pp. 7-9). Baltimore, MD: Laureate Publishing. [Vital Source e-reader].

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Ethical Decision Making Model Module 3 Application Assignment

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In a 2- to 3-page paper:

  • Provide a brief description of one ethical decision-making model.
  • Discuss the steps in the model.
  • Explain one strength and one limitation of the model.
  • Explain any insights you gained about ethical decision-making from reviewing the model.
  • Justify your response with specific references to this week’s Learning Resources and the current      literature (These resources are attached.)

Support your Application Assignment with specific references to all resources used in its preparation. This assignment should be completed using APA formatting.

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Romantic Relationship Case Study

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Part 1: Create a Case Study

Create a case study, 250-500-words involving a fictitious couple experiencing the stages and characteristics of romantic relationships. Think of this case study as a “story” that you are telling about the process the couple goes through when building a relationship.

Do not use any personal information or information related to current cases you are working on.

Part 2: Summary of Each Stage

After completing the case study, write a 250-500 word summary in which you explain each stage the couple experienced, including the characteristics associated with each.

Include at least three scholarly references in your paper.

Submit the case study and the summary as one document.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

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Magellan Cans assessment: see attachment need this in an hour today

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(Rate mother in caregiver domain)

Alex is a 15-year-old male, recently discharged after a thirty-day stay in an in-patient psychiatric hospital. He was hospitalized because he heard voices telling him “terrible things about himself” and telling him to kill himself. He reported this to the school social worker who notified his parents. He was taken from school to the hospital. Alex presents as depressed and withdrawn, but will engage in one-on-one interaction with an adult. Alex has been telling people that he has been hearing voices since he was 5 years old. The parents have expressed their gratitude to the school personnel for believing Alex and responding quickly because when he has said similar things at home, they didn’t know what to do. Now they are worried that they might not be able to keep him safe at home.

Alex lives with his mother, father, and two older sisters. It is a loving family with close emotional ties. All of the children are kind, obedient, and care about other people. Alex’s mother has severe mental illness and is often overwhelmed by Alex’s needs which causes a lot of stress in their family. She says she feels a special connection to Alex because she can relate to his feelings of being unable to escape the ‘voices in his head’. Alex’s older sisters have also struggled with mental health issues in the past. Alex has no relatives in the area and the family has no child care resources.

Although his family has moved many times over the past few years, Alex has remained enrolled in the same school district. He exhibits no behavioral problems at school but he often responds verbally to his auditory hallucinations. In addition, these hallucinations make it difficult for him to concentrate which has impacted his grades. While he has educational goals appropriate for a tenth-grader, he is currently struggling to complete his requirements. He also often comes to school in the same clothes, which appear unwashed, several days a week. The teacher has expressed concern because he is regularly teased by other children. The teacher and the school social worker have met with Alex’s parents who have a hard time understanding the immediate risk that Alex’s hallucinations pose for him. Alex has no friends at school but is interacts well with all staff. He attends school regularly.

Alex and his family have been seen at the same clinic for the past four years. His mother was recently referred to a treatment program that she attends Monday through Friday during the day and is doing well. In an effort to get good housing in a safe neighborhood, the family has moved six times in the past 18 months. The family receives financial assistance through programs such as Section 8 benefits, SSI, and food stamps and is able to provide for the basic needs of their family.

When Alex was six years old, he witnessed the shooting of his uncle in front of their house. His uncle died on the sidewalk. The police questioned Alex a number of times about the incident. He experienced sleeplessness consistently for months after the incident and still does periodically. He will randomly ask his parents if they remember “when Uncle Sammy got killed.” He sometimes refers to the ‘voices in his head’ as Uncle Sammy’s killers who tell him he is to blame for Sammy being killed.

Place ratings in the section that are marked red

 

Put rating (number) next to each.

0. No evidence of need

 

1. History or   Suspicion

 

2. Action Needed, Need   interferes with Functioning

 

3. Immediate Action   Needed, Need is dangerous or disabling

 

 

1. Psychosis

 

2.   Impulsivity/Hyperactivity

 

3. Depression

 

4. Anxiety

 

5. Oppositional

 

6. Conduct

 

7. Anger Control

 

8. Substance Use

 

9. Adjustment to Trauma

Caregiver Needs & Resources

 

0. No evidence of need

 

1. History or Suspicion

 

2. Action Needed, Need   interferes with Functioning

 

3. Immediate Action   Needed, Need is dangerous or disabling

 

 

1. Supervision

 

2. Involvement with Care

 

3. Knowledge

 

4. Safety

 

5. Residential Stability

 

6. Organization

 

7. Social Resources

 

8. Mental   Health/Substance Use

 

9.   Medical/Physical/Developmental

Cultural Factors Domain

 

0. No evidence of need

 

1. History or   Suspicion

 

2. Action Needed, Need   interferes with Functioning

 

3. Immediate Action   Needed, Need is dangerous or disabling

 

 

1. Language

 

2. Traditions and   Rituals

 

3. Cultural Stress

Life Functioning Domain

 

0. No evidence of need

 

1. History or Suspicion

 

2. Action Needed, Need   interferes with Functioning

 

3. Immediate Action   Needed, Need is dangerous or disabling

 

 

1. Family Functioning

 

2. Living Situation

 

3. School Achievement

 

4. School Attendance

 

5. School Behavior

 

6. Social Functioning

 

7.   Developmental/Intellectual

 

8. Decision-Making

 

9. Medical/Physical

 

10. Sexual Development

 

11. Sleep

Risk Behaviors Domain

 

0. No evidence of need

 

1. History or   Suspicion

 

2. Action Needed, Need   interferes with Functioning

 

3. Immediate Action   Needed, Need is dangerous or disabling

 

 

1. Suicide Risk 0

 

2. Non-Suicidal   Self-Injurious Behavior

 

3. Other Self-Harm

 

4. Danger to Others

 

5. Sexually Problematic   Behavior

 

6. Delinquent Behavior

 

7. Runaway

Strengths Domain

 

0. Centerpiece   Strength

 

1. Useful Strength

 

2. Identified Strength

 

3. No Evidence

 

 

1. Family Strengths

 

2. Interpersonal

 

3. Educational Settings

 

4. Talents and Interests

 

5. Spiritual/Religious

 

6. Cultural Identity

 

7. Community Life

 

8. Natural Supports

 

9. Optimism

 

10. Resilience

 

11. Resourcefulness

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Help with this

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Some questions in Part A require that you access data from Statistics for People Who (Think They) Hate Statistics. This data is available on the student website under the Student Test Resources link.

 

 

 

  1. For the following research questions, create one null hypothesis, one directional research hypothesis, and one nondirectional research hypothesis.

     

 

  1. What are the effects of attention on out-of-seat classroom behavior?

    Research Hypothesis: There will be a relationship between the effects of attention on out-of-seat classroom behavior versus in-seat-classroom behavior.

     

  2. What is the relationship between the quality of a marriage and the quality of the spouses’ relationships with their siblings?

    Null Hypothesis: There will be no relationship in the relationship between the quality of a marriage and the quality of the spouses’ relationship with their siblings.

 

 

 

 

 

  1. What is the best way to treat an eating disorder?

    One Directional Research Hypothesis:

     

 

  1. Provide one research hypothesis and an equation for each of the following topics:

     

 

  1. The amount of money spent on food among undergraduate students and undergraduate student-athletes

     

  2. The average amount of time taken by white and brown rats to get out of a maze

 

 

 

 

 

  1. The effects of Drug A and Drug B on a disease

     

  2. The time to complete a task in Method 1 and Method 2

     

 

  1. Why does the null hypothesis presume no relationship between variables?

     

  2. Create a research hypothesis tested using a one-tailed test and a research hypothesis tested using a two-tailed test.

 

 

 

  1. What does the critical value represent?

 

 

 

  1. Given the following information, would your decision be to reject or fail to reject the null hypothesis? Setting the level of significance at .05 for decision making, provide an explanation for your conclusion.

     

 

  1. The null hypothesis that there is no relationship between the type of music a person listens to and his crime rate (p < .05).

    In Hypothesis Testing, we typically deem a research hypothesis to be significant, if the odds of two means actually being equal are no greater than 1 in 20 or .05 (5%) or less.

     

  2. The null hypothesis that there is no relationship between the amount of coffee consumption and GPA (p = .62).

     

  3. The null hypothesis that there is a negative relationship between the number of hours worked and level of job satisfaction (p = .51).

     

 

  1. Why is it harder to find a significant outcome (all other things being equal) when the research hypothesis is being tested at the .01 rather than the .05 level of significance?

    At the .01 level, there is less room for error because the test is more rigorous.

     

  2. Why should we think in terms of “failing to reject” the null rather than just accepting it?

 

 

 

  1. When is it appropriate to use the one-sample z test?

     

  2. What similarity does a z test have to a simple z or standard score?

     

  3. For the following situations, write out a research hypothesis:

     

 

  1. Bob wants to know if the weight loss for his group on the chocolate-only diet is representative of weight loss in a large population of middle-aged men.
  2. The health department is charged with finding out if the rate of flu per thousand citizens for this past flu season is comparable to the average rate of the past 50 seasons.
  3. Blair is almost sure that his monthly costs for the past year are not representative of his average monthly costs over the past 20 years.

     

 

  1. There were about 15 flu cases per week, this flu season, in the Oshkosh school system. The weekly average for the entire state is 16 and the standard deviation, is 2.35. Are the kids in Oshkosh as sick as the kids throughout the state?

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