Outline the concerns that may exist with using an RTI model when identifying students suspected as having a learning disability.

· Outline the concerns that may exist with using an RTI model when identifying students suspected as having a learning disability.

· Identify some of the limitations or concerns that may result from using diagnostic tests (both nationally standardized and CBM) when working with all students, as well as students suspected as having a learning disability.

· Identify some of the strengths in using these tests or measurements for progress monitoring.

· Summarize this information and present a recommendation for the use of the RTI model, nationally standardized diagnostic tests, locally normed CBM, and intelligence and academic achievement tests, and their role in monitoring educational progress and identification of a learning disability.

Be sure to cite specific AERA standards for educational testing and assessment that have direct bearing on this discussion; in particular, assessments serving multiple purposes, and informing teaching and learning.

Evaluate and identify or cite positive aspects of test items and formats, directions, answer sheets, and score reports.

For this assignment, locate a minimum of five resources (a minimum three peer-reviewed journal articles) pertaining to your test’s construction { Adaptive Behavior Assessment System-2nd Edition [ABAS-2]}

, item development, procedures utilized in construction to minimize offensive content, and provisions of modifications and accommodations for test takers. You will not be required or need to have a copy of your test to complete this assignment. You may use many different types of references and sources to obtain this information about your test. These references may include journal articles, literature reviews, Mental Measurements Yearbook (MMY) reviews, reviews, and publisher Web sites.

Information gathering and evaluation of these elements may require a keyword search within each relevant review and research article. It may be helpful to do keyword searches within those documents with the following words: format, fair, fairness, bias, appropriate, accommodations, modifications, and computer or computer assisted. Subsequently, this particular assignment requires a deeper search and provides a broader range of sources to fulfill the minimum references. In almost all cases, you will be able to locate some level of information on these elements.

For some newer test editions, literature may be scarce. Refer back to the Lists of Tests by Type resource to see which tests are approved for supplementation with articles that address earlier editions of the tests. If the “Combined Review Allowed” column is marked “Yes,” you can supplement your review with articles addressing the designated prior version of the test.

Note: In future courses you may use the library’s Interlibrary Loan service to obtain articles outside of the collection, but you should not have to use the service for PSY7610. In the event that you cannot find articles covering a newer test edition, please refer to the List of Tests by Type in the Resources area. Note which tests have been designated as acceptable for searching prior test editions.

If you are struggling with locating sufficient information about a particular test in regard to an element in this assignment, then you will need to cite the references or reviews involved in your search and identify this element as problematic for your selected test as it lacks sufficient documentation in the literature for this code or standard.

Compose your findings into a paper using the following outline (please use these headings):

1. Title Page (required).

2. Abstract (optional).

3. Introduction: Identify the standardized test you selected in Unit 2, and its stated purpose.

4. Test items and format.

o Identify type or format of test items.

o Identify formats of the test that are available (including alternate forms, audio, computer, et cetera).

o Identify the types of scores obtained from the test. (Include information about norms.)

o Evaluate and identify or cite positive aspects of test items and formats, directions, answer sheets, and score reports.

o Evaluate and identify or cite negative aspects of test items and formats, directions, answer sheets, and score reports.

o Summarize the quality and appropriateness of the test items and formats, directions, answer sheets, and score reports.

5. Fair and appropriate materials.

o Identify or cite positive and negative aspects of test materials that minimize potentially offensive content or language. Explain.

o Identify or cite if the test allows appropriate modifications or accommodations. Explain how or why it does not allow such modifications or accommodations.

o Cite at least one AERA standard for Supporting Documentation for Tests (see Chapter 7 of your Standards for Educational and Psychological Testing text) that are implicated in either the positive or negative aspects of your selected test.

6. Use of technology.

o Discuss and evaluate how advances in technology have been utilized or incorporated with your selected test to address test items and format.

o Discuss and evaluate how advances in technology have been utilized or incorporate with your selected test to address fair and appropriate materials.

7. Synthesis of findings.

o Identify any major strengths you identified for your test in terms of test items and materials.

o Identify any weaknesses, even if they are relative, regarding your test in terms of test items and materials.

8. Conclusions and recommendations.

o Evaluate your selected test based on the strengths and weaknesses, and advantages and disadvantages of the test items, materials, and their appropriateness.

o Make at least three recommendations about improvements that could be considered to improve the test, if applicable. Cite standards (AERA) to support each recommendation.

9. References (required, use current APA format and style).

Additional Requirements

Your paper should meet the following requirements:

· References: A minimum of five references (a minimum of three peer-reviewed journal articles among the five).

· Length of paper: At least five pages (not including title page, abstract, or references).

What specific area in modern psychology is behaviorist theory and treatment valid?

Watson

Watson made a major contribution to the world of personality psychology when he introduced behaviorism. After reading this week’s selections and watching the assigned video on learning, address the following:

What specific area in modern psychology is behaviorist theory and treatment valid?

How is this theory applied?

Why do you feel behaviorism is valid in this specific area? Give specific support for your opinion.

Post should be at least 300 words.

Introduction

This week students will focus on the concepts of understanding conditioning/learning theories of personality, in addition to trait theories of personality. Students are expected to read Chapters 5 and 8 in the Lecci & Magnavita text, complete the discussion questions, and complete the written assignment. The text as well as the assigned video will focus on the various conditioning/learning theories of personality such as theories developed from the theorists Pavlov, Watson, and Skinner. Additional concepts in the text and the assigned article include, but are not limited to those related to the theories of Allport, Eysenck and Cattell. Students will also be reading the Schustack & Friedman text to gain a more in-depth understanding of Watson’s and Allport’s theories.

Learning Outcomes

Analyze the similarities and differences of the conditional/learning and trait theories of personality. (Aligns with CLOs 1, 2, 3)

Understand how behaviorists have influenced our concept of learning. (Aligns with CLO 2)

Overview

AssignmentDue DateFormatPoint ValueWatsonDay 3 (1st post)Discussion Forum2Trait TheoryDay 3 (1st post)Discussion Forum3Cattell and EysenckDay 7Written Assignment8

Resources

Required Resources

Lecci, L.B. & Magnavita, J.J. (2013). Personality Theories: A Scientific Approach. San Diego: Bridgepoint Education, Inc.

Chapter 4: Neurobiological Models of Personality

Chapter 5: Behavioral Models of Personality

Chapter 8: A Trait Approach to Personality

Allport, G. W. (1966). Traits revisited. American Psychologist, Vol 21(1), 1-10. doi: 10.1037/h0023295 (Ebsco Host PsycARTICLES)

Angleitner, A., Bleidorn, W., Hülsheger, U.R,, Kandler, C., Riemann, R., & Spinath, F. (2010) Nature and nurture of the interplay between personality traits and major life goals. Journal of Personality and Social Psychology, 99(2), 366-379. (EBSCOhost PsycArticles AN: 2010-14719-011).

Watson, J. B., & Rayner, R. (1920). Conditioned emotional reactions. First published in Journal of Experimental Psychology, 3(1), 1-14. Retrieved from http://psychclassics.yorku.ca/Watson/emotion.htm (Links to an external site.)Links to an external site. Website Classics in the History of Psychology

Learning (#7) (1990, 2001). In Discovering Psychology: Updated Edition. WGBH Boston with the American Psychological Association. http://www.learner.org/discoveringpsychology/index.html (Links to an external site.)Links to an external site. (note: closed captioning is available for this video by clicking on the “cc turn on” underneath the video screen)

Integrate what you learned from the articles with your own favorite theory or theories of counseling. What is your current understanding of how to best conceptualize a case?

Integrate what you learned from the articles with your own favorite theory or theories of counseling. What is your current understanding of how to best conceptualize a case?

How well did you do in your skills practice? Were you able to understand what your client’s issues were and help your client develop appropriate goals? What do you still need to learn to be able to even more effectively build a good working alliance and help clients set desirable goals for their counseling?

When Should Mixed Methods Be Used?

When Should Mixed Methods Be Used?

Prior to beginning work on this discussion, read Chapters 1 and 2 of the Hesse-Biber e-book, Mixed Methods Research: Merging Theory with Practice, and the two required articles for this week. Mixed methods is a current popular methodology. While this type of methodology is useful for some studies, because of its dual nature as both quantitative and qualitative, it is not effective or appropriate for all research.

For this discussion, you will consider the use of mixed methods for the topic you have chosen for your Research Proposal. In your initial post, apply the scientific method to your research topic by defining your research question and determining the method(s) necessary to answer that question. Compare the characteristics and appropriate uses of the different methods and explain if your research question could best be answered through qualitative or quantitative methods, or a mix of both. Identify the dominant method (quantitative or qualitative) for your proposed study. Explain whether or not a mixed methods approach is the best way to study the topic, demonstrating that the second method is not added as an afterthought or merely to impress journal editors who favor mixed methods. If you have decided not to use mixed methods, explain why the study is best completed with either a quantitative or qualitative focus. Justify your design choice and support your position with scholarly sources. Include a discussion explaining how you would apply ethical principles to your design to address concerns which may impact your research.

When integrating the results of qualitative and quantitative analyses, _____ occurs when the two data sources provide complementary information that expands insights into the research topic

Question 11 pts When integrating the results of qualitative and quantitative analyses, _____ occurs when the two data sources provide complementary information that expands insights into the research topic.confirmationexpansiondiscordancetransformation Flag this QuestionQuestion 21 ptsWhen integrating the results of qualitative and quantitative analyses, _____ occurs when the findings from both types of data corroborate each other.confirmationexpansiondiscordancetransformation Flag this QuestionQuestion 31 ptsWhen integrating the results of qualitative and quantitative analyses, _____ occurs when the two data sources contradict each other and cannot be reconciled.confirmationexpansiondiscordancetransformation Flag this QuestionQuestion 41 ptsAccording to Hesse-Biber’s book, the five reasons to use mixed methods are _____.generalization, complexity, triangulation, development, and expansion.triangulation, complementarity, development, initiation, and expansion.complementarity, expansion, generalization, complexity, and development.initiation, development, complexity, generalization, and triangulation. Flag this QuestionQuestion 51 ptsIn a(n) _____ mixed methods design framework, researchers are interested in addressing social injustices by involving and seeking to empower a population which has been oppressed or marginalized.multistageinterventioncase studyparticipatory Flag this QuestionQuestion 61 ptsThe most frequently used type of qualitative data collection method used in mixed methods studies is _____.participant observation/ethnographysemi-structured interviewfocus groupsqualitative analysis of documents Flag this QuestionQuestion 71 ptsAccording to Bryman, although qualitative and quantitative methods can be combined at various stages of a study, the defining features of research methods are _____.formulation of research questions and samplingsampling and data collectiondata collection and data analysisformulation of research questions and data analysis Flag this QuestionQuestion 81 ptsIn the _____ approach to integration through linking data collection and analysis methods, one database informs the data collection approach of the other.connectingbuildingmergingembedding Flag this QuestionQuestion 91 ptsWhen reasons for using mixed methods in a published study are given, the most frequently given reasons are _____.triangulation and complementaritytriangulation and developmentcomplementarity and expansioninitiation and development Flag this QuestionQuestion 101 ptsIn a(n) _____ mixed methods design framework, researchers are interested in conducting a thorough investigation of a single unit of analysis.multistageinterventioncase studyparticipatoryNo new data to save. Last checked at 10:32pm Submit Quiz

Propose the effectiveness of group counseling to help Lilly manage late-life divorce. How might the group process help Lilly reconcile feelings of guilt and loss?

Unit 7 Discussion 1 & 2? $30.00 Due (Sat) 8/18/2018.

Unit 7 Discussion 1

Value of Bereavement Counseling Groups

Considering the practical problems and unique characteristics of older adults, analyze the value of bereavement counseling groups. How does the design of an older adult bereavement group in Chapter 11 of your text compare to the death support-group program examined in Walijarvi, Weiss, and Weinman’s research?

Resources

· Discussion Participation Scoring Guide.

· A Traumatic Death Support Group Program: Applying an Integrated Conceptual Framework.

Readings

Use your Groups Process and Practice text to review Chapter 11, “Groups in Community Settings,” pages 383–422.

Use the Capella Library to read the following:

· Walijarvi, C. M., Weiss, A. H., & Weinman, M. L. (2012). A traumatic death support group program: Applying an integrated conceptual framework. Death Studies, 36(2), 152–181.

Unit 7 Discussion 2

Managing Late-Life Divorces Through Group Counseling

Lilly is a 76-year-old woman who has recently divorced from her spouse of 52 years. She reports a lengthy history of verbal and physical abuse, which escalated after her husband’s alcoholic relapse 10 years earlier. Lilly currently lives with her adult son. She reports minimal engagement with her other children and has experienced increased loneliness and uncertainty about her decision. Lilly expresses guilt from causing a rift in the family.

Propose the effectiveness of group counseling to help Lilly manage late-life divorce. How might the group process help Lilly reconcile feelings of guilt and loss? Use your knowledge of group processes and a minimum of two research articles to substantiate statements.

Resources

· Discussion Participation Scoring Guide.

How will you ensure that your group process and techniques are relevant across the different cultures represented in the group?

Unit 7A Assignment 1 & Unit 7A Discussion 1? $30.00 Due (Sunday) 8/19/2018.

Group Counseling Plan With Children and Adolescents

Due: End of Unit 7.

Preparing your Group Counseling Plan With Children and Adolescents gives you an opportunity to apply what you are learning to situations you will encounter in clinical practice. Review the Scoring Guide before preparing and submitting your assignment.

For this assignment, you will develop two group counseling plans that can be used in your Middle Valley Counseling Proposal: one for children and one for adolescents. As described in this unit’s videos, many counseling groups for young people are growth-oriented groups—each individual’s growth and development is the focus. Members of the group may have symptoms of disorders, but a group can help individuals make changes more quickly by providing encouragement and chances to practice new behaviors.

First, you will describe

group that would benefit each of these clients a prototypical group member for each of the counseling groups you will be proposing. One background sketch should be for a child client; one should be for an adolescent client. Your hypothetical child client is a prospective member of your child counseling group. Your hypothetical adolescent client is a prospective member of your adolescent counseling group.

Second, you will design a counseling (see Counseling Children pages 605–606 for examples of how counselors work with groups of different ages).

Each of your two group proposals will succinctly address the following:

Prototypical Group Member: Summarize the background sketch for one of your group members, including developmental, temperamental, and academic information. Additionally, include the reason for referral to the group and your preliminary diagnosis.

Client’s Ecosystemic Context: Use a systems perspective to present information about the influence of family, community, and school on your client, including both stressors and supports.

Group Topic, Theory, and Rationale: Present the topic and explain why a group on this topic is needed. (See Table 18-2 in your text for possible small group topics for children and adolescents.) Describe how your hypothetical client could benefit from being in this group. Which counseling theory will provide the best support for the clinical needs of the group (including your focus child or adolescent)? (See Table 18-1 in your text for goals that are typical for each theoretical orientation.)

Group Objectives, Plan, and Sample Group Exercise: What specific, measurable, and reachable objectives will you have for the group members, given your chosen theory and time frame? One or two goals are appropriate. How long will each group session be? How often will you meet? How many sessions will you have? Incorporate information about developmental needs when planning the topic, frequency, and duration of the groups. Briefly describe one group exercise or technique you will implement that is developmentally appropriate, practical for your setting, consistent with your chosen theory, and helpful for achieving one of your group objectives. After describing the exercise, discuss your rationale for how it fits these criteria.

Legal and Ethical Issues Plan: Articulate a legal and ethical issues plan that presents the specific steps you will take to establish an ethical group counseling relationship with your child or adolescent clients, considering their presenting issues. Identify potential ethical or legal issues that could arise with this specific group, and briefly describe how you will handle each of these, referencing specific laws and ethical codes.

Use a minimum of five references, including your textbook. See the Resources for the Group Counseling Template that you will use to prepare this assignment. Your paper should be 5–7 pages in length, not including the title and references pages. No abstract is necessary.

Resources

· Group Counseling Plan With Children and Adolescents Scoring Guide.

· Group Counseling Template.

· APA Style and Format.

TEMPLATE

Group Counseling with Children and Adolescents

Author First Name Middle Initial Last Name

Capella University

Group Counseling With Children and Adolescents

This is your paper’s introduction. Note, however, that it does not have a heading; its position at the beginning of the body of the paper implies that it is the introduction. Instead, include the title of your paper centered at the top of the page, not bolded; it is not considered a heading. In the body of your paper, indent the first line of each paragraph. As always, use double spacing 12-point Times New Roman font. For the purposes of this assignment, simply replace this text with a brief paragraph in your own words stating that this paper presents two group counseling proposals for the Middle Valley Counseling Project.

Group Counseling Proposal for Child Clients: [Hypothetical Name of Group]

Prototypical Group Member

Here, summarize the background sketch for your adolescent client, including developmental, academic, family, social, and ecosystemic information about the influence of community, family and school systems as stressors and supports. Additionally, include the reason for referral to the group and your preliminary diagnosis that you developed in previous discussions.

Group Topic and Rationale

Explain here why a group on this topic needed. Describe how will your hypothetical client benefit from being in this group? (See Table 18-2 in your text for possible small group topics for children and adolescents.)

Theoretical Orientation and Rationale

Which counseling theory will provide the best support for the clinical needs of the group (including your focus child or adolescent)? See Table 18-1 in your text for goals that are typical for each theoretical Orientation.

Group Practicalities

Assume that you will be allowed to use the stage area at one of the schools in the Middle Valley project to conduct your groups. How long will each group be? How often will you meet? How many sessions will you have? (Consider developmental stages when planning the frequency and duration of the groups.)

Group Objectives

What specific, measureable, and reachable objectives will you have for the group members, given your time frame? One or two goals are appropriate.

Sample Group Exercise and Rationale

Describe one group exercise or technique you will implement that is developmentally appropriate, practical for your setting, and consistent with your chosen theory. After describing the exercise, discuss your rationale for how it fits these criteria.

Group Evaluation

At the conclusion of the group, how will group members and the group leader evaluate progress?

Legal and Ethical Issues Plan

Briefly articulate a legal and ethical issues plan that presents the steps you will take to establish an ethical group counseling relationship with your child clients. Identify the key potential ethical and legal issues that could arise with your groups and describe how you will handle each of these, referencing specific laws and ethical codes.

Group Counseling Proposal for Child Clients: [Hypothetical Name]

Prototypical Group Member

Summarize the background sketch for your adolescent client, including developmental, academic, family, social, and ecosystemic information about the influence of community, family and school systems as stressors and supports. Additionally, include the reason for referral to the group and your preliminary diagnosis that you developed in previous discussions.

Group Topic and Rationale

Why is a group on this topic needed? How will your hypothetical client benefit from being in this group? (See Table 18-2 in your text for possible small group topics for children and adolescents.)

Theoretical Orientation and Rationale

Which counseling theory will provide the best support for the clinical needs of the group (including your focus child or adolescent)? See Table 18-1 in your text for goals that are typical for each theoretical Orientation.

Group Practicalities

Assume that you will be allowed to use the stage area at one of the schools in the Middle Valley project to conduct your groups. How long will each group be? How often will you meet? How many sessions will you have? (Consider developmental stages when planning the frequency and duration of the groups.)

Group Objectives

What specific, measureable, and reachable objectives will you have for the group members, given your time frame? One or two goals are appropriate.

Sample Group Exercise and Rationale

Describe one group exercise or technique you will implement that is developmentally appropriate, practical for your setting, and consistent with your chosen theory. After describing the exercise, discuss your rationale for how it fits these criteria.

Group Evaluation

At the conclusion of the group, how will group members and the group leader evaluate progress?

Legal and Ethical Issues Plan

Briefly articulate a legal and ethical issues plan that presents the steps you will take to establish an ethical group counseling relationship with your child clients. Identify a few key ethical and legal issues that could arise with your groups, and describe how you will handle each of these, referencing specific laws and ethical codes.

References

(Include at least five sources that you used in your assignment. You may include your textbook. The reference below provides an example citation for an article.)

Author, A. A., Author, B. B., & Author, C. C. (year). Title of article. Title of Periodical, volume#(issue#), xx–xx.

Readings

Complete the following:

Read Chapter 18, “Group Counseling With Children,” in Counseling Children, on pages 583–617. This chapter reviews how to form a group, the group counseling process, and how to do a group crisis intervention.

Complete one of the following:

· Read Thompson’s 2011 article, “The Evolution of a Children’s Domestic Violence Counseling Group: Stages and Processes,” from The Journal for Specialists in Group Work, volume 36, issue 3, pages 178–201. This article describes a group for young children who have experienced domestic violence. The case study uses illustrations from the children’s responses to show how the group process unfolded.

· Read Rosselet and Stauffer’s 2013 article, “Using Group Role-Playing Games With Gifted Children and Adolescents: A Psychosocial Intervention Model,” from International Journal of Play Therapy, volume 22, issue 4, pages 173–192. This article describes a group using role-playing games, based on Adlerian theory, for enhancing social development and social interest in gifted adolescents.

Audiovisual Media

The following video, used with permission from Psychotherapy.net, shows adolescent group counseling sessions. For this activity, watch four segments, as detailed below. Use the menu to the right of the video player to navigate to each segment.

In these excerpts, Dr. Sam Steen and Dr. Sheri Bauman co-facilitate a diverse group of eighth graders. You will see how rapport is established, expressive art activities are used in a group, and how the facilitators use a range of methods to engage members of the group. Group members discuss family, relationships, and cultural issues. The descriptions below give context for each segment:

Group Counseling With Adolescents: A Multicultural Approach.

Session 1. (39 Minutes). Transcript.

This is the first of eight sessions to be conducted over a two-day period. In this session, Sam and Sheri use two activities to relieve anxiety and introduce the group leaders and members to each other. The first activity is relatively simple and only requires the group member to share superficial information. The second activity allowed the group members to reveal more personal information if they chose to do so. Group members review the norms that were established in the information session and also discuss confidentiality.

Session 6. (48 minutes). Transcript.

This session focuses on the Quadrant Activity, designed to get teens talking about their experiences with discrimination. At the beginning of the session, the leaders take a moment to address a group member who expressed feeling offended and upset in a previous session. Additionally, part of the session is spent addressing something that is going on in the group that is making the group members uncomfortable.

Session 6 Processing. (9 minutes). Transcript.

Continue to watch how the counselors go through processing the session by reviewing what is happening and discussing what to do in the group’s last session.

Session 7. (57 minutes). Transcript.

This is the last working session of the group. The leaders first check in with the members. Then they lead a discussion on which identities the group members feel are most important in defining who they are and the stereotypes that are associated with these identities.

Session 8 Processing. (13 minutes). Transcript.

The final excerpt shows the leaders reflecting on the group, what went well, and how they would improve the group next time.

Optional Readings

The following may be helpful in understanding this unit’s topics:

· Read Garner, Bruce, and Stellern’s 2011 article, “The Goal Wheel: Adapting Navajo Philosophy and the Medicine Wheel to Work With Adolescents,” from The Journal for Specialists in Group Work, volume 36, issue 1, pages 62–77. This article describes how concepts from Navajo philosophy were integrated into a group counseling model to increase a sense of self-worth among diverse adolescents.

· Read Cannon, Hammer, Reicherzer, and Gilliam’s 2012 article, “Relational-Cultural Theory: A Framework for Relational Competencies and Movement in Group Work With Female Adolescents,” from Journal of Creativity in Mental Health, volume 7, issue 1, pages 2–16. This article describes a group intervention to address relational aggression, including cyberbullying, among adolescent girls.

Unit 7A Discussion 1

Planning a Group With Diverse Cultures

After reading Chapter 18, “Group Counseling With Children,” in Counseling Children and reviewing the articles about adapting a group plan for a specific population, consider how you would respond to diverse cultures represented in a group you are planning for adolescents. (You may also find it useful to review the optional articles for ideas of how leaders plan and adapt groups for adolescents.) Then consider the following scenario:

You are a counselor developing a therapy group for young teens (ages 11–13) or older teens (ages 14–16). You have already conducted the prescreening process, so you know that your group members are from three different cultures in your community.

Answer the following questions in your initial post:

· What will the purpose of your group be?

· How will you explain the purpose of this group to parents and guardians of the participants who are from different cultural backgrounds?

· How will you ensure that your group process and techniques are relevant across the different cultures represented in the group? (You may wish to review suggestions from Counseling Children, pages 57–58, on working with children from specific cultural groups.)

· What group leadership skills discussed in Counseling Children (pages 592–594) and modeled in the video, Group Counseling With Adolescents: A Multicultural Approach, will you use to invite the group to openly discuss differences related to culture or gender?

This Discussion will help you develop your ideas for the groups you are planning as part of this unit’s assignment. Use and cite the readings from this unit to support your ideas.

Identify which boundary is best described by each family in the scenario above.

Someone else was to complete this assignment and didn’t complete anything and it was due today! Can someone please help?

Communication within Families

Three 17 year old high school students are planning on going to an 8pm movie together on a Friday night.

Sally has no curfew, so she didn’t think going to the movies would be a problem. Sally asked her mother on Tuesday if she could go and her mother said “yes.” When Friday arrived, her mother told Sally that she couldn’t go to the movies anymore, it was too late for her to go out, and she needed to stay home. Her mother then left to go to the bar, and Sally was left to feed and care for her younger brother.

Mary asked her father if she could go to the movies. He responded that as her curfew was 9pm she was not allowed to go to the movies. Mary did not want to question her father’s decision, so she kept quiet, even though it was the weekend, and she had no responsibilities on Saturday morning. Mary asked her mother if she would try to talk to her father to convince him to lift the curfew for one night, but her mother refused to do so.

Sam asked his parents if he could go to the movies. His parents stated that while normally his curfew was 9pm, it was a weekend night and he had no plans early in the morning on Saturday. Sam’s parents decided that as long as his homework and chores were finished, he could have an extension on his curfew for the evening, and could go to the movies. On Friday afternoon, Sam completed his homework and chores, and left to see the movie, with the promise to call his parents if the movie got out later than 10pm.

Respond to the following using the information from the text and lectures:

Identify which boundary is best described by each family in the scenario above.

Identify which boundary inadequacies are present in each family, if applicable.

Explain how each boundary and boundary inadequacy manifests itself.

What behaviors contribute to the development and maintenance of each of these boundaries?

Which of these teens are at risk for future substance abuse and why?

What can parents do to avoid or change any maladaptive boundary patterns in their families?

Create a PowerPoint presentation of five to seven slides, with detailed speaker notes to present to a parent organization.

Describe how you would do a needs assessment to determine the need for such a program. Would you use quantitative or qualitative tools?

Details:

Imagine that you are working at an agency that serves victims of domestic violence. You have been asked by the agency’s clinical director to create a trauma-informed care therapy program for victims of domestic violence.

Write a 700-1,050-word essay describing the program you would want to create. Address the following in your essay:

Describe how you would do a needs assessment to determine the need for such a program. Would you use quantitative or qualitative tools? Why?

What tool would you use to measure the outcome of the program? Would you use a quantitative or a qualitative tool? Why?

Research one trauma-informed care intervention you would recommend to the clinical director and evaluate its effectiveness. Discuss its validity and reliability as an intervention. Was the research conducted based on quantitative or qualitative measures?

Include a minimum of three scholarly resources in your essay.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to Turnitin. Refer to the directions in the Student Success Center