Week 7 Journal

Please no plagiarism and make sure you are able to access all resource on your own before you bid. I need this completed by 10/14/17 at 12pm.

 

Journal

In 300–500 words, describe how you see your own life experiences, values, and beliefs impacting the work you do with couples and families.

Submit your journal by Day 7.

 

Learning Resources

Required Resources

Media

Please note: These films are not available through Walden Library. Contact your instructor if you are unable to obtain a copy independently.

Please select, obtain, and view one of the following movies to use with this week’s Application Assignment:

  • Movie: Benton, R. (Director). (1979). Kramer vs. Kramer [Motion picture]. [With D. Hoffman, M. Streep, & J. Alexander]. United States: Columbia Pictures.
  • Movie: Reiner, R. (Director). (1999). The story of us [Motion picture]. [With B. Willis, M. Pfeiffer, & C. Renison]. United States: Universal.
  • Movie: Carlino, L. J. (Director). (1979). The great Santini [Motion picture]. [With R. Duvall, B. Danner, & M. O’Keefe]. United States: Warner Bros. & Orion Pictures.

Readings

  • Course Text: Gurman, A. S., Lebow, J. L., & Snyder, D.  (2015). Clinical handbook of couple therapy (5th ed.). New York, NY: Guilford Press.  
    • Chapter 15, “Couple Therapy and the Treatment of Affairs”
    • Chapter 16, “Separation and Divorce Issues in Couple Therapy
  • Article: Gibson, D. M. (2008). Relationship betrayal and the influence of religious beliefs: A case illustration of couples counseling. The Family Journal, 16(4), 344–350. Retrieved from the Walden Library databases.
  • Article: Gordon, K. C., Baucom, D. H., & Snyder, D. K. (2004). An integrative intervention for promoting recovery from extramarital affairs. Journal of Marital and Family Therapy, 30(2), 213–31. Retrieved from the Walden Library databases.
  • Article: Murray, C. E., Kardatzke, K. N. (2009). Addressing the needs of adult children of divorce in premarital counseling: Research-based guidelines for practice. The Family Journal, 17(2), 126–133.Retrieved from the Walden Library databases.

Optional Resources

Readings

  • Book: Bitter, J. R., Long, L. L., & Young, M. E. (2010). Introduction to marriage, couple, and family counseling. Mason, OH: Cengage.
    • Chapter 14, “Parenting for the 21st Century”

sociology

each question in   In 100 words or less

1.An integral component of the APA code of ethics was  the inclusion of the framework of informed consent as one measure to protect the public (both clients and subjects) from practices that could cause harm (Joyce & Rankin, 2010). The impetus for the development came from a plethora of studies that caused significant harm in a number of communities. The shockwaves of the Tuskegee reverberated throughout communities of color across the country for decades, having significant adverse impacts related to distrust of the healthcare system in general (Dula, 1994). Likewise, the deception and involuntary sterilization of Native women contributed to the effects of multigenerational trauma across communities throughout the country, again coming from an institution that should be one of healing and safety (Lawrence, 2000). The field of psychology was not immune from practices that could cause harm to individuals in the pursuit of knowledge. Milgram’s obedience to authority experiments in the 1960s is an iconic example, as the results were very compelling but the harm caused to the subjects by the deception perhaps even more so (Blass, 1999). Similarly, Zimbardo’s Stanford prison experiments (Zimbardo, 2007) were truly powerful and significant but also caused distress to the participants because of the deception involved (Stark, 2010).

The following short video is a good synopsis of Milgram’s obedience experiments by Dr. Zimbardo:

https://www.youtube.com/watch?v=8g1MJeHYlE0

What do you think about the video?

2. Matthews (2012) proposed sociology is a useful tool for Christians for the following reasons: 1) it provides a valuable explanation of the self and others, and 2) it provides a means through which one can gain an understanding of the social world. Of course, sociology is but one of a number of ways to consider human beings and social behavior. Matthews (2012) cited biblical origins of this need for understanding ourselves as individuals and as part of larger social groups (Genesis 1:28; Matthew 19:19). What are some ways you could see this Christian view of sociology manifest in our society?

Matthews, L. (2012). Why Christians should study sociology. Dialogue, 24, 1.

Case Study in Critical Thinking:

The Late Paper

Adapted from On Course (p. 40), by Skip Downing, 2014, Boston: Wadsworth, Cengage Learning.

Professor Mason announced in her syllabus for online Visual Communication 101 that final 

projects had to be posted to BlackBoard Learn by noon on December 10th

. No students, she emphasized, 

would pass the course without a completed project turned in on time. As the semester drew to a close, 

Kim had an “A” average in Professor Mason’s VC 101 class, and she began researching her project topic 

with excitement.

Arnold, Kim’s husband, felt threatened that he had only a high school diploma while his wife 

was getting close to her college degree. Tyler worked the evening shift at a bakery, and his coworker

Phillip began teasing that Kim would soon dump Arnold for a college guy. That’s when Arnold started 

accusing Kim of having an affair and demanding she drop out of college. She told Arnold he was being 

ridiculous. In fact, she said, a young man in her history class had asked her out, but she refused. Instead of 

feeling better, Arnold became even angrier. With Phillip continuing to provoke him, Arnold became sure 

Kim was having an affair, and he began telling her every day that she was stupid and would never get her 

degree.

Despite the tension at home, Kim finished her visual communication project the day before it was 

due. Since Arnold had hidden the laptop and Professor Mason refused to accept late projects, Kim 

decided to take the bus to the university and turn in the project a day early, in person. While she was 

waiting for the bus, Cindy, one of Kim’s visual communication study group members, drove up and 

invited Kim to join her and some other students for an end-of-the-semester celebration. Kim told Cindy 

that she was on her way to turn in her project, and Cindy promised she’d make sure Kim got it in on time. 

“I deserve some fun,” Kim decided and hopped into the car. The celebration went long into the night. 

Kim kept asking Cindy to take her home, but Cindy always replied, “Don’t be such a loser. Have another 

drink.” When Cindy finally took Kim home, it was 4:30 in the morning. She sighed with relief when she 

found that Arnold had already fallen asleep.

When Kim woke up, it was 11:30 a.m., just 30 minutes before her project was due. She could 

make it to the university in time by car, so she shook Arnold and begged him to drive her. He just 

snapped, “Oh sure, you stay out all night with your college friends. Then, I’m supposed to get up on my 

day off and drive you all over town. Forget it.” “At least give me the keys,” she said, but Arnold merely 

rolled over and went back to sleep. Panicked, Kim called Professor Mason’s office and told Mary, the 

administrative assistant, that she was having internet issues and couldn’t connect to BbLearn. “Don’t 

worry,” Mary assured Kim, “I’m sure Professor Mason won’t care if your project is a little late. Just be 

sure to have it here before she leaves at 1:00.” relived, Kim decided not to wake Arnold again; instead, 

she took the bus.

At 12:15, Kim walked into Professor Mason’s office with her project. Professor Mason said, 

“Sorry, Kim, you’re 15 minutes late.” She refused to accept Kim’s project and gave Kim an “F” for the 

course. 

Listed below are characters in this story. Rank them in order of their responsibility for 

Kim’s failing grade in Visual Communication 101. Give a different score to each character. 

Be prepared to explain your choices. 1=Most Responsible; 6=Least Responsible

__ Professor Mason, the instructor __ Phillip, the coworker

__ Kim, the student __ Cindy, Kim’s classmate

__ Arnold, the husband __ Mary, the administrative assistant

 DIVING DEEPER Is there someone not mentioned in the story who may also bear

 Discuss in detail 2 Critical Thinking strategies you have learned from the chapter and the videos that you will work on continuing to develop.    

Provide at least 2 personal illustrations of youre using these strategies.   

 

2. After reading Kim’s late paper who did you decide was most responsible for Kim’s failing grade? Please post and justify using a strong critical thinking argument for this choice.  Explain in detail. 

minimum of 250 words (2 detailed paragraphs. Each of your paragraphs must consist of at least 8-10 complete sentences

INF 220 Week 4 DQ 2 ( Supply Chain Management ) ~ 2 Different Answers To Help You Score Better ~ ( Latest Syllabus – Updated Jan, 2015 – Perfect Tutorial – Scored 100% )

Supply Chain Management

Supply chain management is less about managing the physical movement of goods and more about managing information. Discuss the implications of this statement. Respond to at least two of your classmates’ postings.

 

THIS TUTORIAL INCLUDES TWO ANSWERS FOR THE DISCUSSION QUESTION TO HELP YOU SCORE BETTER

   

Link to other tutorials for INF 220, just click on Assignment/Discussion name to go to respective tutorial.

·         INF 220 Week 1 Assignment ( UPS and the Utility of Information Systems )

·         INF 220 Week 1 DQ 1 ( Information Systems and Globalization )

·         INF 220 Week 1 DQ 2 ( Organizational Performance )

·         INF 220 Week 2 Assignment ( Identifying Opportunities )

·         INF 220 Week 2 DQ 1 ( Role of BPR )

·         INF 220 Week 2 DQ 2 ( Hardware and Software Selection )

·         INF 220 Week 3 Assignment ( Network Design )

·         INF 220 Week 3 DQ 1 ( Database Development )

·         INF 220 Week 3 DQ 2 ( RFID )

·         INF 220 Week 4 Assignment ( Evaluating Security Software )

·         INF 220 Week 4 DQ 1 ( Security in Business )

·         INF 220 Week 4 DQ 2 ( Supply Chain Management )

·         INF 220 Week 5 Assignment ( Final Paper )

·         INF 220 Week 5 DQ 1 ( Impact of the Internet )

·         INF 220 Week 5 DQ 2 ( Moral Dimensions of Information Systems )

NSG 6002

I need to answer to this post. APA format, reference and citation are very important 

        The landscape of healthcare continues to change as the needs of those who need the services live longer and face multiple illnesses due to genetics, lifestyle, or just by luck. The Affordable Care Act (ACA) aims to provide better care, better health, and be cost-effective (Nash, Fabius, Skoufalos, Clarke, & Horowitz, 2016).  The ACA enables millions to become insured and contained several tools to maintain cost (Emanuwl, Sharfstain, Spiro, & O’Toole, 2016). Even with these goals, the ACA must continue to strive to better serve the changing healthcare arena. Many initiatives have been created, and much more are still in the process.

The CDC website list several initiatives, strategies and action plan aimed to improve health care (CDC, 2017). Listed is a few of them.

  1. Chronic Disease _The National Action Plan for Cancer Survivorship- establishes awareness on issues faced by survivors
  2. Healthy People- Awareness of health topics with resources and data
  3. National Strategy for Suicide Prevention-Resources on mental health issues, substance abuse, and suicide hotline  
  4. US National Vaccine Plan- Ensures safe supply and access, prevention strategies for prevention and disease of vaccines

References

CDC. (2017). National Health Initiatives, Strategies, and Action Plans.  Retrieved fromhttps://www.cdc.gov/stltpublichealth/strategy/index.html

Emanual, Z., Sharfstein, J., Spiro, T., & O’Toole, M. (2016). State options to control healthcare cost and improve quality. Health Affairs. Retrieved from https://www.healthaffairs.org/do/10.1377/hblog20160428.054672/full/

Nash, D. B., Fabius, R. J., Skoufalos, A., Clarke, J., & Horowitz, M. R. (2016). Population health: creating a culture of wellness. Burlington, MA: Jones & Bartlett Learning.

Discussion 2: Circumplex Model

 

Understanding the level of cohesion of a family system is important in order to determine an effective treatment plan. Olson (2000) developed the Circumplex Model, which has been used in the areas of marital therapy and with families dealing with terminal illness.

For this Discussion, you again draw on the “Cortez Family” case history.

By Day 4

Post your description of the Circumplex Model of Marital and Family Systems and how it serves as a framework to assess family systems. Apply this framework in assessing the Cortez family. Use the three dimensions (cohesion, flexibility, and communication) of this model to assess and analyze. Describe how assessing these dimensions assists the social worker in treatment planning.

 

Required Readings

Holosko, M. J., Dulmus, C. N., & Sowers, K. M. (2013). Social work practice with individuals and families: Evidence-informed assessments and interventions. Hoboken, NJ: John Wiley & Sons, Inc.
Chapter 9, “Assessment of Families” (pp. 237–264)

Plummer, S.-B., Makris, S., & Brocksen, S. (Eds.). (2013). Sessions case histories. Baltimore, MD: Laureate International Universities Publishing.
“The Cortez Family” (pp. 23–25)

Smokowski, P. R., Rose, R., & Bacallao, M. L. (2008). Acculturation and Latino family processes: How cultural involvement, biculturalism, and acculturation gaps influence family dynamics. Family Relations57(3), 295–308.

Olson, D. H. (2000). Circumplex Model of Marital and Family Systems. Journal of Family Therapy22(2), 144–167.

 The Cortez Family  Paula is a 43-year-old HIV-positive Latina woman originally from Colombia. She is bilingual, fluent in both Spanish and English. Paula lives alone in an apartment in Queens, NY. She is divorced and has one son, Miguel, who is 20 years old. Paula maintains a relationship with her son and her ex-husband, David (46). Paula raised Miguel until he was 8 years old, at which time she was forced to relinquish custody due to her medical condition. Paula is severely socially isolated as she has limited contact with her family in Colombia and lacks a peer network of any kind in her neighborhood. Paula identifies as Catholic, but she does not consider religion to be a big part of her life. Paula came from a moderately well-to-do family. She reports suffering physical and emotional abuse at the hands of both her parents, who are alive and reside in Colombia with Paula’s two siblings. Paula completed high school in Colombia, but ran away when she was 17 years old because she could no longer tolerate the abuse at home. Paula became an intravenous drug user (IVDU), particularly of cocaine and heroin. David, who was originally from New York City, was one of Paula’s “drug buddies.” The two eloped, and Paula followed David to the United States. Paula continued to use drugs in the United States for several years; however, she stopped when she got pregnant with Miguel. David continued to use drugs, which led to the failure of their marriage. Once she stopped using drugs, Paula attended the Fashion Institute of Technology (FIT) in New York City. Upon completing her BA, Paula worked for a clothing designer, but realized her true passion was painting. She has a collection of more than 100 drawings and paintings, many of which track the course of her personal and emotional journey. Paula held a full-time job for a number of years before her health prevented her from working. She is now unemployed and receives Supplemental Security Insurance (SSI) and Medicaid. Paula was diagnosed with bipolar disorder. She experiences rapid cycles of mania and depression when not properly medicated, and she also has a tendency toward paranoia. Paula has a history of not complying with her psychiatric medication treatment because she does not like the way it makes her feel. She often discontinues it without telling her psychiatrist. Paula has had multiple psychiatric hospitalizations but has remained out of the hospital for at least five years. Paula accepts her bipolar diagnosis, but demonstrates limited insight into the relationship between her symptoms and her medication. Paula was diagnosed HIV positive in 1987. Paula acquired AIDS several years later when she was diagnosed with a severe brain infection and a T-cell count less than 200. Paula’s brain infection left her completely paralyzed on the right side. She lost function of her right arm and hand, as well as the ability to walk. After a long stay in an acute care hospital in New York City, Paula was transferred to a skilled nursing facility (SNF) where she thought she would die. It is at this time that Paula gave up custody of her son. However, Paula’s condition improved gradually. After being in the SNF for more than a year, Paula regained the ability to walk, although she does so with a severe limp. She also regained some function in her right arm. Her right hand (her dominant hand) remains semiparalyzed and limp. Over the course of several years, Paula taught herself to paint with her left hand and was able to return to her beloved art. In 1996, when highly active antiretroviral therapy (HAART) became available, Paula began treatment. She responded well to HAART and her HIV/AIDS was well controlled. In addition to her HIV/AIDS disease, Paula is diagnosed with hepatitis C (Hep C). While this condition was controlled, it has reached a point where Paula’s doctor is recommending she begin treatment. Paula also has significant circulatory problems, which cause her severe pain in her lower extremities. She uses prescribed narcotic pain medication to control her symptoms. Paula’s circulatory problems have also led to chronic ulcers on her feet that will not heal. Treatment for her foot ulcers demands frequent visits to a wound care clinic. Paula’s pain paired with the foot ulcers make it difficult for her to ambulate and leave her home. As with her psychiatric medication, Paula has a tendency not to comply with her medical treatment. She often disregards instructions from her doctors and resorts to holistic treatments like treating her ulcers with chamomile tea. Working with Paula can be very frustrating because she is often doing very well medically and psychiatrically. Then, out of the blue, she stops her treatment and deteriorates quickly. I met Paula as a social worker employed at an outpatient comprehensive care clinic located in an acute care hospital in New York City. The clinic functions as an interdisciplinary operation and follows a continuity of care model. As a result, clinic patients are followed by their physician and social worker on an outpatient basis and on an inpatient basis when admitted to the hospital. Thus, social workers interact not only with doctors from the clinic, but also with doctors from all services throughout the hospital. 23 SESSIONS: CASE HISTORIES • THE CORTEZ FAMILY After working with Paula for almost six months, she called to inform me that she was pregnant. Her news was shocking because she did not have a boyfriend and never spoke of dating. Paula explained that she met a man at a flower shop, they spoke several times, he visited her at her apartment, and they had sex. Paula thought he   was a “stand up guy,” but recently everything had changed. Paula began to suspect that he was using drugs because he had started to   become controlling and demanding. He showed up at her apartment at all times of the night demanding to be let in.   He called her relentlessly, and when she did not pick up the phone, he left her mean and threatening messages.   Paula was fearful for her safety.  Given Paula’s complex medical profile and her psychiatric diagnosis, her doctor, psychiatrist, and I were concerned about Paula maintaining the pregnancy. We not only feared for Paula’s and the baby’s health, but also for how Paula would manage caring for a baby. Paula also struggled with what she should do about her pregnancy. She seriously considered having an abortion. However, her Catholic roots paired with seeing an ultrasound of the baby reinforced her desire to go through with the pregnancy. The primary focus of treatment quickly became dealing with Paula’s relationship with the baby’s father. During sessions with her psychiatrist and me, Paula reported feeling fearful for her safety. The father’s relentless phone calls and voicemails rattled Paula. She became scared, slept poorly, and her paranoia increased significantly. During a particular session, Paula reported that she had started smoking to cope with the stress she was feeling. She also stated that she had stopped her psychiatric medication and was not always taking her HAART. When we explored the dangers of Paula’s actions, both to herself and the baby, she indicated that she knew what she was doing was harmful but she did not care. After completing a suicide assessment, I was convinced that Paula was decompensating quickly and at risk of harming herself and/or her baby. I consulted with her psychiatrist, and Paula was involuntarily admitted to the psychiatric unit of the hospital. Paula was extremely angry at me for the admission. She blamed me for “locking her up” and not helping her. Paula remained on the unit for 2 weeks. During this stay she restarted her medications and was stabilized. I tried to visit Paula on the unit, but the first two times I showed up she refused to see me. Eventually, Paula did agree to see me. She was still angry, but she was able to see that I had acted with her best interest in mind, and we were able to repair our relationship. As Paula prepared for discharge, she spoke more about the father and the stress that had driven her to the admission in the first place. Paula agreed that despite her fears she had to do something about the situation. I helped Paula develop a safety plan, educated her about filing for a restraining order, and referred her to the AIDS Law Project, a not-for-profit organization that helps individuals with HIV handle legal issues. With my support and that of her lawyer, Paula filed a police report and successfully got the restraining order. Once the order was served, the phone calls and visits stopped, and Paula regained a sense of control over her life. From a medical perspective, Paula’s pregnancy was considered “high risk” due to her complicated medical situation. Throughout her pregnancy, Paula remained on HAART, pain, and psychiatric medication, and treatment for her Hep C was postponed. During the pregnancy the ulcers on Paula’s feet worsened and she developed a severe bone infection, ostemeylitis, in two of her toes. Without treatment the infection was extremely dangerous to both Paula and her baby. Paula was admitted to a medical unit in the hospital where she started a 2-week course of intravenous (IV) antibiotics. Unfortunately, the antibiotics did not work, and Paula had to have portions of two of her toes amputated with limited anesthesia due to the pregnancy, extending her hospital stay to nearly a month. The condition of Paula’s feet heightened my concern and the treatment team’s concerns about Paula’s ability to care for her baby. There were multiple factors to consider. In the immediate term, Paula was barely able to walk and was therefore unable to do anything to prepare for the baby’s arrival (e.g., gather supplies, take parenting class, etc.). In the medium term, we needed to address how Paula was going to care for the baby day-to-day, and we needed to think about how she would care for the baby at home given her physical limitations (i.e., limited ability to ambulate and limited use of her right hand) and her current medical status. In addition, we had to consider what she would do with the baby if she required another hospitalization. In the long term, we needed to think about permanency planning for the baby or for what would happen to the baby if Paula died. While Paula recognized the importance of all of these issues, her anxiety level was much lower than mine and that of her treatment team. Perhaps she did not see the whole picture as we did, or perhaps she was in denial. She repeatedly told me, “I know, I know. I’m just going to do it. I raised my son and I am going to take care of this baby too.” We really did not have an answer for her limited emotional response, we just needed to meet her where she was and move on. One of the things that amazed me most about Paula was that she had a great ability to rally people around her. Nurses, doctors, social workers: we all wanted to help her even when she tried to push us away. The Cortez Family David Cortez: father, 46 Paula Cortez: mother, 43 Miguel Cortez: son, 20  24     SESSIONS: CASE HISTORIES • THE CORTEZ FAMILY While Paula was in the hospital unit, we were able to talk about the baby’s care and permanency planning. Through these discussions, Paula’s social isolation became more and more evident. Paula had not told her parents in Colombia that she was having a baby. She feared their disapproval and she stated, “I can’t stand to hear my mother’s negativity.” Miguel and David were aware of the pregnancy, but they each had their own lives. David was remarried with children, and Miguel was working and in school full-time. The idea of burdening him with her needs was something Paula would not consider. There was no one else in Paula’s life. Therefore, we were forced to look at options outside of Paula’s limited social network. After a month in the hospital, Paula went home with a surgical boot, instructions to limit bearing weight on her foot, and a list of referrals from me. Paula and I agreed to check in every other day by telephone. My intention was to monitor how she was feeling, as well as her progress with the referrals I had given her. I also wanted to provide her with support and encouragement that she was not getting from anywhere else. On many occasions, I hung up the phone frustrated with Paula because of her procrastination and lack of follow-through. But ultimately she completed what she needed to   for the baby’s arrival. Paula successfully applied for WIC, the federal Supplemental Nutrition Program for Women,   Infants, and Children, and was also able to secure a crib and other baby essentials.  Paula delivered a healthy baby girl. The baby was born HIV negative and received the appropriate HAART treatment after birth. The baby spent a week in the neonatal intensive care unit, as she had to detox from the effects of the pain medication Paula took throughout her pregnancy. Given Paula’s low income, health, and Medicaid status, Paula was able to apply for and receive 24/7 in-home child care assistance through New York’s public assistance program. Depending on Paula’s health and her need for help, this arrangement can be modified as deemed appropriate. Miguel did take a part in caring for his half sister, but his assistance was limited. Ultimately, Paula completed the appropriate permanency planning paperwork with the assistance of the organization The Family Center. She named Miguel the baby’s guardian should something happen to her.  

66

 

 Brady is a 15-year-old, Caucasian male referred to me by his previous social worker for a second evaluation. Brady’s father, Steve, reports that his son is irritable, impulsive, and often in trouble at school; has difficulty concentrating on work (both at home and in school); and uses foul language. He also informed me that his wife, Diane, passed away 3 years ago, although he denies any relationship between Brady’s behavior and the death of his mother. Brady presented as immature and exhibited below-average intelligence and emotional functioning. He reported feelings of low self-esteem, fear of his father, and no desire to attend school. Steve presented as emotionally deregulated and also emotionally immature. He appeared very nervous and guarded in the sessions with Brady. He verbalized frustration with Brady and feeling overwhelmed trying to take care of his son’s needs. Brady attended four sessions with me, including both individual and family work. I also met with Steve alone to discuss the state of his own mental health and parenting support needs. In the initial evaluation session I suggested that Brady be tested for learning and emotional disabilities. I provided a referral to a psychiatrist, and I encouraged Steve to have Brady evaluated by the child study team at his school. Steve unequivocally told me he would not follow up with these referrals, telling me, “There is nothing wrong with him. He just doesn’t listen, and he is disrespectful.” After the initial session, I met individually with Brady and completed a genogram and asked him to discuss each member of his family. He described his father as angry and mean and reported feeling afraid of him. When I inquired what he was afraid of, Brady did not go into detail, simply saying, “getting in trouble.” In the next follow-up session with both Steve and Brady present, Steve immediately told me about an incident Brady had at school. Steve was clearly frustrated and angry and began to call Brady hurtful names. I asked Steve about his behavior and the words used toward Brady. Brady interjected and told his dad that being  PRACTICE 31 called these names made him feel afraid of him and further caused him to feel badly about himself. Steve then began to discuss the effects of his wife’s death on him and Brady and verbalized feelings of hopelessness. I suggested that Steve follow up with my previous recommendations and, further, that he should strongly consider meeting with a social worker to address his own feelings of grief. Steve agreed to take the referral for the psychiatrist and said he would follow up with the school about an evaluation for Brady, but he denied that he needed treatment. In the third session, I met initially with Brady to complete his genogram, when he said, “I want to tell you what happens sometimes when I get in trouble.” Brady reported that there had been physical altercations between him and his father. I called Steve in and told him what Brady had discussed in the session. Brady confronted his father, telling him how he felt when they fight. He also told Steve that he had become “meaner” after “mommy died.” Steve admitted to physical altercations in the home and an increase in his irritability since the death of his wife. Steve and Brady then hugged. I told them it was my legal obligation to report the accusations of abuse to Child Protective Services (CPS), which would assist with services such as behavior modification and parenting skills. Steve asked to speak to me alone and became angry, accusing me of calling him a child abuser. I explained the role of CPS and that the intent of the call was to help put services into place. After our session, I called CPS and reported the incident. At our next session, after the report was made, Steve was again angry and asked me what his legal rights were as a parent. He then told me that he was seeking legal counsel to file a lawsuit against me. I explained my legal obligations as a clinical social worker and mandated reporter. Steve asked me very clearly, “Do you think I am abusing my son?” My answer was, “I cannot be the one to make that determination. I am obligated by law to report.” Steve sighed, rolled his eyes, and called me some names under his breath. Brady’s case was opened as a child welfare case rather than a child protective case (which would have required his removal from the home). CPS initiated behavior modification, parenting skills classes, and a school evaluation. Steve was ordered by the court to seek mental health counseling. One year after I closed this case, Brady called me to thank me, asking that I not let his father know that he called. Brady reported that they continued to be involved with child welfare and that he and his father had not had any physical altercations since the report. 

For this Discussion, choose the opposite case from Discussion 1 and use Erikson’s developmental theory.

  • Post an assessment of whether the client  is mastering the stage of identity. Identify the areas that should be  addressed in an intervention based on his or her developmental stage.  Describe how you might address those areas.
    Identify another area that should be addressed, based on  developmental stage.

Support your posts with specific references to this week’s resources. Be sure to provide full APA citations for your references.
  

Dubois-Comtois,   K., Cyr, C., Pascuzzo, K., Lessard, M., & Poulin, C. (2013).   Attachment theory in clinical work with adolescents. Journal of Child & Adolescent Behavior1(111). Retrieved from https://pdfs.semanticscholar.org/9480/3effa5ae0e44ccf80f0287be7cdbceacdb92.pdf
 

Gross, J. T., Stern, J. A., Brett, B. E.,   & Cassidy, J. (2017). The multifaceted nature of prosocial behavior   in children: Links with attachment theory and research. Social Development, 26, 661-678. Retrieved from https://www.researchgate.net/profile/Jacquelyn_Gross/publication/316669350_The_multifaceted_nature_of_prosocial_behavior_in_children_Links_with_attachment_theory_and_research/links/5a936593aca272140565ccf2/The-multifaceted-nature-of-prosocial-behavior-in-children-Links-with-attachment-theory-and-research.pdf
 

DQ10 1 RESPONSE

Anne Kolsky    3 posts   Re: Topic 10 DQ 1  Professional Journal  A good journal to begin the quest to reach the capstone short term and long-term goals would be the Journal of Early Childhood Research by SAGE journals. It meets all the criteria for scholarly research and acceptance of research. It is an international peer-reviewed forum for childhood research that bridges across disciplines. It applies theory and research gleaned from empirical and theoretical research related to learning and development in the early childhood years. It is particularly helpful for policymakers and practitioners working in complementary and related fields (SAGE, 2019).  Conference  The Early Childhood Summit 2020 would be a fantastic conference to speak at. It is billed as the largest early childhood conference (at least in the State of Arizona). It would have been even more appealing if it was offered during a Minnesota winter. It is geared for professionals, stakeholders and supporters of early childhood education and health. It invites those in education, health professions, tribal representatives, business and community leaders, school administrators, university and college faculty, and state and local policymakers. Topics included impacts, health and development, language and literacy, empowering leaders, public awareness and engagement, strengthening families, teaching and learning toolboxes and tribal communities. All together there are more than 80 sessions to choose from and several exhibitors on deck. The line-up of main speakers is lacking a health care professional, so signing up to speak would be a terrific opportunity to develop collaborations, teach others about the need to partner, and implement services  First Things First. (2019). Early childhood summit 2020. Retrieved from https://summit.firstthingsfirst.org/    SAGE journals. (2019). Journal of early childhood research. Retrieved from https://journals.sagepub.com/home/ecr

Moon Journal Questions

Read through the directions, download the handouts, and complete the assignment. The assignment is ongoing and will need daily attention from the start date until the end date.

First Attempt Question Answers Due Date – February 17, 2018

Observation Start date – February 18, 2018 

Observation End Date – March 14, 2018

Due Date – March 18, 2018

Directions

For the next three weeks, you will observe the moon daily/nightly. Some questions to think about before beginning this project include:

  1. How long does it take the moon to complete one full cycle of phases (ie, how many days is it from full moon to the next full moon)?
  2. Which direction across the sky does the moon travel during one night/day?
  3. If you were to face south and look at the moon at the same time each night/day and record its position at this time each night/day, which direction will it travel across the sky?
  4. What is the source of light illuminating the moon?
  5. Is the same amount of the moon illuminated each day?
  6. How can you tell that the moon is not flat?

Your observation start date and end date is posted above. 

Before you make your first observation, answer the questions above. Post your answers on the discussion board titled “Moon Journal Questions – First Attempt”.  Your answers will not be graded for correctness, and wrong answers are expected – this is not necessarily common knowledge. Answer to your best ability without using outside sources. Participation on this discussion board is graded. Plan to think about these questions as you continue your observations.

Beginning on the start date, observe the moon near sunset or just before or just after. Do not wait too long after sunset or the moon will set and you will miss the observation for the day. Whatever time you observe the moon, try to observe the moon again at that same time for the next few days. Take note of the motion of the moon from night to night.

For each observation, record the date and time. Using the circles on your Moon Journal, shade in the dark regions of the moon so that the illuminated part of the moon remains white (pay attention to the orientation of the shadow). For example, a full moon will be left blank. If the night/day is poor for observing, try to return at a different time. If you cannot observe due to weather, indicate by writing ‘cloudy’ or similar within the circle.

Continue to observe the moon every night/day, adjusting the time that you observe the moon to be sure that you do not miss an observation. After a few days, it may be easier to observe the moon during day time. Make sure to record the time of your observations.

Take a picture of yourself (selfie) observing the moon on one day or night.

After the last day of observation, answer the questions again on your answer sheet. Try to use your observations as the only source to answer the questions.

On the due date, turn in your completed report. Your report will be considered complete if it includes

  1. your moon journal,
  2. your answer sheet after observations,
  3. a picture of yourself (selfie) observing the moon,
  4. a ½ – 1 page discussion of your results.

10. As a result of higher expected inflation, (Points : 1)

10. As a result of higher expected inflation, (Points : 1)

       the demand and supply curves for loanable funds both shift to the right and the equilibrium interest rate usually rises.
       the demand and supply curves for loanable funds both shift to the left and the equilibrium interest rate usually falls.
       the demand curve for loanable funds shifts to the right, the supply curve for loanable funds shifts to the left, and the equilibrium interest rate usually rises.
       the demand curve for loanable funds shifts to the left, the supply curve for loanable funds shifts to the right, and the equilibrium interest rate usually rises.

       the demand and supply curves for loanable funds both shift to the right and the equilibrium interest rate usually rises.
       the demand and supply curves for loanable funds both shift to the left and the equilibrium interest rate usually falls.
       the demand curve for loanable funds shifts to the right, the supply curve for loanable funds shifts to the left, and the equilibrium interest rate usually rises.
       the demand curve for loanable funds shifts to the left, the supply curve for loanable funds shifts to the right, and the equilibrium interest rate usually rises.