Explain specifically how/why each model aligns with your belief about how children learn, grow and develop.

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Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Refer to the Discussion Forum Grading Rubric under the Settings icon above for guidance on how your discussion will be evaluated.

Aspects of Theories

After reading Chapters 3 and 6 in your textbook and viewing the ECE 101 Theorist Gallery Tour, it is likely that a few theoretical models are of interest to you.  In this discussion you will explain the two theoretical models you related the most with and tell how the theorists’ ideas align with your current beliefs about how children learn, grow, and develop. This will help as you work to understand who you are as an early childhood educator.

Theorists and Theories

Piaget: Theory of Cognitive Development

Vygotsky: Sociocultural Theory of Development

Gardner: Theory of Multiple Intelligences

Skinner: Operant Conditioning Theory

Bandura: Social Learning Theory

Freud: Psychosexual Theory of Development

Erikson: Theory of Psychosocial Development

Kohlberg: Theory of Moral Development

Initial post: Your initial post should include the following:

Describe the two theoretical models  you connect with the most. Explain your thinking.

Summarize the models in your own words.

Explain specifically how/why each model aligns with your belief about how children learn, grow and develop.

Describe a real-life example for each theoretical model. For example, if you have seen a teacher provide scaffolding, explain what you saw and how it aligns with Vygotsky.

Guided Response: Read and respond to at least two of your peers’ posts who chose at least one different theoretical model than you did. In your responses,  ask questions of your peer that will help you learn more about their choice or about how you might use this theoretical model in your work with children.

What do you do and say in response?

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  • You are nearing the end of a long week in your community mental health outpatient counseling practice when your supervisor asks you to squeeze in an intake with an unexpected new client who walked in without an appointment. You go to the waiting room and greet a young man, Jasce, who is clearly anxious and distressed. Upon closing the door to your office, Jasce looks down at the floor and quickly blurts out that he was diagnosed yesterday by his psychiatric medical provider as having Borderline Personality Disorder (BPD). He tells you he was up all night searching the internet for information on BPD and now he feels worse than he did before he received this diagnosis. He said he tried counseling when he was a teenager immediately following a brief hospitalization for an overdose attempt, and he tried counseling again last year when he turned 21 and suicidal thoughts began returning. He mumbles that he only went to a couple of sessions both times because the counselors didn’t “get him.” He raises his head and looks you directly in the eyes with what looks like something between desperation and hopelessness and asks you quietly, “Can you help me?” What do you do and say in response? Use your own words as if you are speaking directly to Jasce. In addition to sharing what you would say in your initial response, please also continue this brief “live” script of how you would explain DBT to this vulnerable individual.
  • Describe a turning point in Marsha Linehan’s session with her suicidal client where you feel the client began to consider other choices or new perspectives on his situation. Describe what Marsha said or did to elicit this shift and how the client responded. Name and briefly explain which aspect of DBT Marsha was using at this moment.
  • Now return to your clinical practice client, and share with us how DBT could be used to provide treatment for your client’s primary identified issue and goals. Be specific in describing which aspect of DBT you feel would be most helpful and why. Please include a sample dialogue from a DBT interaction/session with your client as part of your response to this question.
  • Close your post with a brief critical assessment of DBT. Discuss what you feel is relevant and helpful, what you see as it’s limitations or risks, and how you would rate this approach in relation to strengths-based and culturally sensitive and trauma-informed practice.
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How do our bodies and minds change from early to late adulthood?

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Topic: How do our bodies and minds change from early to late adulthood?

Once you have chosen your topic, examine the various theories of human development learned in the course and choose one or two that best assist you to understand the issues involved in your topic.

For this assignment address the following:

  • Examine various theories of human development, describing relevant terminology, and addressing how the theory assists in the understanding of issues involved in the selected topic.
  • Identify and describe at least two domains of human development (physical, biological, emotional, cognitive, and/or social) and how they are impacted by the chosen topic.
  • Identify and describe the stages of development that are affected by the chosen topic.
  • Describe the cultural and historical perspectives of the chosen topic, demonstrating an understanding of how the topic has been perceived over time and by other cultures. Provide relevant examples.

The Assignment:

  1. Must be two to three double-spaced pages in length (excluding title and references pages), and formatted according to APA style as outlined in the Ashford Writing Center.
  2. Must include a title page with the following:
    1. Title of paper
    2. Student’s name
    3. Course name and number
    4. Instructor’s name
    5. Date submitted
  3. Must begin with an introductory paragraph that has a succinct thesis statement.
    1. Begin with an introduction to the selected topic in which you define all concepts that will be discussed in the paper.
    2. For example, if you select “How do memory and intelligence change as we age?” as your topic,  you will need to define the terms memory, intelligence and aging.
  4. Must address the topic of the paper with critical thought.
  5. Must end with a conclusion that reaffirms your thesis.
    1. Conclude with an answer to the selected question. Did the evidence you surveyed answer the question satisfactorily? Including your analysis of the strengths and weaknesses of the available evidence.
    2. If possible, suggest the course that future research should take if answers to the selected question are less than conclusive.
  6. Must use at least two scholarly sources, all of which must come from the Ashford University Library or Google Scholar.
    1. It is important that you ask yourself if the articles specifically address the selected topic. It is not always easy to find the right articles. Thus, give yourself some time to search before you finalize your selection.
    2. You may reference your textbook and other required materials from the course; however, these will not fulfill the resource requirements.
  7. Must include an annotated bibliography which briefly summarizes each article including the purpose of the investigation, its methodology, and results.
    1. If possible, select peer-reviewed articles that summarize the evidence available in a given field of study (e.g., meta-analysis combines the findings of different studies to uncover trends, commonalities and differences).
    2. Order the articles in the way you think you will discuss them in your paper. Then develop a summary of the scientific evidence that answers the question you selected.
  8. Must document all sources in APA style, as outlined in the Ashford Writing Center.
  9. Must include a separate reference page, formatted according to APA style as outlined in the Ashford Writing Center.
    1. The reference section will be the final page of the paper.

Discuss of how a therapist working from an ACT perspective would assess and view the issues and goals your client is struggling with and how the therapist would approach therapy within this framework.

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Write a 3-page (not counting title and reference pages)  APA-style essay that includes the following:

  • An explanation of Acceptance and Commitment Therapy (ACT) that presents the major beliefs and assumptions as well as core principles and components of this approach. Include how this perspective explains human psychological development and key interventions/approaches used by therapists employing this approach. (Approximately ¾-page)
  • Discussion of how a therapist working from an ACT perspective would assess and view the issues and goals your client is struggling with and how the therapist would approach therapy within this framework. (Approximately 1-page)
  • A sample dialogue from an ACT session between you as the therapist and your client. Introduce this section of your essay by explaining what stage of treatment the client is in at this point and whether this is the beginning, middle, or end of this particular session. (Approximately ¾-page)
  • A concluding paragraph that summarizes your critical assessment of ACT as a theory of human psychological development and basis for treatment. Discuss what you feel is relevant and helpful, what you see as it’s limitations or risks, and how you would rate this approach in relation to strengths-based and culturally sensitive and trauma-informed practice.
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how well do survivors cope during the aftermath of a disaster, crisis, or trauma.

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Psychological First Aid

Psychological First Aid

You probably are familiar with medical first aid, the immediate but limited care provided to survivors suffering a medical emergency. Medical first aid usually is employed at the scene of disasters, crises, and traumas to help survivors who have been physically injured. For example, an army medic will try to stop the bleeding of a wounded soldier before removing him or her from the battlefield for further treatment. Psychological first aid is similar to medical first aid in that early intervention is provided at the scene, immediate needs are addressed first, and the likelihood of recovery improves as a result.

In the aftermath of a disaster, crisis, or trauma, the use of psychological first aid can lessen the negative psychological impact of the event on survivors. Crisis workers employing psychological first aid might start with making connections with survivors, enhancing their safety, and providing them with physical and emotional comfort. They might also offer practical assistance, such as helping survivors complete paperwork, providing information about community support resources, and explaining effective coping strategies. All of these actions can have a powerful influence on how well survivors cope during the aftermath of a disaster, crisis, or trauma.

What are some reasons why many parents don’t talk to their children about sex?

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Sexuality and social control View Full Description

Respond to one of the following questions:

 

1.  How do you define romantic love?  How is romantic love portrayed in the media?  In your explanation, include specific examples and address how the definition of love can differ by culture.

 

2. There’s one consistent finding across racial/ethnic families, in different regions of the country, with diverse family structures, and across social classes: Parents are nearly unanimous in feeling responsible for their children’s sex education and wanting their children to have a family with a loving and committed partner. What are some reasons why many parents don’t talk to their children about sex?  What other socializing agents teach lessons about sex in society?  In your response, address the topic of sex education in school as well.

 

outline a program or policy that would address the crime as a social problem or social responsibility issue

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Explain one sociological theory (social structure, social process, social development or social conflict) or one of the sub-theories (social disorganization theory, strain theory, etc.) that best supports the social problems approach to crime causation and one theory that best supports the social responsibility approach to crime causation and why. Be specific and use examples to illustrate your points.

· Select and briefly describe a crime.

· Then, using one sociological theory, outline a program or policy that would address the crime as a social problem or social responsibility issue and explain how your program or policy would reduce crime. Be specific and use examples to illustrate your points.

·

Explain one sociological theory (social structure, social process, social development or

social conflict) or one of the sub

–

theories (social disorganization theory, strain theor

y,

etc.) that best supports the social problems approach to crime causation and one theory

that best supports the social responsibility approach to crime causation and why. Be

specific and use examples to illustrate your points.

·

Select and briefly describe

a crime.

·

Then, using one sociological theory, outline a program or policy that would address the

crime as a social problem or social responsibility issue and explain how your program or

policy would reduce crime. Be specific and use examples to illustrate

your points.

 Explain one sociological theory (social structure, social process, social development or

social conflict) or one of the sub-theories (social disorganization theory, strain theory,

etc.) that best supports the social problems approach to crime causation and one theory

that best supports the social responsibility approach to crime causation and why. Be

specific and use examples to illustrate your points.

 Select and briefly describe a crime.

 Then, using one sociological theory, outline a program or policy that would address the

crime as a social problem or social responsibility issue and explain how your program or

policy would reduce crime. Be specific and use examples to illustrate your points.

. How would outcomes be different fifty years ago for the people in the movie?

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Analysis of Historical, Legal, and Ethical Issues

As someone knowledgeable about research on children with exceptionalities, you have been given the task of presenting a report to the court on your arguments for and against people with intellectual disabilities raising children.

Do the following:

  • Launch the online library (under Academic Resources).
  • Select Find Videos.
  • Select Filmakers Library Online.
  • In the search box, type “is love enough” and click Go.
  • The first result should be Is Love Enough? directed by Tom Puchniak. Review this video.

Analyze the historical, legal, and ethical issues in the video. Make sure you include the following in your analysis (in an order that flows well in your paper):

  • Compare the historical trends related to people with disabilities. How would outcomes be different fifty years ago for the people in the movie?
    • Compare the differences from about ten years ago when the movie was produced to today.
    • Explain how far we have come and what still needs to be addressed (such as terminology, acceptance, and support).
  • Explain how laws such as the Americans with Disabilities Act (ADA) and the IDEA influence these decisions.
  • Identify the ethical principles that might apply to the situation. Consider the professional ethics codes, including the following:
    • American Psychological Association. (2010). Ethical principles of psychologists and code of conduct. Retrieved from http://www.apa.org/ethics/code/index.aspx
    • American Counseling Association. (2005). ACA code of ethics. Alexandria, VA: Author. Retrieved from http://www.counseling.org/knowledge-center/ethics
  • Synthesize your research and create two arguments: one for and one against parents with intellectual disabilities raising children. Consider the perspectives of the parents as well as the children. Use evidence and examples from research, utilizing your assigned readings, and at least two peer-reviewed articles on this topic to support your argument.
  • Given what you learned in the video, your assigned readings, and research you found, recommend supports or interventions for the following:
    • The family
    • Within the community for the family and child
    • The school
  • Although this video focused on those with intellectual disabilities, generalize the issues to other exceptionalities.
  • Conclude your paper with a review of current thinking for and against people with exceptionalities raising children, based on the sources used.

Write a 7–9-page paper (not counting the title page, abstract, or reference page) in Word format. Apply APA standards to citation of sources. Be sure to include a title page, abstract, and reference page also in APA format.

Transcript from Video:

00:10fL Filmakers Library, Inc. New York , N.Y. PRESENTS Alan Handel Productions III Inc.

00:25We want a child like everybody else. We have abilities. We don’t look at her disability.

00:30Just because we’re disabled, it doesn’t mean we can’t at least try.

00:35DENNIS LINT I don’t think they should have children. I think the risk is too great.

00:45How would you feel if the kid’s retarded or… or normal? I said, “I don’tcare how the kid is, at least I will love it.”

00:55SUE But you have to think of the child. It’s just… It’s not fair.

MARY ANN But I don’t really regret anything that I’ve done, because everything that I have done has made me who I am and I think despite everything that I’ve turned out okay.

01:05I… I really want a child, badly …and I’d be a good mom.

01:15[sil.]

01:20C. DAVID JOHNSON Who has the right to be a parent? It’s the mostelemental and the most demanding of human responsibilities. A task that many people feel is far too difficult to be managed by a retarded person. Yet, today an estimated 100,000 children are born every year to retarded parents in North America and we still know relatively little about this phenomenon. The intellectually-disabled say they can provide all the devotion a baby requires, but a growing child may need much more than love.

02:00Is Love Enough? Written & Directed by Tom Puchniak Produced by Alan Handel

02:15MIKE GODMAN Batshaw Family Services, Montreal You can look at a number of intellectually handicapped adults and you’ll see someone who visually looks like a… an adult, but you have to remember that this person may be functioning at an intellectual and an emotional stage that could be closer to eight, nine, ten, which begs the question, “Would you be comfortable with an eight, nine-year-old or 10-year-old caring full time for your child?

02:3500:02:40] MADONNA FRADSHAM Assn For Community Living Many people with intellectual disabilities are short-changed and people don’t expect enough of them and therefore, you know, people decide that they are not capable before they are even given a chance.

02:50DAVE HINGSBURGER Author/Consultant You have to realize in one generation people with disabilities have gone from being idiots and morons to neighbors and friends and that’s been quite a journey.

03:00[sil.]

03:05C. DAVID JOHNSON For hundreds of years, western society regarded the mentally retarded as sad accidents of nature to be closeted behind walls of secrecy and silence. Thousands were forcibly sterilized in an attempt to erase the genetic stain of their misfortune. But scientists now know that barely 10% of mental retardation is passed on genetically. The most common causes are illness during pregnancy and traumatic injuries to the brain. The last sterilization wards were shut down in the1970’s , but many of the attitudes which spawned them remain. And the controversy over the ability of the retarded to be adequate parents is far from over.

04:00[sil.]

04:05Atlantic Canada

04:10C. DAVID JOHNSON We cannot identify the woman whose story we are about to tell, because she was involved in legal action with child welfare. We’ll call her Susan . Susan has an intellectual disability. Fifteen years ago, she had a baby boy. Within months, child welfare officials decided she couldn’t handle the child and seized it for adoption. Two and a half years ago, she had another baby, a girl. Once again, child welfare took the child away.

04:40SUSAN PURCELL I ask one thing in life is to see my child growing up.You don’t know how hard it… hard it is not to see a child growing up, like having one child die just like Mary losing her child.

05:05[sil.]

05:10C. DAVID JOHNSON It is a frequent occurrence: the child of a mentally disabled parent removed by a social welfare system that doubts the parents’ ability to raise and educate her. Most of the time, the parents do not contest the decision. But Susan decided to fight back. She felt she was getting a raw deal and so did the local association for community living, which works with intellectually disabled people.Madonna Fradsham is an Anglican minister and executive director of the association.

05:45MADONNA FRADSHAM I didn’t know whether she was going to be a good parent or not, nor did anyone else, but the period of time that they had granted her was not enough time for them to determine whethershe was going to be a good parent to that child.

06:00C. DAVID JOHNSON The association decided to use Susan and her baby as a test case for the rights of intellectually disabled parents to raise their children. The child’s father is also mentally disabled, butSusan had broken up with him and he is not part of the case.

06:15[sil.]

06:20C. DAVID JOHNSON The Department of Child Welfare would not comment on camera, but it’s position in court was blunt.

06:25We cannot recommend that an adult of diminished capacity take on responsibilities they cannot shoulder, when such a decision would place a dependent infant at risk.

06:40C. DAVID JOHNSON The judge compromised. He decided to giveSusan a carefully controlled opportunity to demonstrate her fitness as a mother. The child was placed in a foster home. Susan was allowed weekly visits under constant surveillance by a child welfare worker. How she handled the baby would be crucial to her chances of getting her back, because the early months are critical in a baby’s life.

07:10MIKE GODMAN Given what we know now in terms of a child’s development, we’re much more careful in terms of having to make decisions, the right decision at the right point in time, because if that decision isn’t made, that child’s development forever is jeopardized so that you can’t give a parent five years to make the necessary changes, because that’s not in the best interest of that child.

07:35C. DAVID JOHNSON Child welfare workers compiled a growing list of concerns about Susan’s attempts to feed and care for her baby. They continued to feel the child was at risk. Although Susan had been atrusted babysitter over the years, social workers reported she was doing things like bathing her daughter in water that was dangerously hot.

08:00DOLORES CRANE Susan’s lawyer And consistently I saw that over and over in the notes(ph), and my point was always if… if she wasn’t that capable that she couldn’t tell hot water from cold water, don’t you think at this stage in her life that we would have found out that through these other children that she had taken care of, or through herself? I mean, if the woman didn’t know how hot the water was, you think she would have scalded herself.

08:25C. DAVID JOHNSON Susan admits that she was unprepared for her first baby 15 years ago, but since then, she has lived on her own, worked in a fast food restaurant, and returned to school to improve on her grade five education. She rejects the charges that she is incapable of caring responsibly for her daughter or herself.

08:45SUSAN PURCELL That’s not true. I can think on my own. I’ve been looking after myself for 18 years. I’m bit of a slow learner… but I can catch on.

09:05C. DAVID JOHNSON The deck was stacked against Susan from the start. She grew up one of eight children in a shattered, violent household. All eight were removed to foster homes, which were not much safer. Child welfare officials used Susan’s dismal upbringing to argue against her fitness as a parent. She was separated from her sisters at an early age. They all live in another city.

09:35My parents were alcoholics. There was abuse, never had a… stable family home at all. None.

09:45I will tell she remains sitting in the chair, belt tie… or tied to the chair,belted around for no reason at all.

09:50And if she peed in the chair, she’d get for it to get even twice as now.

10:00SUSAN PURCELL Every night, when I’d go to bed, my foster father molested me.

10:05Did you ever say anything to anybody?

10:10SUSAN PURCELL I told the social worker and they didn’t believe me.They didn’t do nothing.

10:20[sil.]

10:25C. DAVID JOHNSON After an 18-month battle, Susan won a partial victory, the right to take her daughter home, but only under the close supervision of child welfare workers.

10:35SUSAN PURCELL Put this color on, put this color. Too high.

10:40[sil.]

10:45Put the other one.

SUSAN PURCELL Yeah, the other one.

10:50C. DAVID JOHNSON The social workers continued to have concerns. They said she had trouble measuring out the right amount of medicine. She took too long to dress and feed her daughter, and showed a high level of anxiety, which affected her ability to solve problems. Her lawyerfelt Susan was being held to a different standard than any other parent.

11:15DOLORES CRANE My client was under a microscope, and every time the director’s workers who would asked her questions, she was always petrified of saying the wrong answer and the more that she didn’t get the right answer the more nervous she became in terms of doing the chores and so on.

11:35C. DAVID JOHNSON Susan’s sisters offered to share the child raising duties, an arrangement that has helped ease the burden on mentally disabled parents in the past. When child welfare declined their offer, the sisters were dismayed by the decision.

11:50They set her up to take a fall. It’s almost like that.

I think they actually went after her and they made her feel stupid.

11:55They put her in situations to make sure she fails them.

12:00Yes, she is not stupid.

They gave her a test, a math test…

Yeah.

…which she passed the 100%, but they had to test her math skills, like she… that… that… I… I had never heard of someone being tested for math to become a parent, because I don’t know if I do too good.

12:15And that’s why she is taking courses now to better herself…

Yeah, she has been taken…

12:20She has been, yeah. So what does that tell them? They should tell them like, “hey she is trying.”

12:25Oh, she jumped too far.

You know.

12:30C. DAVID JOHNSON Susan does have help raising her child.

SUSAN PURCELL Hello.

12:35MADONNA FRADSHAM Hi.

SUSAN PURCELL How are you?

MADONNA FRADSHAM How are you?

C. DAVID JOHNSON Madonna Fradsham was touched by Susan’sdetermination, and impressed by her ability to learn and grow. She began as Susan’s official advocate, but has become her daily confidant and closest friend.

12:45MADONNA FRADSHAM She learns from watching other people. A prime example is first when… ah… when her daughter came home, she really wasn’t sure how to cuddle her and how to hold her and all those kinds of things, but her experience hadn’t been a loving family where people loved you and kissed you, and said I love you and you are beautiful, and you are special to me, and all those kinds of things. So others showed her how to do that. And today there is just this wonderfulbond between mother and child.

13:25(inaudible ).

13:30SUSAN PURCELL Make ‘em smell nice and good. Love you. I love you.

13:40C. DAVID JOHNSON Susan’s daughter is now a healthy and normaltwo and a half year old. But one of the greatest concerns with intellectually disabled parents is whether their limited reading and verbal skills will hinder the child’s education in years to come.

13:55SUSAN PURCELL I think that was the end of the story. Now, teddy is sleeping. (inaudible) about to sleep.

14:05MADONNA FRADSHAM You know what’s really interesting about this mother is that in the beginning over and over again, she would say, “If Iknow I can’t do it, I will let her be adopted. If when I try, I can’t do it, I would let her go, because I love her.”

14:30SUSAN PURCELL Can you do it? Can you do it?

MADONNA FRADSHAM She certainly would not be willing to do ittoday, because she has proven over and over again that she can parent this child.

14:40[sil.]

14:50C. DAVID JOHNSON The test case continues. The Department of Child Welfare is going back to court. It wants to continue to monitor the mother and child. Susan just wants them out of her life.

15:05SUSAN PURCELL I didn’t have a chance in life, but how… but now I do, because she is my last child I’m ever going to have. She is my pride and joy, she is my life. It’s not fair what you people are doing to me. I love her and I… and I know I could be a mother to her, if you give me a chance.

15:35C. DAVID JOHNSON In some ways, infancy is the easiest time for a parent. The child’s needs are simple. But what happens as the child grows older and begins to outgrow the parent, that can be a difficult experience.

15:50(inaudible).

16:05C. DAVID JOHNSON Can the child of retarded parents possibly turn out normal? Mary Ann lives in Victoria , British Colombia . She is 20 years old, and is going to college and pursuing a career in music. To get to where she is today, she had to overcome a major handicap. Both of her parents are intellectually disabled.

what would be the purpose, leadership, focus, bond, composition, and communication?

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For this Assignment, review the “Cortez Multimedia” case study, and identify a target behavior or issue that needs to be ameliorated, decreased, or increased. In a 2- to 4-page report, complete the following:

  • Choose either a treatment group or task group as your intervention for Paula Cortez.
  • Identify the model of treatment group (i.e., support, education, teams, or treatment conferences).
  • Using the typologies described in the Toseland & Rivas (2017) piece, describe the characteristics of your group. For instance, if you choose a treatment group that is a support group, what would be the purpose, leadership, focus, bond, composition, and communication?
  • Include the advantages and disadvantages of using this type of group as an intervention.

How could uncontrolled seizures negatively affect development?

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Discussion

Describe one type of seizure common in childhood or adolescence, focusing on possible causes, how the seizure manifests, and possible treatments. How could uncontrolled seizures negatively affect development? What are the risks and benefits of the various treatments for the seizure you selected? When responding to your peers, think about any reservations you would have if your child were presented with the various treatment options for a seizure disorder.

Solomon, N., & McHale, K. (2012). An overview of epilepsy in children and young people. Learning  Disability Practice (through 2013), 15(6), 30-38. Retrieved from  http://ezproxy.snhu.edu/login?url=https://search-proquest- com.ezproxy.snhu.edu/docview/1030272981?accountid=3783

Discussion

Review the course outcomes and reflect on how you met those outcomes throughout this course. How will this course help you achieve your future career goals?

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