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Finding Strengths within families

Discussion regarding your values and their implications regarding finding family strengths will be central to your discussion.  Is identifying strengths hard for you?  Why is do you think it’s difficult? How do you think families and children view our model of assessment, which is typically a deficits-based, pathology driven model? How might a truly strengths-based assessment help families find hope and change? (etc.) You may want to reflect on your placement agency and how they do or don’t use a strengths-based perspective in dealing with the families they serve deal with. How has the affected your perspective on families?(My placement is at a shelter that house children with dependency cases.

To begin, select a targeted developmental or reading level pre-K through grade 6. Review the elements required for each section

To begin, select a targeted developmental or reading level pre-K through grade 6. Review the elements required for each section of your storybook below.Review the information corresponding to the assessments appropriate for the age group you selected and review the Mental Health Assessment article for examples of information provided to the public about psychological testing. You may choose any appropriate title for your story. Be sure to address each of the following questions in your storybook in an age-appropriate manner:Why is the character in the story being referred for testing?Who will conduct the assessment?What is being measured?How long will testing take?Who will be present during the assessment process? If not in the room, where will parents and/or guardians be while the character in the story is being tested?How will the results be used? Who will have access to the results (e.g., medical doctor, family, the court, teachers), and why? This will vary depending on the character and plot in your story.How will the tests be taken?  What will be the outcome of the assessment? How will the information be used? How might this information impact the life of the character in your story?Include content to address any developmentally appropriate fears that individuals of the age group you selected may have. For example, young children commonly associate going to the doctor with getting a shot.Be sure to include all the required material from the instructions above in your online storybook without naming any specific tests in your storybook.

For this option, you will analyze the process of socialization in a fictional character.  Select a character in a book,

For this option, you will analyze the process of socialization in a fictional character.  Select a character in a book, a movie, or a television show (it should be a character that is central to the story).  First, provide a brief description of the selected character.  In your description, make sure to incorporate the concepts we have addressed in the course, such as the roles, statuses, and group memberships of the character.  Also make sure to identify the movie, show, etc. that you are describing.  This portion should be at least 1 page in length.  Next, analyze at least 4 agents of socialization that have seemingly impacted the development of the character (such as family, religion, education, peers, or the media).  Describe the socializing agents and analyze what seems to be the impact of those agents on the selected character.  Your analysis of the process of socialization should be 3 pages in length and incorporate at least 4 additional sociological concepts or theories covered in this course (hint: sociological concepts should be clearly identified and then applied. You are encouraged to use and cite sources here. Any paraphrasing or direct quotes used from another source should include APA formatted in-text citations and a full reference at the end of the essay. Examples of related concepts and theories include the self, moral development, nature and nurture, and resocialization).


Writing Assignment Help Your company is hoping to outsource some of its work constructing a new development of condominiums. What would you use as selection criteria to narrow down your list of potential sellers?2. The sponsor of a large multi-phased project you are managing suddenly decides to terminate the project early. How do you respond? How and when do you notify your team members?3. Give three categories of internal project issues and an example of each.4. Give some examples of times in the project lifecycle when an inspection might be especially useful.

Informative Speech International Topic- Benefits of social media for collective action in areas where human rights are being contested

PURPOSE:  The purpose of this speech is to inform the audience about a concept, process, or event that involves an international or intercultural topic.  Informative speeches are designed to bring new information to the audience.  Consider your own interests and abilities, but also consider which topic would be interesting to your audience.SOURCES:  You will need to use at least three (3) scholarly, credible, and current sources for this speech.  USE 5 sources. You may use sources from the Web if the following information is available: The author’s name and credentials (researcher, physician, college professor, etc.);The sponsoring organization (e.g., Mayo Clinic, The Centers for Disease Control and Prevention, etc.); andThe date the information was reported on the website.It is not possible to locate the same information from scholarly journals – you must use the library.

Personal and Professional Development Plan

You are not required to conduct additional reading for this paper, but you can cite textbooks as sources for your paper.  Also you must cite source(s) for the theories that are used in the discussion of your developmental process.  The paper must be 4-7 pages in length (not including the title and reference pages), in APA format. The paper should minimally include discussion of the following:?    What is a “calling or vocation?”?    How does one come to an understanding or awareness of their “calling or vocation?”?    In what ways does the profession of social work relate to your sense of “calling or vocation.”?    Where are you in your understanding of “calling or vocation”? Discuss the process of arriving at this developmental stage using developmental theories taught in the SW program (e.g. Erikson’s theory of psychosocial development, Marcia’s theory of identity formation, and/or Fowler’s theory of faith development).?    A “call or vocation,” as well as a professional identity, evolves across the life course.  How do you imagine or hope your personal and professional identity will evolve?  Include a discussion of personal and professional life-goals.?    In what ways will you intentionally plan or cultivate your “call or vocation,” i.e., what steps will you take or plans will you make to more fully develop your personal and professional sense of self??    What are essential values, principles and/or commitments that you have and expect will continue to shape and guide your personal and professional formation? How will you continue to engage in career-long learning?

Assessment Guide1

Information available to the public about psychological testing and assessment varies widely depending on the professional creating it, the purpose of the assessment, and the intended audience. When professionals effectively educate the public on the how, what, and why behind assessments and the strengths and limitations of commonly used instruments, potential clients are in a better position to be informed users of assessment products and services. The Assessment Guides developed in this course will be designed to provide the lay public with accurate and culturally relevant information to aid them in making informed decisions about psychological testing. Students will develop their Guides with the goal of educating readers to be informed participants in the assessment process.There is no required template for the development of the Assessment Guide. Students are encouraged to be creative while maintaining the professional appearance of their work. While based on scholarly information, the Guide should not read like a research paper. It is to be written like a brochure a professional might give a patient or client who is being referred for testing. The Guide must be reader-friendly (sixth- to ninth-grade reading level) and easy to navigate, and it must include a combination of text, images, and graphics to engage readers in the information provided. Throughout their Guides, students will provide useful examples and definitions as well as questions readers should ask their practitioners. To ensure accuracy, students are expected to use only scholarly and peer-reviewed sources for the information in the development of their Guides.Note: It is common for there to be a delay between the time a test publisher updates a test and the time the textbook and other authors can update their information about the new version of the test. Be sure to do online research to make sure you are recommending the most current version of the test. If there is a newer version than the version discussed in the textbook or other readings, present information about the newest version.Students will begin their Guides with a general overview of assessment, reasons for assessment referrals, and the importance of the role of each individual in the process. Within each of the remaining sections, students will describe the types of assessments that their readers may encounter, the purposes of each type of assessment, the different skills and abilities the instruments measure, the most valid and reliable uses of the measures, and limitations of the measures. A brief section will be included to describe the assessment process, the types of professionals who conduct the assessments, and what to expect during the assessment meetings.The Assessment Guide must include the following sections:Table of Contents (Portrait orientation must be used for the page layout of this section.)In this one-page section, students must list the following subsections and categories of assessments.Introduction and Overview Tests of IntelligenceTests of AchievementTests of AbilityNeuropsychological TestingPersonality TestingIndustrial, Occupational, and Career AssessmentForensic AssessmentSpecial Topics (specify the student’s choice from the “Special Topics” list)ReferencesSection 1: Introduction and Overview (Portrait or landscape orientation may be used for the page layout of this section.)Students will begin their Guides with a general overview of assessment. In this two-page section, students will briefly address the major aspects of the assessment process. Students are encouraged to develop creative titles for these topics that effectively communicate the meanings to the intended audience.Definition of a Test (e.g., What is a Test?)Briefly define psychological assessment.Types of TestsIdentify the major categories of psychological assessment.Reliability and ValidityBriefly define the concepts of reliability and validity as they apply to psychological assessment.Role of testing and assessment in the diagnostic processBriefly explain role of assessment in diagnosis.Professionals Who Administer TestsBriefly describe the types of professionals involved in various assessment processes.Culture and TestingBriefly describe issues of cultural diversity as it applies to psychological assessment.Categories of Assessment (Portrait or landscape orientation may be used for the page layout of this section.)For each of the following, students will create a two-page information sheet or pamphlet to be included in the Assessment Guide. For each category of assessment, students will include the required content listed in the  Content for Testing Pamphlets.Tests of IntelligenceTests of AchievementTests of AbilityNeuropsychological TestingPersonality TestingIndustrial, Occupational, and Career AssessmentForensic AssessmentSpecial Topics (Students will specify which topic they selected for this pamphlet or information sheet. Additional instructions are noted below.)Special Topics (Student’s Choice)In addition to the required seven categories of assessment listed above, students will develop an eighth information sheet or pamphlet that includes information targeted either at a specific population or about a specific issue related to psychological assessment not covered in one of the previous sections. Students may choose from one of the following categories:Testing Preschool-Aged ChildrenTesting Elementary School-Aged ChildrenTesting AdolescentsTesting Geriatric PatientsTesting First Generation ImmigrantsTesting in Rural CommunitiesTesting English Language LearnersTesting Individuals Who Are (Select one: Deaf, Blind, Quadriplegic)Testing Individuals Who Are IncarceratedTesting for Competency to Stand TrialTesting in Child Custody CasesReferences (Portrait orientation must be used for the page layout of this section.)Include a separate reference section that is formatted according to APA style. The reference list must consist entirely of scholarly sources.  A minimum of 16 unique scholarly sources including a minimum of 12 peer-reviewed articles published within the last 10 years. The bulleted list of credible professional and/or educational online resources required for each assessment area will not count toward these totals.