Discuss a few aspects of the beginning and transition stages when leading a group for counseling that—based on educational readings, videos, and your own experience—are most critical for the group leader to attend to and address in order for the group to reach the working stage in the process.
A 10-year-old boy who seems very intelligent to his parents and teacher is getting very low grades. He is frequently inattentive to the teacher and seems “spaced out.” There is no history of trauma to the head and no indications of serious mental disorder. It is not clear whether his problems occur solely in the classroom or elsewhere, too. The boy and his parents come to you for an assessment.
Discuss and list relevant assessment tools.
Briefly explain Piaget’s and Erikson’s theories of development. Who had a better theory of human development: Erikson or Piaget? Please offer detail to explain your choice. What tips would you give to someone who has just suffered a major loss, now that you know the stages of grief?
The past two decades have brought forth many changes in life span and developmental theory. How have things changed in terms of feminist theory, patriarchy/gender expectations, social class, and economically fragile families? How have those changes influenced the way you see things within your own family system?
John Dewey has had a profound impact on Western education. His theories on the nature and purpose of education have shaped not only the American educational system but other Western Schools of education.
Due to the binary nature of the dependent variables, multilevel logistic regression models were specified using STATA 13. The analyses began with the estimation of a null model (i.e., unconditional model) with no school-level variables in order to ascertain an estimation of the intraclass correlation coefficient (Snijders & Bosker, 2012). The models fit with demographic variables as the Level-1 indicators (e.g., individual-level factors). Random intercepts were found to be statistically significant, confirming the need to account for variation between the schools in the model. The Level-2 variables (school-level variables) were included in the model as part of the model-building process. All school-level variables were aggregated to the school level. Standardized coefficients were calculated for ease of interpretation across models (Tabachnick & Fidell, 2007). The current study represents a
secondary data analysis and statistical power was not calculated a priori. Research suggests a Level-2 sample greater than 50 to yield 80% power for logistic multilevel modeling (Ali et al., 2019; Moineddin et al., 2007). The current study had a smaller Level-2 sample than is recommended and may have resulted in underpowered models. However, the analyses produced results large enough to detect statistically significant effects.
Results
Among the students in the sample, 37.4% reported harassment victimization, 10.4% reported harassment perpetration, 9.5% reported sexual assault victimization, 1.8% reported sexual assault perpetration, 23.1% reported dating violence victimization, and 13.8% reported dating violence perpetration in the past year. The intraclass correlations (ICCs) were calculated via the creation of null models (i.e., uncondi- tional models). The null models excluded all independent variables to assess the variation of the dependent variables across the schools. The ICCs for each of the six outcomes were as follows: 1.8% for harassment victimization, 1.1% for harassment perpetration, 3.8% for sexual assault victimization, .9% for sexual assault perpetration, 6.3% for dating violence victimization, and 4.2% for dating violence perpetra- tion. These ICCs indicate the extent to which variation in the outcome is attributable to school-level rather than individual-level factors. Despite low percentages for the ICCS, they are above zero indicating that there is some difference in the variation of each outcome relative to school. Thus, Level-1 and Level-2 variables were included in the models. Table 2 presents the result of the multilevel models.
Hypothesis 1: Schools where staff express more positive school climates will have lower probabilities of school-level interper- sonal victimization and perpetration.
Consistent with Hypothesis 1, we found that staff reactive bystander intentions were significantly associated with a lower probability of harassment victimization (OR = .93, SE = .04, p < .05) and dating violence perpetration (OR = .87, SE = .05, p < .01). Also consistent with Hypothesis 1, staff readiness to address violence was associated with a lower probability of harassment victimization (OR = .95, SE = .01, p < .001), harassment perpetration (OR = .94, SE = .02, p < .01), sexual assault victimization (OR = .95, SE = .02, p < .05), sexual assault perpetration (OR = .91, SE = .04, p < .05), dating violence victimization (OR = .96, SE = .02, p < .05), and dating violence perpetration (OR = .94, SE = .02, p < .001). Inconsistent with hypothesis 1, we found that staff proactive bystander intentions were significantly associated with a higher probability of dating violence perpetration (OR = 1.01, SE = .04, p <.05). Staff bystander barriers and efficacy were not found to be significantly related to any forms of interpersonal violence.
Hypothesis 2: School and community composition will be related to higher probabilities of school-level interpersonal victimization and perpetration.
Consistent with Hypothesis 2, we found that student population size was significantly associated with a higher likelihood of sexual assault victimization (OR = 1.00, SE = .00, p < .05), dating violence victimization (OR = 1.00, SE = .00, p < .05), and dating violence perpetration (OR = 1.00, SE = .00, p < .050). The large town population was significantly associated with a higher likelihood of harassment victimization (OR = 1.00, SE = .00, p < .05), sexual assault victimization (OR = 1.00, SE = .00, p < .05), dating violence victimization (OR = 1.00, SE = .00, p < .001), and dating violence perpetration, consistent with hypothesis two. A higher proportion of girls relative to boys at the school level was related to a lower probability of dating violence perpetration (OR = .95, SE = .03, p < .05), consistent with Hypothesis 2. Finally, consistent with Hypothesis 2, school-level poverty was significantly associated with a higher probability of dating violence victimization (OR = 1.02, SE = .01, p < .01) and dating violence perpetration (OR = 1.02, SE = .01, p < .01). No other composition variables were associated with interpersonal violence.
Hypothesis 3: Individual-level factors will be significantly associated with interpersonal victimization and perpetration.
At the individual level, male students relative to female students were significantly associated with a lower likelihood of harassment victimization (OR = .33, SE = .08, p <.001)., sexual assault victimization (OR = .28, SE = .15, p <.001), dating violence victimization (OR = .65, SE = .09, p <.001), and dating violence perpetration (OR = .58, SE = .11, p <.001) and a higher likelihood of harassment perpetration (OR = 1.77, SE = .12, p <.001). White non-Hispanic students relative to minority students were associated with a lower probability of harassment perpetration (OR = .69, SE = .17, p <.05). Sexual minority status was significantly associated with higher probabilities of harassment victimization (OR = 2.52, SE = .12, p <.001), harassment perpetration (OR = 2.70, SE = .15, p <.001), sexual assault victimization (OR = 2.08, SE = .16, p <.001), sexual assault perpetration (OR = 2.32, SE = .33, p <.01), dating violence victimization (OR = 1.55, SE = .12, p <.001), and dating violence perpetration (OR = 1.55, SE = .15, p <.01). Finally, older students relative to younger students had a higher probability of sexual assault victimization (OR = 1.29, SE = .05, p <.001), sexual assault perpetration (OR = 1.45, SE = .11, p <.05), dating violence victimization (OR = 1.20, SE = .04, p <.001), and dating violence perpetration (OR = 1.26, SE = .05, p <.001).
Given the benefits of breastfeeding in developed countries are genuine but small, should public policies encourage or discourage more women from breastfeeding for longer? Consider the arguments that breastfeeding makes returning to the workplace difficult for women and makes it hard for mothers and fathers to share infant care equally.
Research infant toys and select 2 toys that you believe would be a good investment to encourage infant development. One toy should encourage cognitive development and one should encourage motor skills. Explain the appropriate age when the child should begin using the toy, what skills this toy will assist in developing, and support your choices with information from the text. Make sure to include either pictures or links to the toys you choose and textbook citations as appropriate.
You’re participating in an experiment involving functional neuroimaging of the brain during sleep. when neural activity in your parahippocampal place area increases the experimenter awakens you and you tell her 9you were dreaming about a nice little house in the woods. when neural activity in our fusiform face increases, the experimenter again awakens you and tell her you were dreaming about the face of a childhood friend. discussing the question of whether these types of neural activity are candidates for neural correlates of consciousness
Need help responding to this with this discussion starting with I agree. Responses must be one hundred fifty words
discussion board 1
Play in early childhood development is important because it helps physically and cognitively. Gross and motor skills in early childhood development get better and better because of play. Play helps get kids to exercise and reduces the chance of becoming obsessed. Children who pretend play “helps them solidify new cognitive schemes they were developing.” (Paris, Ricardo, & Raymond 185) “Play, then, reflects changes in their conceptions or thoughts. However, children also learn as they play and experiment. (Paris, Ricardo, & Rymond 185).
Citation
Paris, Jennifer, Ricardo, Antoinette, & Rymond, Antoinette. Child Growth and Development. Version 1.2., College of the Canyons, 2019.
discussion board 2
Play is such a fundamental part of the early childhood experience. Through play children learn to make sense of the world. According to Piaget, children are very much involved in pretending during this preoperational stage of development. He believed that children’s play helped them to synthesize new schemata that helped them to develop cognitively and that this play, based on pretend and experimentation, applied new ways of thinking about old ideas (Child Growth & Development, p. 185). Play helps children understand the world that they live in. Children need to experiment, manipulate, problem solve, and interact with the world around them so they can make decisions for themselves that are essential to understanding how the world works. Play provides these opportunities for children to actively engage with their environment and in doing so, come to understand how the world works as well as their place in it.
Both Piaget and Vygotsky both believed that children need to be active participants in their learning. Not only is play important for cognitive growth, but it is a very important aspect of physical and social growth as well. Piaget believed that children go through stages of growth and development that presented opportunities and experiences. The child would then apply prior knowledge to these new experiences and develop new schema in such a way that cognitive equilibrium would be achieved, and new knowledge acquired (Child Growth & Development, p. 187). Vygotsky took a more social approach to learning. He believed that children learn from adults and older peers and felt that a child would not reach his full potential without these interactions (Child Growth & Development, p. 188). He believed that children should be taught tasks that are just slightly more challenging than they can accomplish independently with the help of a skilled teacher. His idea of the Zone of Proximal Development is seen today in teaching methods using scaffolding or supports that help the child to stretch his thinking and acquire new learning (Child Growth & Development, p188). According to Vygotsky, play allows children to model the actions of adults so they can begin to understand the world better and their role within that world (El’Konin, p. 13).
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