Reducing Conduct Problems of Children in Violent Families Essay
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages
Reducing Conduct Problems of Children in Violent Families Essay
Week 5 Discussion 1 More Website Sharing and Feedback
This discussion provides a second opportunity to share your website. Again, sharing your website for feedback provides you with perspectives on your design and content to consider for enhancing your website before you finalize it during Week Six.
To prepare for this discussion, construct a mission statement and add it to the homepage of your website. To construct your mission statement, consider the models you reviewed during the Week Four assessments and the tips for writing an effective mission statement from Education World (Links to an external site.)
Next, update your working definition of at-risk. Then, be sure you have created pages for and linked to your Week Three Child Maltreatment Brochure and the Week Four School-Based Efforts: A Plan to Support At-Risk Youth assignment. Finally, if you have not already, adjust your website’s design using the feedback from peers and the instructor received during Week Three.
Initial Post: Create an initial post that includes a link to your website and addresses the following:
- Describe the inspiration behind the design of your own mission statement.
- Discuss the changes made to your working definition of at-riskand how you believe the changes improved upon your original draft. If you made no changes, explain why not.
- Explain where and how you made revisions to any artifacts and/or the design of your website based on the feedback previously received from peers or your instructor’s evaluation of the work.
- Introduce peers to the Child Maltreatment Brochureyou developed during Week Three by briefly describing what you learned about the topic and about designing an effective brochure while creating it. Discuss any challenges associated with designing the brochure as well as what you like best about your creation.
- Introduce peers to the School-Based Efforts: A Plan to Support At-Risk Youth assignment you developed in Week Four. Briefly discuss some of the most important concepts learned while researching and preparing this assignment. What do you like best about this creation or the process of creating it?
- Describe what you like so far about the process of gradually adding to your website and sharing so as to participate in reciprocal feedback.
Week Five Instructor Guidance Welcome to Week Five of EDU644: Child and Family Welfare! Please be sure to review the Week Five homepage for this course to see the specific learning outcomes for the week, the schedule overview, the required and recommended resources for the week, an introduction to the week, and a listing of the assessments for the week. Next, be sure to read this entire Instructor Guidance page.
Overview Week Five will be a vital week of learning because you will be refining the topic of groups at-risk and selecting a specific at risk group for which to “specialize” in for your website. By now, you have formed preliminary ideas of the patterns and themes emerging in your website creation of resources, programming, and strategies for families and children at risk.
Additionally, during Week Five, website sharing and feedback will occur during the discussion, giving you another opportunity to make needed enhancements to build the most effective website resource. This and an early chance to brainstorm and organize the required components of the Final Project will position you for success in Week Six!
“So you have to love the kids and make them see that they have a chance, opportunity in this country to become whatever they want to.” Jaime Escalante
As you embark on this fifth week, consider all that you have learned thus far about what it means to be at-risk, what groups and individuals are considered at risk, and how vital it is to know of and have access to resources that provide support for those at risk.
Also consider what your role may be in supporting children and families at risk as you progress in your current or anticipate profession. To summarize the quote by Jaime Escalante, we must first have belief in children if they are to have belief in themselves.
It is up to the adults in this world to provide the opportunities for children to live up to their dreams and their potential. Expanding Populations at Risk As we move further into the 21st century, the populations at risk and their needs have expanded greatly with a need for team-based decision-making.
Use what was learned about the various groups at risk including those who are homeless, those living in poverty, child maltreatment and neglect, risks that put students at risk, as well as the numerous other ways one is considered at risk as featured in the text by Rubin.
Unique and diverse varieties of groups at risk occupy the United States and have expanded to include unaccompanied new immigrant children, chronic poverty in isolated urban/suburban areas, and homeless veterans to name a few. To reach the populations effectively, a team-based decision-making model provides one way to support families at risk.
By including different stakeholders in the problem solving process, the selection of effective frameworks, models, approaches, and strategies for interventions and support is more likely to support a child or family at risk.
Team-Based Support for Populations at Risk Understanding different team-based options for solutions represents a critical factor in making valid and reliable decisions. Models are programs that are research-based and proven to be reliable and valid.
Approaches are ways to address a given situation or problem such as using Constructivist or Humanistic resolutions. Finally, strategies are methods to assist or teach using specific techniques such as collaborative team-based approaches or Cognitive Behavioral Therapy.
Rather than forming isolated decisions, team-based decision-making incorporates input from multiple stakeholders with each being experts in their own field as well as potential related sources of support. One way to gain a higher level of results and acceptance to meet the multitude of needs with populations at risk relates to forming risk and resilience indicators as learned during Week Four.
Consider also what you observed from Biotech Academy during Week Four. The learning environment at Biotech nurtured a team-based approach to decision making including that of the student and the parent as well as fellow teachers and administrative staff.
Contemplate the message this team approach sends to the student at risk. The student sees and hears the belief the team has in them. The parent sees a committed team that is unwilling to give up on her/his child. When a team of caring, experienced adults are advocating for a student’s success, the student is more likely to attain that success than if they were on their own or had but one other person in their corner.
Teams are more effective at developing solutions for students and families at risk than an individual
A specific example of using a team based approach to support students at risk involves Positive Behavior Intervention Supports (PBIS) for students with chronic, atypical behavior issues. Research shows that a school- or team-based approach and school-wide systems approach work together to create more effective school environments and improved student outcomes for students with or at risk of behavioral challenges (Eber, Sugai, Smith, & Scott, 2002).
Another prime example of a team based approach to problem solving and supporting students at risk is that of the Individual Education Program (IEP) team (Links to an external site.) . Students found eligible for special education services require an IEP developed by “a team of individuals that includes key school staff and the child’s parents” (http://www.parentcenterhub.org/repository/iep/).
As defined in the Individuals with Disabilities Education Act (2004), the IEP team consists of the parents of the child; at least one general education teacher of the child; at least one special educator of the child; a public agency representative; an individual who can interpret evaluative results (such as a school psychologist), other individuals who have knowledge or expertise regarding the child (at the discretion of the parents or agency), the child with the disability when appropriate ( Source (Links to an external site.) ).
Each team member plays an important role in the decision making process when designing the IEP. Not one member is more important than the other—with the exception of the student! Each has information and expertise they bring to the table regarding the child and can thus, provide valuable insight as to the child’s strengths, interests and ideally, their potential.
Assessment Guidance This section includes additional specific assistance for excelling in the discussions for Week Five beyond what is given with the instructions for the assessments. If you have questions about what is expected on any assessment for Week Five, contact your instructor using the Ask Your Instructor discussion before the due date.
Discussion: More Website Sharing and Feedback This discussion is another opportunity to demonstrate your mastery of the first four course learning outcomes, which are noted on the course Syllabus page. The Week Five Discussion provides a second opportunity to share your website.
Using the feedback provided by your classmates enables you to gain new perspectives on your design to enhance your website before you finalize it during Week Six. Before sharing your website with others, you will add two previously completed assignments: the Week Three Child Maltreatment Brochure and the Week Four School-Based Efforts: A Plan to Support Youth at Risk assignment.
Also, if you have not done so already, you should make desired enhancements since sharing your website with others in during Week Three. Additionally, you will apply updates to your working definition of at risk, since much learning has occurred since you originally developed it.
Last, you will add a new element to the Homepage of your website; your own mission statement as it pertains to your current or anticipated professional position working with children and families at risk. An excellent resource from Education World is shared in the Week Five Discussion description and is recommended to be used as a guide as you construct your mission statement.
Remember, it is just as important to provide thoughtful, specific feedback to others in addition to receiving it. Follow the Guided Response prompt as you participate with fellow classmates and review their websites.
Assignment: Group at Risk Specialization Mind Map This assignment is another opportunity to demonstrate your mastery of the first four course learning outcomes and the fifth: “Distinguish among various frameworks, models, approaches, or strategies for supporting populations at risk.”
The Week Five Assignment forms the opportunity for you to select a specific group at risk to become “specialized” in by conducting additional research on your selected group. Looking ahead to the Final Project in Week Six, you will notice that information regarding your selected at risk group have their own respective pages within your website;
- a) Specialization Group: Overview; b) Specialization Group: Strategies; and c) Specialization Group: Resources. Therefore, you’ll want to construct your mind map with these in mind.
You will plan your content and design using a digital mind mapping tool, such as bubble.us, Coggle, Text2 Mind Map, Popplet, XMind, Murally, or any other free digital mapping tool of your choosing. Below is an example of how a mind map for this assignment might look when using Popplet. This first graphic displays each of the three “markers” for your specialization group selected.
The graphic below shows what it might look like when planning the Overview page (see red box above). Consider that the terms in each respective box are the required discussion points for the Overview page as outlined in the Week Six Final Project Content Instructions. You would of course, add specific information pertaining to each of these sub-topics within each box.
References Building the Legacy: IDEA 2004 (n.d.). Retrieved from http://idea.ed.gov/explore/view/p/,root,dynamic,TopicalBrief,3, Center for Parent Information and Resources (September, 2010). All about the IEP. Retrieved from http://www.parentcenterhub.org/repository/iep/ Eber, L., Sugai, G., Smith, C.R., & Scott, T.M. (2002). Wraparound and Positive Behavioral Interventions and Supports in the schools. Journal of Emotional & Behavioral Disorders, 10(3), 171.
Education World. (2011). School mission statements: Where is your school going? (Links to an external site.) Retrieved from http://www.educationworld.com/a_admin/admin/admin229.shtml
Rubin, A. (2012). Clinician’s guide to evidence-based practice: Programs and interventions for maltreated children and families at risk . Retrieved from https://redshelf.com
- Chapter 11: Project-Support: Reducing conduct problems of children in violent families
- Chapter 15: The HomeBuilders® model of intensive family-preservation services
18 facts about homeless veterans (Links to an external site.) . (n.d.). Retrieved from http://fanofthefeather.info/18-facts-about-homeless-veterans
- This website describes 18 essential facts about the homeless that would form a background on the issue. The site focuses on support and volunteer work for the homeless veterans such as current policies and initiatives. This resource can be used as a source of support for the Week Five Assignment.
American Psychological Association (n.d.). Education and economic status (Links to an external site.) . Retrieved from http://www.apa.org/pi/ses/resources/publications/factsheet-education.aspx
- The website analyzes how a low socio-economic status impacts their health and increases inequities for resources. There is also data on the school environment and academic achievement for children of low-income families. This resource can be used as a source of support for the Week Five Assignment.
Escarce, J. J. (Ed.). (2013). Socioeconomic status and the fates of adolescents. Health Services Research, 38(5), 1229–1234. Retrieved from the EBSCOhost database.
- The article evaluates the fate of adolescents of low SES compared to affluent teenagers in terms of opportunities and issues both at home and at school. There is a major focus on the health consequences from their low-income experiences that impacts their physical and emotional health. This resource can be used as a source of support for the Week Five Assignment.
Fullwood III, S. (2013, September 24). Race and beyond: Why economic disadvantage becomes educational disadvantage (Links to an external site.) . Retrieved from http://www.americanprogress.org/issues/race/news/2013/09/24/75320/why-economic-disadvantage-becomes-educational-disadvantage
- The article examines the impact of both race and economic disadvantage on academic achievement. Resources include information from experts and projects that address the links between economic situations and academic success for families and children at risk. This resource can be used as a source of support for the Week Five Assignment.
Main, A. (2014, July 30). The Central American child refugee crisis: Made in U.S.A (Links to an external site.) . (Links to an external site.) Retrieved from http://www.cepr.net/index.php/op-eds-&-columns/op-eds-&-columns/the-central-american-child-refugee-crisis-made-in-u-s-a
- The article contains publications and information about the reasons for the refugees coming to the United States. There are also research tools for additional data and resources for the children at risk. This resource can be used as a source of support for the Week Five Assignment.
National Coalition for the Homeless. (2009, September). Homeless veterans (Links to an external site.) . Retrieved from http://www.nationalhomeless.org/factsheets/veterans.html
- This article examines the huge number of veterans who are homeless and includes a breakdown of the demographics. Also, the site reviews programs and policy issues linked to the homeless veteran’s issues. This resource can be used as a source of support for the Week Five Assignment.
Reardon, S. F. (2011, July). The widening academic achievement gap between the rich and the poor: New evidence and possible explanations (Links to an external site.) . Retrieved from https://cepa.stanford.edu/sites/default/files/reardon%20whither%20opportunity%20-%20chapter%205.pdf
- The article focuses on the parental investment based on changes in the income disparities. In addition, the article discusses the major gaps in academic achievement for students living at low-income levels. This resource can be used as a source of support for the Week Five Assignment.
Tuckman, J. (2014, July 9). ‘Flee or die’: violence drives Central America’s child migrants to US border (Links to an external site.) . The Guardian. Retrieved from http://www.theguardian.com/world/2014/jul/09/central-america-child-migrants-us-border-crisis
- This article examines the crises in July of 2014 with the Central American children with many details about the situation. There is an analysis of the connection of violence and poverty to the children’s plight. This resource can be used as a source of support for the Week Five Assignment.
United Nations High Commissioner for Refugees. (n.d.). Children on the run: Unaccompanied children leaving Central America and Mexico and the need for international protection (Links to an external site.) . Retrieved from http://www.unhcrwashington.org/sites/default/files/1_UAC_Children%20on%20the%20Run_Full%20Report.pdf
- This report discusses the United Nations view of children on the run from Central America. The site also provides resources and ways to get involved towards helping the Central American Children. This resource can be used as a source of support for the Week Five Assignment.
Bubbl.us (Links to an external site.) . ( https://bubbl.us)
Coggle (Links to an external site.) . (http://coggle.it)
Mural.ly (Links to an external site.) . (https://mural.ly)
National Coalition for Homeless Veterans (Links to an external site.) . (http://www.nchv.org)
- This website discusses the resources such as locating benefits and replacing records. In addition, the site provides information on jobs as well as resource guides for additional services. This resource can be used as a source of support for the Week Five Assignment.
Popplet (Links to an external site.) . (http://popplet.com)
U.S. Department of Veteran’s Affairs. (n.d.). Homeless (Links to an external site.) . Retrieved from http://www.va.gov/homeless/
- This website discusses benefits and vocational rehabilitation to assist veteran’s in regards to their monetary and career options. Furthermore, the site examines mental health and PTSD support that can best assist homeless veterans with their psychological needs. This resource can be used as a source of support for the Week Five Assignment.
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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Reducing Conduct Problems of Children in Violent Families Essay
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