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1. How do you think the legal system could change to make sure that someone else is not wrongfully convicted based on eyewitness memories?
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Grand Canyon University Literacy Materials Essay
Evaluating strategies used in literacy materials is crucial for teachers to do to successfully implement material into the ...
Grand Canyon University Literacy Materials Essay
Evaluating strategies used in literacy materials is crucial for teachers to do to successfully implement material into the curriculum. It is also important for teachers to evaluate how they will assess student comprehension of materials used in the classroom so they can adjust instruction or literacy materials as needed.
Select two literacy materials, either from your mentor teacher’s classroom or through research, that you think would be appropriate for secondary students in your content area.
-Create an information sheet that could be shared with other middle or secondary educators interested in incorporating literacy into the selected content area.
Include the following for each material:
Title, author, and brief description of the literacy materials and how they fit with the selected content area
For each material: Description of one literacy strategy used within each textbook or literacy material
Brief description of one activity for each material
Example of a formative assessment and how the data collected could be used to adjust future instruction
Brief rationale justifying why the selected formative assessments are suitable to determine student progress
Images, graphics, etc. to enhance the document
PHIL 110 American Military University Wk 5 Understanding the Marketing Mix Discussion
Part I: Choose a topic.Describe the topic, concept, idea, or approach that is going to be the central idea of the Week 7 I ...
PHIL 110 American Military University Wk 5 Understanding the Marketing Mix Discussion
Part I: Choose a topic.Describe the topic, concept, idea, or approach that is going to be the central idea of the Week 7 Infographic. There is no minimum word count but please use several well thought-out sentences to make your point.Part II: Source Evaluation Worksheet- Find a minimum of three (3) sources; two (2) academic sources from the APUS library and one (1) article (quality online or newspaper article).- Annotate your list of sources, i.e. explain what you hope to get out of these readings and how it will help you argue your point.- For this assignment, do not use the website sources you used in the Week 3 Forum.- Follow the format found in the Source Evaluation Worksheet.Consider the following:- Please upload the completed Source Evaluation Worksheet and write directly into it.- Be detailed and precise when completing the worksheet.- Your annotation of your sources should be in your own words with some quotations from your source.- For grading expectations, please see the Source Evaluation rubric.
CNL 515 Grand Canyon University Wk 5 Counseling Skills Scale Worksheet
Practicing Gentle Challenge: Video 2 (Obj. 5.7 and 5.8) CNL-515 ZOOM ASSIGNMENT Part One: Informed Consent Watch the vide ...
CNL 515 Grand Canyon University Wk 5 Counseling Skills Scale Worksheet
Practicing Gentle Challenge: Video 2 (Obj. 5.7 and 5.8) CNL-515 ZOOM ASSIGNMENT Part One: Informed Consent Watch the videos in the topical resources that demonstrate counseling micro skills and the videos regarding using Zoom. Review the “Skills Video Best Practices” and the “Counseling Skills Scale: Video 2” documents prior to recording your video. Take note of the specific skills in each area as you prepare to record your video.Ask a volunteer to let you practice with them. Once they have agreed, have them complete the attached "Counseling Informed Consent Form-Volunteer" Form. Make sure the volunteer initials each section and signs and dates the form. The form must be completed and in your hand prior to recording any sessions with the volunteer.*Important Note: Only adults can be used as volunteers. The volunteer must present a mock problem for you to practice the skills. Please confirm the session is a mock session. The adult can pretend to be a child in the fictional scenario. This session is to practice basic skills which will build upon as you work towards practicum and internship experience with real scenarios. Focus on the skills development rather than resolving the client’s concern.Part Two: Record a Video Session Using ZoomVideo record this "session" with your volunteer using Zoom.To record to your local computer, follow the instructions below:Start a meeting as the host.Click on the “Record” button in the Zoom toolbar.Select “Record on this Computer” to begin recording.To stop recording, click “Pause/Stop Recording” or “End Meeting.”Once the recording has stopped, the recording must be processed before viewing or accessing it. You can locate the MP4 video file recording in a Zoom folder following the path below for these devices:PC: C:\Users\User Name\Documents\ZoomMac: /Users/User Name/Documents/ZoomThis video should be between 10-15 minutes in length. In this video, you will be practicing the skills learned in Topic 1-5. In addition to the skills practiced in the first video skills demonstration assignment, make sure you use the problem identification skills to clarify the problem. Throughout the session, you will be paying attention to discrepancies your client may be presenting. The discrepancy may be between what the client is saying and their presented behavior, it may also be a discrepancy between their identified values, beliefs and current behavior.A client may also present a discrepancy between abilities they identify and their identified problem. This information may not be evident; therefore, you may use open-ended questions to invite the client to share more about values, beliefs, abilities and other qualities of life which are important. For example, a client may share providing for his or her family is an important value; however, the client has missed several days of work due to alcohol use.Another example is a client who has demonstrated an ability of making friends easily in the past yet is afraid to ask a coworker to lunch to create a better working relationship. A student may identify playing football is important, yet he refuses to quit smoking cigarettes after school. Gently challenge the client to consider different perspectives, or potential changes which may be beneficial to the client. Help the client identify any irrational beliefs or thoughts which may be affecting emotions or intensifying the problem. For example, what messages does the client say to themselves which may influence the problem? End the session by summarizing the information leading to preparing for the next session.Your job is to do the following:Demonstrate ability to welcome the client and begin the process of developing rapport.Demonstrate ability to effectively review informed consent.Demonstrate the ability to use open-ended questions to learn more about the problem and to move the session forward.Demonstrate verbal and nonverbal empathetic listening skills (meaning and emotions).Demonstrate verbal and nonverbal active listening skills.Demonstrate SOLER skills.Demonstrate the ability to challenge the client in a caring way, including identification of blind spots.Demonstrate the ability to point out discrepancies between the client’s values, abilities, strengths and what their current problem or behavior is they are experiencing.Demonstrate the ability to identify and gently challenge distorted and/or irrational beliefs or thoughts.Demonstrate ability to close session with a summary and preparation for the next session.Part Three: Counseling Skills Scale ReflectionComplete and submit the "Counseling Skills Scale: Video 2" document by evaluating the skills you demonstrated in the video. Review each of the skills and provide a few specific examples of each skill in the comments section. Make sure to complete Part 2 of the Skills scale document to provide a narrative review of strengths and areas of growth. Make sure to add a link to the recorded Zoom session before submitting this document. In addition, submit a completed copy of the "Counseling Informed Consent Form-Volunteer" form.This assignment is informed by the following CACREP Standards:2.F.5.f. Counselor characteristics and behaviors that influence the counseling process.2.F.5.g. Essential interviewing, counseling, and case conceptualization skills.AttachmentsCNL-515-RS-SkillsVideoBestPractices-Online.docxCNL-515-RS-CounselingSkillsScale-Video2.docxCounseling Informed Consent Form-Volunteer.docxTEXTBOOKS Egan, G. & Reese, R. (2019). The skilled helper: A problem management and opportunity development approach to helping (11th ed.). Brooks Cole Publisher. ISBN-13: 9781305865716URL:https://www.gcumedia.com/digital-resources/cengage/2018/the-skilled-helper_a-problem-management-and-opportunity-development-approach-to-helping_11e.php
Need help with history and Miner, Cowboy, or Farmer
I CHECK FOR PLAGARISM!! PLEASE RESPECT MY BUDGET1. Imagine
it is 1880. The Civil War has been over for 15 years. Ec ...
Need help with history and Miner, Cowboy, or Farmer
I CHECK FOR PLAGARISM!! PLEASE RESPECT MY BUDGET1. Imagine
it is 1880. The Civil War has been over for 15 years. Economic conditions in
the town you live in have deteriorated, and you are struggling to make ends
meet. You decide to try your luck out west, where there is plenty of land and
plenty of opportunity. Before leaving, you must decide what you will do out
west—be a miner, a cowboy, or a farmer. Each presents its own opportunities and
difficulties.
·
Write an essay in which you:
(a) Tell
what you would be—a miner, cowboy, or farmer.
(b) Describe
the opportunities you would have.
(c) Describe
the difficulties you would face.
(d) Explain
why you chose as you did.
·
Use the rubric on the following page to see how
your teacher will score your essay. This graded assignment will be due in
Lesson 4: Your Choice.miner__cowboy__or_farmer.docx
Walden University Week 3 Childrens Social Work Discussion
Ask a probing question.Share an insight gained from having read your colleague’s posting.Offer and support an opinion.Ma ...
Walden University Week 3 Childrens Social Work Discussion
Ask a probing question.Share an insight gained from having read your colleague’s posting.Offer and support an opinion.Make a suggestion.Expand on your colleague’s posting.Be sure to use references in response DB 1Sara—Post a brief description of a common child or adolescent fear or phobia other than fear of the dark. Sadly, children and adolescents today are growing up with an additional set of fears or phobias because of the current times we live in. According to Burnham (2009, pg. 1), children fear crime, racial tension, poverty, divorce, pollution, overpopulation, world hunger, guns, shootings, gangs, dying, kidnapping, and behind home alone. This is in addition to the classical fears such as thunderstorms, darkness, death, animals, disease, and ghosts. I have worked with one client specifically who was an 11-year-old male who had a huge fear of the world ending and this was right before COVID-19 entered into our minds and lifestyles. He would want to know exactly what to do for each scenario and how he could help his family survive. Then, explain at least three contemporary factors (environment, culture, society, family, or media) that may contribute to the development and persistence of the phobia, and explain how. As Burnham (2009, pg.1) explains, global events such as crisis, disease, and disasters have prompted researchers to study contemporary fears of children and adolescents. This can be something like COVID-19 currently and the children having to isolate in their homes with the news on in the background or hearing their families discuss what is currently going on. Television and Media Exposure considering we are mostly staying at home right now, the TV and screentime have been increased in some homes to keep the children busy. This in turn increases their exposure to the news and their visibility to the pandemic. Lastly, societal changes are a cause of contemporary fears of children. This is illustrated in the isolation that children are now having to experience and the changes in the family dynamic such as not seeing their family in person but only through a screen. Finally, explain one way you might help the parents/guardians support their child or adolescent to overcome the fear or phobia and explain how. Flatt (2008, pg. 1) discusses that children react to fear in three different forms including cognitive, physiological, and overt behavioral responses. It is important to look at how that child we are working with is responding to the fear or phobia so we can tailor our services to meet their individual needs. In the case I mentioned above with my eleven-year-old male client, he had all three responses to fearing the world ending. One thing we did in partnership with the parents was limit the client's exposure to the news. We didn't want to shelter the child from what was going on around him as that could create additional fear, but we wanted to assist the family in being able to inform him of what was going on so they could put it in ways he would understand and be there to help with any coping strategies to decrease his heart rate like deep breathing. We also discussed safety planning to help him to recognize that there are steps that the family and he could take to feel safe in their home and the environment we are currently living in. This included what to do in case of fire, emergency contacts, and what to do for earthquakes. The parents created a binder that held all of the documents and worked with the child on building "go packs" that included water, extra clothes, snacks, etc that the entire family would keep in the car and another set that they would have in the designated spot in the home. This helped the client to feel that no matter where he was, he had items that could help him. Over time and through a partnership with his treatment team and parents, the client was able to feel safer in his environment and did not have a fear of the world ending at the same level he was having before the use of the interventions. Every once in a while, the fear will rise again and the parents know the proper grounding techniques, deep breathing, and communication tools to help him feel comfortable and at ease again. Burnham, J. J. (2009). Contemporary fears of children and adolescents: coping and resiliency in the 21st century. Journal of Counseling and Development, 87(1), 28.Flatt, N., & King, N. (2008). Building the Case for Brief Psychointerventions in the Treatment of Specific Phobias in Children and Adolescents. BEHAVIOUR CHANGE, 25(4), 191–200.DB 2Tiffany—A brief description of a common child or adolescent fear or phobia other than fear of the dark. Then, explain at least three contemporary factors (environment, culture, society, family, or media) that may contribute to the development and persistence of the phobia, and explain how.I have a cousin, Jenna, that has a four-year-old daughter, Kennedy, that is very afraid of animals. One contemporary factor contributing to her fear is Jenna and her house environment. Jenna has anxiety and has a fear of animals that she expresses when around animals. Due to this fear, the family does not plan trips to places such as the zoo. They do not have family pets or expose anyone in the household to animals. Jenna requests that when visiting others, any animals present in the home are in cages or kennels when visiting. There are visible and invisible signs that Jenna feels anxious around animals, such as her body language facing away from animals, her body becoming tenser, and her tone of voice becomes higher (Liberman, 2016). Another contemporary factor is the family, as the parental style asserts more control over their children. Jenna runs a daycare in her home, where Kennedy attends. There are limited opportunities for Kennedy to be around other adults that provide less guided activities and more open exploration. Kennedy seeks support, comfort, and reassurance continually from her mother in all environments. When Kennedy is even in the same area as an animal, she runs to Jenna and wants to be held (Kane, Braunstein, Oilendick & Muris, 2015). A final contemporary factor is the media portraying girls in movies and television as needing to be saved, displaying more emotions and less aggression. Specifically for Kennedy, she loves watching Disney princess movies. Although the princesses often have pet friends, they are less likely to be the lead in a movie and more likely to seek support and reassurance from other such as male characters or fairy godmothers (Liberman, 2016). Kennedy’s fear impacts her ability to feel safe and comfortable when at others’ homes and in her community. Especially as she attends an in-home daycare, she has minimal exposure to other adult figures and animals. When she leaves the home, she asks if there will be animals at the destination and once there, will not leave Jenna. Finally, explain one way you might help the parents/guardians support their child or adolescent to overcome the fear or phobia, and explain how. Be specific.One way I would help Jenna support Kennedy would first be to address Jenna’s anxiety and fear of animals. I would utilize psychoeducation to teach her about her physiological symptoms she experiences when she is around animals. It is apparent to people around her that she is feeling anxious. I would want her to begin to understand her fear and not to fear the symptoms occurring in her body. I am curious about how she feels when she is anxious and if she has an awareness of the signs that she displays. In addition to that awareness, I would provide education about how her anxiety, responses, and lack of exposure for herself impacts Kennedy. Discussing the biological, psychological, and social impacts of the reaction to animals and then additional lack of exposure heightens Kennedy’s response. The more frequent heightened response situations her Kennedy experiences throughout her childhood and adolescent years, the more likely she is to develop anxiety as an adult. If Jenna was open to it, I would discuss potentially seeking cognitive behavioral therapy and exposure therapy for herself and for Kennedy to address this fear of animals (Flatt & King, 2008).ReferencesFlatt, N., & King, N. (2008). Building the case for brief psychointerventions in the treatment of specific phobias in children and adolescents. Behaviour Change, 25(4), 191-200.Kane, E. J., Braunstein, K., Oilendick, T. H., & Muris, P. (2015). Relations of anxiety sensitivity, control beliefs, and maternal-over control to fears in clinic-referred children with specific phobia. Journal of child and family studies, 24(7), 2127-2134. Liberman, L. C., & Ost, L. G. (2016). The relation between fears and anxiety in children with specific phobia and parental fears and anxiety. Journal of Child and Family Studies, 24(7), 2127-2134.
4 pages
The Life Of Pi
Postmodernism is a term that when simply put means the opposition of modernism (Garland 1995). It is used in many fields s ...
The Life Of Pi
Postmodernism is a term that when simply put means the opposition of modernism (Garland 1995). It is used in many fields such as art, philosophy, ...
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Grand Canyon University Literacy Materials Essay
Evaluating strategies used in literacy materials is crucial for teachers to do to successfully implement material into the ...
Grand Canyon University Literacy Materials Essay
Evaluating strategies used in literacy materials is crucial for teachers to do to successfully implement material into the curriculum. It is also important for teachers to evaluate how they will assess student comprehension of materials used in the classroom so they can adjust instruction or literacy materials as needed.
Select two literacy materials, either from your mentor teacher’s classroom or through research, that you think would be appropriate for secondary students in your content area.
-Create an information sheet that could be shared with other middle or secondary educators interested in incorporating literacy into the selected content area.
Include the following for each material:
Title, author, and brief description of the literacy materials and how they fit with the selected content area
For each material: Description of one literacy strategy used within each textbook or literacy material
Brief description of one activity for each material
Example of a formative assessment and how the data collected could be used to adjust future instruction
Brief rationale justifying why the selected formative assessments are suitable to determine student progress
Images, graphics, etc. to enhance the document
PHIL 110 American Military University Wk 5 Understanding the Marketing Mix Discussion
Part I: Choose a topic.Describe the topic, concept, idea, or approach that is going to be the central idea of the Week 7 I ...
PHIL 110 American Military University Wk 5 Understanding the Marketing Mix Discussion
Part I: Choose a topic.Describe the topic, concept, idea, or approach that is going to be the central idea of the Week 7 Infographic. There is no minimum word count but please use several well thought-out sentences to make your point.Part II: Source Evaluation Worksheet- Find a minimum of three (3) sources; two (2) academic sources from the APUS library and one (1) article (quality online or newspaper article).- Annotate your list of sources, i.e. explain what you hope to get out of these readings and how it will help you argue your point.- For this assignment, do not use the website sources you used in the Week 3 Forum.- Follow the format found in the Source Evaluation Worksheet.Consider the following:- Please upload the completed Source Evaluation Worksheet and write directly into it.- Be detailed and precise when completing the worksheet.- Your annotation of your sources should be in your own words with some quotations from your source.- For grading expectations, please see the Source Evaluation rubric.
CNL 515 Grand Canyon University Wk 5 Counseling Skills Scale Worksheet
Practicing Gentle Challenge: Video 2 (Obj. 5.7 and 5.8) CNL-515 ZOOM ASSIGNMENT Part One: Informed Consent Watch the vide ...
CNL 515 Grand Canyon University Wk 5 Counseling Skills Scale Worksheet
Practicing Gentle Challenge: Video 2 (Obj. 5.7 and 5.8) CNL-515 ZOOM ASSIGNMENT Part One: Informed Consent Watch the videos in the topical resources that demonstrate counseling micro skills and the videos regarding using Zoom. Review the “Skills Video Best Practices” and the “Counseling Skills Scale: Video 2” documents prior to recording your video. Take note of the specific skills in each area as you prepare to record your video.Ask a volunteer to let you practice with them. Once they have agreed, have them complete the attached "Counseling Informed Consent Form-Volunteer" Form. Make sure the volunteer initials each section and signs and dates the form. The form must be completed and in your hand prior to recording any sessions with the volunteer.*Important Note: Only adults can be used as volunteers. The volunteer must present a mock problem for you to practice the skills. Please confirm the session is a mock session. The adult can pretend to be a child in the fictional scenario. This session is to practice basic skills which will build upon as you work towards practicum and internship experience with real scenarios. Focus on the skills development rather than resolving the client’s concern.Part Two: Record a Video Session Using ZoomVideo record this "session" with your volunteer using Zoom.To record to your local computer, follow the instructions below:Start a meeting as the host.Click on the “Record” button in the Zoom toolbar.Select “Record on this Computer” to begin recording.To stop recording, click “Pause/Stop Recording” or “End Meeting.”Once the recording has stopped, the recording must be processed before viewing or accessing it. You can locate the MP4 video file recording in a Zoom folder following the path below for these devices:PC: C:\Users\User Name\Documents\ZoomMac: /Users/User Name/Documents/ZoomThis video should be between 10-15 minutes in length. In this video, you will be practicing the skills learned in Topic 1-5. In addition to the skills practiced in the first video skills demonstration assignment, make sure you use the problem identification skills to clarify the problem. Throughout the session, you will be paying attention to discrepancies your client may be presenting. The discrepancy may be between what the client is saying and their presented behavior, it may also be a discrepancy between their identified values, beliefs and current behavior.A client may also present a discrepancy between abilities they identify and their identified problem. This information may not be evident; therefore, you may use open-ended questions to invite the client to share more about values, beliefs, abilities and other qualities of life which are important. For example, a client may share providing for his or her family is an important value; however, the client has missed several days of work due to alcohol use.Another example is a client who has demonstrated an ability of making friends easily in the past yet is afraid to ask a coworker to lunch to create a better working relationship. A student may identify playing football is important, yet he refuses to quit smoking cigarettes after school. Gently challenge the client to consider different perspectives, or potential changes which may be beneficial to the client. Help the client identify any irrational beliefs or thoughts which may be affecting emotions or intensifying the problem. For example, what messages does the client say to themselves which may influence the problem? End the session by summarizing the information leading to preparing for the next session.Your job is to do the following:Demonstrate ability to welcome the client and begin the process of developing rapport.Demonstrate ability to effectively review informed consent.Demonstrate the ability to use open-ended questions to learn more about the problem and to move the session forward.Demonstrate verbal and nonverbal empathetic listening skills (meaning and emotions).Demonstrate verbal and nonverbal active listening skills.Demonstrate SOLER skills.Demonstrate the ability to challenge the client in a caring way, including identification of blind spots.Demonstrate the ability to point out discrepancies between the client’s values, abilities, strengths and what their current problem or behavior is they are experiencing.Demonstrate the ability to identify and gently challenge distorted and/or irrational beliefs or thoughts.Demonstrate ability to close session with a summary and preparation for the next session.Part Three: Counseling Skills Scale ReflectionComplete and submit the "Counseling Skills Scale: Video 2" document by evaluating the skills you demonstrated in the video. Review each of the skills and provide a few specific examples of each skill in the comments section. Make sure to complete Part 2 of the Skills scale document to provide a narrative review of strengths and areas of growth. Make sure to add a link to the recorded Zoom session before submitting this document. In addition, submit a completed copy of the "Counseling Informed Consent Form-Volunteer" form.This assignment is informed by the following CACREP Standards:2.F.5.f. Counselor characteristics and behaviors that influence the counseling process.2.F.5.g. Essential interviewing, counseling, and case conceptualization skills.AttachmentsCNL-515-RS-SkillsVideoBestPractices-Online.docxCNL-515-RS-CounselingSkillsScale-Video2.docxCounseling Informed Consent Form-Volunteer.docxTEXTBOOKS Egan, G. & Reese, R. (2019). The skilled helper: A problem management and opportunity development approach to helping (11th ed.). Brooks Cole Publisher. ISBN-13: 9781305865716URL:https://www.gcumedia.com/digital-resources/cengage/2018/the-skilled-helper_a-problem-management-and-opportunity-development-approach-to-helping_11e.php
Need help with history and Miner, Cowboy, or Farmer
I CHECK FOR PLAGARISM!! PLEASE RESPECT MY BUDGET1. Imagine
it is 1880. The Civil War has been over for 15 years. Ec ...
Need help with history and Miner, Cowboy, or Farmer
I CHECK FOR PLAGARISM!! PLEASE RESPECT MY BUDGET1. Imagine
it is 1880. The Civil War has been over for 15 years. Economic conditions in
the town you live in have deteriorated, and you are struggling to make ends
meet. You decide to try your luck out west, where there is plenty of land and
plenty of opportunity. Before leaving, you must decide what you will do out
west—be a miner, a cowboy, or a farmer. Each presents its own opportunities and
difficulties.
·
Write an essay in which you:
(a) Tell
what you would be—a miner, cowboy, or farmer.
(b) Describe
the opportunities you would have.
(c) Describe
the difficulties you would face.
(d) Explain
why you chose as you did.
·
Use the rubric on the following page to see how
your teacher will score your essay. This graded assignment will be due in
Lesson 4: Your Choice.miner__cowboy__or_farmer.docx
Walden University Week 3 Childrens Social Work Discussion
Ask a probing question.Share an insight gained from having read your colleague’s posting.Offer and support an opinion.Ma ...
Walden University Week 3 Childrens Social Work Discussion
Ask a probing question.Share an insight gained from having read your colleague’s posting.Offer and support an opinion.Make a suggestion.Expand on your colleague’s posting.Be sure to use references in response DB 1Sara—Post a brief description of a common child or adolescent fear or phobia other than fear of the dark. Sadly, children and adolescents today are growing up with an additional set of fears or phobias because of the current times we live in. According to Burnham (2009, pg. 1), children fear crime, racial tension, poverty, divorce, pollution, overpopulation, world hunger, guns, shootings, gangs, dying, kidnapping, and behind home alone. This is in addition to the classical fears such as thunderstorms, darkness, death, animals, disease, and ghosts. I have worked with one client specifically who was an 11-year-old male who had a huge fear of the world ending and this was right before COVID-19 entered into our minds and lifestyles. He would want to know exactly what to do for each scenario and how he could help his family survive. Then, explain at least three contemporary factors (environment, culture, society, family, or media) that may contribute to the development and persistence of the phobia, and explain how. As Burnham (2009, pg.1) explains, global events such as crisis, disease, and disasters have prompted researchers to study contemporary fears of children and adolescents. This can be something like COVID-19 currently and the children having to isolate in their homes with the news on in the background or hearing their families discuss what is currently going on. Television and Media Exposure considering we are mostly staying at home right now, the TV and screentime have been increased in some homes to keep the children busy. This in turn increases their exposure to the news and their visibility to the pandemic. Lastly, societal changes are a cause of contemporary fears of children. This is illustrated in the isolation that children are now having to experience and the changes in the family dynamic such as not seeing their family in person but only through a screen. Finally, explain one way you might help the parents/guardians support their child or adolescent to overcome the fear or phobia and explain how. Flatt (2008, pg. 1) discusses that children react to fear in three different forms including cognitive, physiological, and overt behavioral responses. It is important to look at how that child we are working with is responding to the fear or phobia so we can tailor our services to meet their individual needs. In the case I mentioned above with my eleven-year-old male client, he had all three responses to fearing the world ending. One thing we did in partnership with the parents was limit the client's exposure to the news. We didn't want to shelter the child from what was going on around him as that could create additional fear, but we wanted to assist the family in being able to inform him of what was going on so they could put it in ways he would understand and be there to help with any coping strategies to decrease his heart rate like deep breathing. We also discussed safety planning to help him to recognize that there are steps that the family and he could take to feel safe in their home and the environment we are currently living in. This included what to do in case of fire, emergency contacts, and what to do for earthquakes. The parents created a binder that held all of the documents and worked with the child on building "go packs" that included water, extra clothes, snacks, etc that the entire family would keep in the car and another set that they would have in the designated spot in the home. This helped the client to feel that no matter where he was, he had items that could help him. Over time and through a partnership with his treatment team and parents, the client was able to feel safer in his environment and did not have a fear of the world ending at the same level he was having before the use of the interventions. Every once in a while, the fear will rise again and the parents know the proper grounding techniques, deep breathing, and communication tools to help him feel comfortable and at ease again. Burnham, J. J. (2009). Contemporary fears of children and adolescents: coping and resiliency in the 21st century. Journal of Counseling and Development, 87(1), 28.Flatt, N., & King, N. (2008). Building the Case for Brief Psychointerventions in the Treatment of Specific Phobias in Children and Adolescents. BEHAVIOUR CHANGE, 25(4), 191–200.DB 2Tiffany—A brief description of a common child or adolescent fear or phobia other than fear of the dark. Then, explain at least three contemporary factors (environment, culture, society, family, or media) that may contribute to the development and persistence of the phobia, and explain how.I have a cousin, Jenna, that has a four-year-old daughter, Kennedy, that is very afraid of animals. One contemporary factor contributing to her fear is Jenna and her house environment. Jenna has anxiety and has a fear of animals that she expresses when around animals. Due to this fear, the family does not plan trips to places such as the zoo. They do not have family pets or expose anyone in the household to animals. Jenna requests that when visiting others, any animals present in the home are in cages or kennels when visiting. There are visible and invisible signs that Jenna feels anxious around animals, such as her body language facing away from animals, her body becoming tenser, and her tone of voice becomes higher (Liberman, 2016). Another contemporary factor is the family, as the parental style asserts more control over their children. Jenna runs a daycare in her home, where Kennedy attends. There are limited opportunities for Kennedy to be around other adults that provide less guided activities and more open exploration. Kennedy seeks support, comfort, and reassurance continually from her mother in all environments. When Kennedy is even in the same area as an animal, she runs to Jenna and wants to be held (Kane, Braunstein, Oilendick & Muris, 2015). A final contemporary factor is the media portraying girls in movies and television as needing to be saved, displaying more emotions and less aggression. Specifically for Kennedy, she loves watching Disney princess movies. Although the princesses often have pet friends, they are less likely to be the lead in a movie and more likely to seek support and reassurance from other such as male characters or fairy godmothers (Liberman, 2016). Kennedy’s fear impacts her ability to feel safe and comfortable when at others’ homes and in her community. Especially as she attends an in-home daycare, she has minimal exposure to other adult figures and animals. When she leaves the home, she asks if there will be animals at the destination and once there, will not leave Jenna. Finally, explain one way you might help the parents/guardians support their child or adolescent to overcome the fear or phobia, and explain how. Be specific.One way I would help Jenna support Kennedy would first be to address Jenna’s anxiety and fear of animals. I would utilize psychoeducation to teach her about her physiological symptoms she experiences when she is around animals. It is apparent to people around her that she is feeling anxious. I would want her to begin to understand her fear and not to fear the symptoms occurring in her body. I am curious about how she feels when she is anxious and if she has an awareness of the signs that she displays. In addition to that awareness, I would provide education about how her anxiety, responses, and lack of exposure for herself impacts Kennedy. Discussing the biological, psychological, and social impacts of the reaction to animals and then additional lack of exposure heightens Kennedy’s response. The more frequent heightened response situations her Kennedy experiences throughout her childhood and adolescent years, the more likely she is to develop anxiety as an adult. If Jenna was open to it, I would discuss potentially seeking cognitive behavioral therapy and exposure therapy for herself and for Kennedy to address this fear of animals (Flatt & King, 2008).ReferencesFlatt, N., & King, N. (2008). Building the case for brief psychointerventions in the treatment of specific phobias in children and adolescents. Behaviour Change, 25(4), 191-200.Kane, E. J., Braunstein, K., Oilendick, T. H., & Muris, P. (2015). Relations of anxiety sensitivity, control beliefs, and maternal-over control to fears in clinic-referred children with specific phobia. Journal of child and family studies, 24(7), 2127-2134. Liberman, L. C., & Ost, L. G. (2016). The relation between fears and anxiety in children with specific phobia and parental fears and anxiety. Journal of Child and Family Studies, 24(7), 2127-2134.
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The Life Of Pi
Postmodernism is a term that when simply put means the opposition of modernism (Garland 1995). It is used in many fields s ...
The Life Of Pi
Postmodernism is a term that when simply put means the opposition of modernism (Garland 1995). It is used in many fields such as art, philosophy, ...
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