Refining Dissertation Research Strategies

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Refining Dissertation Research Strategies

(Refining Dissertation Research Strategies)

Theories Of Inquiry: Original 10 Strategic Points Revision

Original 10 Strategic Points Revision

Details:

In the prospectus, proposal and dissertation there are ten key or strategic points that need to be clear, simple, correct, and aligned to ensure the research is doable, valuable, and credible. These points, which provide a guide or vision for the research. The ten strategic points emerge from researching literature on a topic, which is based on or aligned with, the defined need in the literature as well as the researcher’s personal passion, future career purpose, and degree area. Previously, you drafted the ten strategic points for a potential dissertation research study based on an identified gap in the literature. In this assignment, you will practice the doctoral dispositions of valuing, accepting, and integrating feedback and reflecting on those inputs as you revise your draft of the ten strategic points created in the preceding assignment.

General Requirements:

Use the following information to ensure successful completion of the assignment:

  • Important note: Successful completion of this assignment does not      indicate that this topic and the related 10 Strategic Points have been      approved for use as your dissertation research study topic.
  • Locate the draft of the 10      Strategic Points that you created in the preceding assignment and the      feedback from your instructor and use them to complete this assignment.
  • This assignment uses a rubric.      Please review the rubric prior to beginning the assignment to become familiar      with the expectations for successful completion.
  • Doctoral learners are required      to use APA style for their writing assignments. The APA Style Guide is      located in the Student Success Center.
  • You are required to submit this      assignment to Turnitin. Refer to the directions in the Student Success      Center.

Directions:

Reflect on the feedback provided by your instructor on the draft of the 10 Strategic Points that you previously completed. Integrate that feedback as well as your own new ideas into a revised draft the 10 Strategic Points for the potential dissertation research study.

The Feedback are attached

Resources

1. 10 Strategic Points

Familiarize yourself with this document found in the DC Network under the Research/Dissertation tab. You will be completing this document as you progress in the dissertation process. This document will be expanded to become your dissertation.

https://dc.gcu.edu/

1. Insight, Inference, Evidence, and Verification: Creating a Legitimate Discipline

Morse, J. M. (2006). Insight, inference, evidence, and verification: Creating a legitimate discipline. International Journal of Qualitative Methods, 5(1), 1-7.

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=21331314&site=ehost-live&scope=site

2. Pursuing Excellence in Qualitative Inquiry

Gergen, K. J. (2014). Pursuing excellence in qualitative inquiry. Qualitative Psychology, 1(1), 49-60. doi:10.1037/qup0000002

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=pdh&AN=2014-07617-006&site=ehost-live&scope=site

3. Qualitative Inquiry in the History of Psychology

Wertz, F. J. (2014). Qualitative inquiry in the history of psychology. Qualitative Psychology, 1(1), 4-16. doi:10.1037/qup0000007

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=pdh&AN=2014-07617-002&site=ehost-live&scope=site

4. The Promises of Qualitative Inquiry

Gergen, K. J., Josselson, R., & Freeman, M. (2015). The promises of qualitative inquiry. American Psychologist, 70(1), 1-9. doi:10.1037/a0038597

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=pdh&AN=2015-00137-001&site=ehost-live&scope=site

 
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Cognitive Development in Infancy & Toddlerhood

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Cognitive Development in Infancy & Toddlerhood

(Cognitive Development in Infancy & Toddlerhood)

Assignment Details

Open Date

Apr   2, 2018 12:05 AM

Graded?

Yes

Points Possible

100.0

Resubmissions Allowed?

No

Attachments checked for originality?

Yes

Top of Form

Assignment Instructions

Develop a lesson plan for a preschool using Vygotsky’s ZPD. In an evaluative paragraph, describe how these lessons would be explained by Piaget using his view of development. Use of APA format for this assignment is limited to references only.

Supporting Materials

Bottom of Form

Cognitive Development in Infancy and Toddlerhood

Earlier lessons have already provided an introduction to the basics of cognitive development. Cognitive development is the development of thought, mental processes and language. Theories on cognitive development attempt to explain how children develop thought and memory, gain information processing skills, and respond to their environments.

TOPICS COVERED WILL INCLUDE:(Cognitive Development in Infancy & Toddlerhood)

  • Piaget’s view of development
  • Vygotsky’s concept of the zone of      proximal development as relates to our understanding of early cognitive      development.
  • Environmental influences on early      mental development, including home, child care, and early interventions      for at-risk infants and toddlers.
  • Individual and cultural differences      in early language development, including factors that influence these      differences.

Fundamentals of Cognitive Development

Cognitive development in infants and toddlers advances at a rapid rate as the brain matures and children draw on their natural propensity to be active learners engaging with their environment. Several theories help us understand this developmental trajectory and also illuminate how to support optimal cognitive outcomes.

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· Cognitive development is one of three significant branches or domains of development; the other two are motor/physical and social/emotional development. Construction of thought processes are marked by increasingly advanced abilities in thinking, reasoning, and problem-solving as children move from infancy to early childhood, later childhood and adolescence.

Factors Which Influence Cognitive Development

· BRAIN MATURATION

· ENVIRONMENTAL STIMULATION

· SOCIAL INTERACTION

Several factors influence cognitive development in infants and children. These include both genetic factors and environmental ones. Brain maturation is essential to cognitive development. Maturation is any permanent change in thought or behaviour that occurs through the biological process of aging without regard to environmental influences. This is a purely biological process; as the child grows, the brain changes.

Piaget

Jean Piaget’s theory of cognitive development is one of the most recognized in the field. The theory’s central tenet is the child is an active learner who goes through stages where thinking advances as a function of specific underlying mental structures and processes. A group called Neo-Piagetians has expanded the original theory by incorporating an information-processing perspective.

PIAGET’S THEORY OF COGNITIVE DEVELOPMENT(Cognitive Development in Infancy & Toddlerhood)

ACTIVE LEARNERS

STAGES OF COGNITIVE DEVELOPMENT

Schemes

Schemes are an organized way of making sense of experiences. These are a representation in the mind of a set of experiences, objects, perceptions or actions that goes together in some way. Schemes enable infants and children to understand their world and even to predict what will happen next. The scheme is a key way that the brain organizes information.

According to Piaget, cognitive development begins with simple sensorimotor action patterns like dropping an object to see what happens. As children get older, the patterns of learning become significantly more complex. The child becomes more deliberate and creative in his actions, showing that thought is occurring prior to the action. For Piaget, development consistently precedes learning.

Adaptation

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· Adaptation is one of two processes that explain changes in schemes. Schemes are built through interacting directly with the environment. Adaptation is used to achieve cognitive balance, or what Piaget called equilibrium. When the child is not in a state of balance or equilibrium, changes to the schemes must occur to enable the child to continue to develop and learn. Adaptation occurs when the child feels conflict cognitively between what is believed to be true about the world and what is being experienced. For instance, a child’s scheme of “dog” might be a large dog, like a golden retriever. When the child first meets a chihuahua, the scheme of “dog” must change to recognize that both the golden retriever and the chihuahua are “dogs” even though they look very little like one another.

Organization(Cognitive Development in Infancy & Toddlerhood)

· ORGANIZATION, A COGNITIVE PROCESS

· NOT DEPENDENT ON ENVIRONMENTAL CONTACT

Organization is the second cognitive process that impacts changes in schemes due to the mind’s natural propensity to develop and grow. In the process of organization, when new schemes are formed, the child mentally rearranges and links to other schemes to form a ‘system’ to organize knowledge into schemes that are related and interconnected. To rely upon the previous examples, the schemes of “dog” and “cat” could be part of a system of “pets” or of a larger system of “animals”.

Stages of Cognitive Development

The stages of cognitive development are four stages where all aspects of cognition develop in integrated manner and change in a similar way at the same time. These stages of development are universal and will proceed in the same order for all children, according to Piaget. The first two stages of cognitive development are most relevant to infancy through older toddlerhood.

The sensorimotor stage spans the first two years of life. There are six substages to account for how much cognitive growth occurs during these years. This stage is called the sensorimotor because to advance cognitively, children this age use their bodies, senses and motor skills to explore the world and manipulate things that they encounter within it.

FIRST TWO STAGES OF COGNITIVE DEVELOPMENT

  • Sensorimotor
  • Preoperational

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· Substage 1 (birth to one month): Reflexive Schemes. This stage consists entirely of newborn reflexes, including rooting, sucking, grasping, and startling. Newborn infants react similarly regardless of the experience encountered.

Preoperational(Cognitive Development in Infancy & Toddlerhood)

The preoperational stage is the second stage in Piaget’s theory, beginning around age two and ending around age seven. Only the very beginning of the stage is relevant for toddlers from ages 24 to 36 months. This stage is called preoperational because thinking does not reliably follow logic or ‘operations’. This lack of logic is visible in a number of different ways in young children.

EGOCENTRIC THOUGHT

ANIMISM

FANTASY VERSUS REALITY

TRANSDUCTIVE LOGIC

ARTIFICIALISM

CONSERVATION-CENTRATION

OTHER TWO STAGES

Neo-Piagetians

Piaget’s theory does not answer questions about the underlying mental processes like attention and memory related to developing cognitive processes. A movement called Neo-Piagetian looks to information processing capacity to explain what is happening in each stage and how children move through the individual developmental stages. Information processing includes cognitive systems encompassing a combination of mental capacities like working memory and mental concepts. Several aspects of information processing improve as the child matures, including basic capacity, particularly with regard to working memory, the child’s processing speed and executive functioning, which encompasses a range of cognitive operations and strategies. Executive functioning includes the ability to control attention, suppress impulses, coordinate information in working memory and increase flexibility with thought and behavior.

Vygotsky

· SOCIO-CULTURAL THEORY OF COGNITIVE DEVELOPMENT

· COMPLEX MENTAL ACTIVITIES ORIGINATE IN SOCIAL INTERACTION

· PRIMARILY APPLIED TO PRESCHOOL AND SCHOOL AGE CHILDREN

· SCAFFOLDING

Vygotsky was a Russian psychologist, and a contemporary of Piaget. Vygotsky developed the socio-cultural theory of cognitive development. While Piaget believed that cognitive development was universal, Vygotsky emphasized that children’s cultural context impacts how the child’s cognitive world was structured.

Vygotsky’s socio-cultural theory of cognitive development revolves around the central tenant that culture and society impact cognition, particularly as skilled others facilitate the child’s budding thinking skills.

Importance of Culture

The socio-cultural theory of cognitive development helps shed light on how culture influences learning and mental strategies. Different cultures value varying thought patterns and ideas. In the West, focusing attention on a single activity is most common, and is valued. Children are supported in directing their attention to a single activity. In Indigenous cultures, children are encouraged to do several activities at once or to multi-task. Culture can be more important where children learn not just through lessons but through their own observations of daily life and activities. Children fall into the pattern and expectations of their own culture because they want to be included in the daily life and experiences of their society.

The skilled other can vary depending upon the child’s culture. In societies or subcultures with extended families, or where siblings care for younger children, these individuals may play a larger role in the child’s learning. Even in Western middle class families, toddlers frequently imitate older siblings, particularly in terms of imaginary play.

Environmental Influences on Early Mental Development

Measurement of mental development in infants and toddlers forms the basis for understanding the influence of physical and psychological aspects of the home and of child-care settings, and subsequently the most effective elements of intervention for those children at-risk for poor cognitive outcomes.

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· Measuring Mental Development: In order to know how environmental conditions impact mental development, researchers and practitioners must know the normal or typical range of proficiency for young children. Several different ways of measuring infant and toddler cognitive functioning are used today to assess the range of proficiency. The best of these use large samples and develop the ‘normal distribution’, broken down by age. The normal distribution is often called the norm group.

Influence of the Home Environment

Observation in the natural environment, particularly the home, and parental interviews are also common. The HOME (Home Observation for Measurement of the Environment) checklist is used to gather information about the quality of home life. The HOME checklist has been found to reliably predict language and IQ in toddlerhood and early childhood.

SAFE YET STIMULATING ENVIRONMENT

OBSERVATION AND EXPERIENCE

EXPLORATION

Influence of Child Care

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· More than 60 percent of mothers of infants and toddlers are employed at least part-time. The majority of these use some amount of child care. A smaller number may rely upon shared parental care or extended family care.

Child Care Standards

In many cases, parents are not well informed. They may believe that the child care experience for their child is significantly better than it is. Because they think the care is acceptable, even loving parents do not demand improvement in the childcare facility. When parents are selecting a childcare facility, whether a child care center or a home daycare option, the following are signs of a good facility; however, these may not always accurately reflect the care provided.

BUILDING

TOYS

STAFF

SUPERVISION

SCHEDULING

INTERACTIONS

PARENTS

Early Intervention

· EARLY INTERVENTION PROGRAMS

· CENTER-BASED VERSUS HOME-BASED INTERVENTION

· HEAD START

· RESULTS

Early intervention programs apply to children at risk for later poor school achievement. These programs include both those directed at children raised in poverty, as well as those aimed at children with developmental disabilities. Children identified as at-risk on the basis of socioeconomic status can benefit from early intervention; these programs can address gradual declines in IQ and poor school achievement. Intervention programs are designed to counteract the effects of poverty. The earlier, longer, and more intensive, the better the results of early intervention programs. Poverty creates a stressful and chaotic homelife with few resources, undermining learning. The lack of a positive home environment, over time, promotes a cycle of poverty.

Language Development

Cognitive development and language development are connected in fundamental and essential ways. Language is one of the most extraordinary human accomplishments, with the early childhood period being the time most language skills are acquired. Several theories of language development exist with varying degrees of emphasis on the innate abilities and the influence of the environment. There are a number of theories connected to language development. These can be broadly divided into innate abilities and environmental impact.

MAJOR THEORIES OF LANGUAGE DEVELOPMENT

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· The Nativist theory of language development was developed by Noam Chomsky. According to the Nativist theory, language is possible because of innate abilities in the brain. Chomsky believed that grammar was too complex to be taught, so had to be an innate, or inborn, ability. The Nativist theory proposes that all children have a Language Acquisition Device (LAD) in the brain. This LAD is an innate system containing universal grammar or a set of rules common to all languages. The LAD allows children, regardless of their native language, to use these rules once they have mastered a basic range of words.

Individual Differences in Language Development

· LANGUAGE DEVELOPMENT RATE VARIES

· GENETIC INFLUENCES

· PERSONALITY AND TEMPERAMENT

· ENVIRONMENTAL IMPACT

Language development progresses at a different rate from child to child. The range of when children produce their first words is fairly wide, from 8 months of age to 18 months old. The average age is 12 months due to a complex blend of genetic and environmental influences.

Cultural Differences

There are cultural differences in language styles from one culture to another, and one language to another. Different cultures may have varied referential vocabulary. Referential vocabulary refers to objects in the environment. Referential language is more common in English speaking Western cultures. Mothers in these cultures are likely to label objects than in some other cultures. Expressive vocabulary refers primarily to feelings and needs. Expressive vocabulary is more common in cultures that value relationships and group membership over individual desires.

Knowledge Check(Cognitive Development in Infancy & Toddlerhood)

1

Question 1

Which theory supports the existence of a language acquisition device in the brain?

Nativist theories of development

Interactionist theories of development

Socio-cultural cognitive development

Stages of cognitive development

I don’t know

One attempt

Submit answer

You answered 0 out of 0 correctly. Asking up to 2.

Lesson Overview

In this lesson, you have discussed theories of cognition, or thinking and reasoning skills, including language. Both heredity and environment impact the cognitive ability of growing children. Key theorists in cognitive development include the work of Piaget on developmental stages, Neo-Piagetian theories that integrate information processing into Piaget’s theories, and Vygotsky’s theory of socio-cultural cognitive development.

PIAGET’S STAGES(Cognitive Development in Infancy & Toddlerhood)

VYGOTSKY

ENVIRONMENTAL INFLUENCES

LANGUAGE DEVELOPMENT

Key Terms:

ACCOMMODATION

ANIMISM

ARTIFICIALISM

ASSIMILATION

BROCA’S AREA

CONSERVATION-CENTRATION

EARLY INTERVENTION

EGOCENTRISM

EQUILIBRIUM

INFORMATION PROCESSING PERSPECTIVE

INTERACTIONIST

NATIVIST

ORGANIZATION

PREOPERATIONAL

SCAFFOLDING

SENSORIMOTOR

SOCIAL INTERACTIONIST PERSPECTIVE

TRANSDUCTIVE LOGIC

WERNICKE’S AREA

ZONE OF PROXIMAL DEVELOPMENT

Sources:(Cognitive Development in Infancy & Toddlerhood)

 
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Inductive vs. Deductive Analysis

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Assignment 3: Inductive And Deductive Arguments
Inductive vs. Deductive Analysis

(Inductive vs. Deductive Analysis)

Inductive Analysis involves drawing generalized conclusions from specific observations. It moves from particular instances to broader generalizations. For example, if we observe that the sun has risen in the east every morning, we might inductively conclude that the sun always rises in the east. Inductive reasoning is probabilistic; the conclusions drawn are likely, but not certain, given the premises. This type of reasoning is common in scientific research, where patterns observed in data lead to hypotheses and theories. Inductive arguments can vary in strength, with conclusions that are more or less probable based on the evidence. The strength of an inductive argument depends on the number and representativeness of the observations.

Deductive Analysis, on the other hand, works from the general to the specific. It starts with a general statement or hypothesis and examines the possibilities to reach a specific, logical conclusion. If the premises are true and the logic of the argument is valid, the conclusion must be true. For example, in the classic syllogism, “All men are mortal. Socrates is a man. Therefore, Socrates is mortal,” the conclusion necessarily follows from the premises. Deductive reasoning is often used in mathematics and formal logic, where it is important to have certainty in the conclusions. Unlike inductive reasoning, deductive reasoning provides conclusive proof of its conclusions, assuming the premises are correct.

Inductive vs. Deductive Analysis

In this assignment, you will apply key concepts covered in the module readings. You will identify the component parts of arguments and differentiate between various types of arguments such as inductive and deductive. You will then construct specific, original arguments.

There are two parts to the assignment. Complete both parts. The following is a summary of the assignment tasks.

Part 1

  • 1a: Identify Components of Arguments
    Identify the component parts of the argument, premises and conclusion, for the passages. Where applicable, highlight key words or phrases that identify a claim as a premise or a conclusion. Part 1a has three questions.
  • 1b: Identify Arguments as Inductive or Deductive
    Identify the arguments as inductive or deductive for given passages. Offer a brief explanation why each argument is either inductive or deductive. 1b has three questions.

Part 2

  • 2a: Argument Identification and Analysis
    In these longer text passages, identify the key components of each argument. For each argument, list the main conclusion and the reasons (or premises) that support the conclusion.
  • 2b: Constructing Original Arguments
    Construct one original inductive argument. Using 75–100 words, explain why the argument is an inductive one. Then, construct one original deductive argument. Using 75–100 words, explain why the argument is a deductive one.
  • 2c: Finding Native Argument Examples
    Find one example of an argument from contemporary media; this can be a short argument. Include or reproduce the original passage of the argument, paraphrase the conclusion(s), and identify the argument as either inductive or deductive. Using 75–100 words, explain why the argument is either inductive or deductive.
 
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TECA Case Study

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TECA Case Study

(TECA Case Study)

Case Study Sample 1

Introduction 

The child I have chosen to observe is named Amy.  She is a two-year-old who has fair skin, black hair, and dark brown eyes. Her birthday is May 16th.  Amy is a toddler who lives with both her mother and father.  The socioeconomic status of the family is as follows; her dad attended a two-year technical school where he received an Associate’s Degree in Auto Mechanics. He is now employed by the United States Postal Service, as a lead auto technician, and his income is mid-ranged. His mom also attended a technical school and received a Medical Certificate as a Phlebotomist. For personal reasons, his mother chose to work in a different field after having completed the certificate program.  She is now employed by a small family-owned business and holds a secretarial position.

In addition to her parents, Amy has an older brother who is named A.J.  He is eight years old.  The family lives in a two-bedroom apartment in the greater Dallas area.  The children share a bedroom, which is decorated with both dolls and cars to accommodate both genders.  They also have a television in their room that is they use for both watching and video gaming.  I specifically chose this child because of her enormous sense of curiosity.

Physical Development 

Amy can run, walk up stairs with help, and jump off of the floor with both feet. According to the textbook, this is normal large motor development for a two-year-old (Manis, 2017).  During my observation, she used different coloring crayons, picked up small beads (with adult supervision to prevent swallowing), played with blocks and displayed a multitude of other skills which require the workings of the small muscle groups.  She engages in coloring and drawing pictures, and even has a few on display on her parent’s apartment walls!

According to her mother, Amy is a normal, healthy, growing girl.  There were no reports of problems during her infancy.  One complaint her mother had, however, was the fact that Amy periodically wakes during the night and will wander into her parent’s bedroom to sleep.  Feeding time can be a difficult time for the family, according to Mom.  Amy, if given the opportunity according to her parents, would rather eat McDonald’s chicken nuggets day in and day out.

Cognitive Development(TECA Case Study)

Amy is in the Mental Representation Phase of Piaget’s Sensorimotor Stage according to the textbook (Manis, 2017). She can remember where objects were last placed and recall them again after a few minutes have passed.  According to her father, Amy loves to sing.  When her mother presents her with a new song, she listens carefully and intently and watches her mother’s lips as she is singing.

Another example of cognitive learning at work is the fact that her parents are now getting her ready for potty training.  According to Mom, she shows intense curiosity when it’s time “to go” with Mom and observes closely what is being done.  Mom stated that she has been known to lose interest in the task, but responds well when Mom and Dad provide positive reinforcement for voluntarily sitting on the training potty with a diaper still on.

Amy can speak 2-3 word sentences.  She can express what she wants and responds positively when her parents or caregivers need to correct phrasing. She repeats what was said and nods to indicate that she understands. Though Amy can almost completely finish the “Alphabet Song,” she still on occasion needs assistance in completing it in its entirety.

Social and Emotional Development

Currently, at age two, Amy attends daycare and is kept in a room with other two-year-olds.  It has been recorded that Amy is definitely one of the more dominant children in her classroom. According to her caregiver, she often has a hard time sharing and recently has been labeled a “bully” due to her constant efforts to keep all of the toys to herself.  Amy’s parents stated that they found this interesting because she doesn’t seem to have this problem at home with her older brother.

When asked to share, or acknowledge, that another classmate would like to play with a toy, Amy (according to her caregiver) has a tantrum and doesn’t understand the concept of sharing.  Consequently, she spends a lot of time in the time-out chair. According to our textbook, toddlers are becoming more independent, and it is typical for them to show some aggression towards other children (Manis, 2017).

Family or Home Factors(TECA Case Study)

Amy is being reared in a two-parent home with an older brother who is eight. The total household size is four. Because both parents work outside of the home, Amy attends a full-day preschool program at her church. The SES of the family has allowed for many opportunities for both A.J. and Amy.

I observed the parents bicker in front of the children. According to the textbook, it is important for adults to model appropriate social behavior, so this may account for some of Amy’s behavior with her classmates; as children often imitate what their parents say and do (Manis, 2017).

Summary

Part 1:

In summation, I strongly believe that Amy benefits greatly from her family’s SES status. The household income affords the family the ability to go out and explore on many levels; from going to the neighborhood park, the local petting zoo, amusement parks, and her daycare. I believe that a child of Amy’s caliber should continue to be encouraged to do positive things.

As an infant, her parents surrounded her with multiple stimuli which I feel contributed greatly to her physical and cognitive development. Amy was not limited to just a mobile hanging over her bed, but also had building blocks, computer aides, books, markers, crayons, stickers, flash cards, and an equally curious older brother who helped push her along.

I chose this child, because of her sense of curiosity and show of an immense amount of courage when it comes to facing new challenges.  Although she is often reluctant to share with other children, she has no problem inquiring about her surroundings and people in them. She would either sit and observe other children at play or sit and observe the “new adult” in the room. But, it wouldn’t be long before she was making her way over to the newcomer and engaging them. It is important that her parents and caregivers work with her on developing positive social skills.

Part 2:

The learning environment I feel best suited for Amy is one that developmentally appropriate and academically challenging. She can learn quickly and retains information for long periods of time.  An environment that has multiple stimuli and visual aids will be conducive to Amy’s development.

The ideal learning environment for Amy should also include adults who can provide role models in the nurturing treatment of the children, and the use of non-threatening communication strategies. That supportive environment is currently lacking in her home and should be improved there. Although her diet may present a challenge from time to time, I observed no signs of developmental delays, but it would be beneficial for her for the family to work on improving her nutrition.  If Amy’s parents and teachers work with her, she has a promising future.

(TECA Case Study)

References

Here you place your APA reference for the textbook (The Dynamic Child)

 
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Review & Research of Childhood Influences

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Review & Research of Childhood Influences

(Review & Research of Childhood Influences)

In M1: Assignment 2, you examined an important factor contributing to a child’s success. Now with your understanding that there are many different areas of impact within the realms of family, peers, school, and community, it is helpful to explore your own experience and reaction to some of these areas of influence. It is very common for our own experiences as a child to significantly impact our interactions with children, if we are not first aware of our beliefs and reactions.

Based on your review of the influences of family, peers, schools, and community, respond to the following:

  • Looking back at your own experiences and influences, analyze which of these influences had the biggest impact on your own development when you were a child or adolescent. Give reasons for your answer.
  • How has this impact (for example, family or peer situation, community influence, or school environment) been influenced by the various adults in your life (parents, teachers, coaches)?
  • Using the module readings, Argosy University online library resources, and the Internet, research your findings further. Respond to the following:
    • Explain how your biggest influence aligns with the research. Incorporate information from at least two academic sources to support your statements and ideas. Academic sources could include your textbook, required readings for this module, or academic journal articles found in the Argosy University online library.
    • Who are the major proponents (theorists past or current) of your chosen influence and how did they reach these conclusions?
  • Ask two adults what or who had the most impact on them. Compare this self-report data with your experience and your research about prominent influences.

Write a 2–3-page paper in Word format. Be sure to include separate title and reference pages. Apply APA standards to citation of sources, including use of in-text citations and full references. Academic sources could include your textbook, required readings for this module, or academic journal articles found in the Argosy University online library.

 
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Outline for Speech2: Informative

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Informative Outline & Speech For Public Speeking.

Outline for Speech2: Informative

(Outline for Speech2: Informative)

Preparation Outline 2: Informative

by

Student’s Name

Specific Purpose: (Example) I want the audience to understand the modes of delivery.

Thesis Sentence: (Example) There are four modes of delivery.

Introduction

Body

  1. Use a full sentence for your first main point.
    1. Use a full sentence for your first 1st-order sub-point.
    2. Use a full sentence for your second 1st-order sub-point.
      1. You may choose to use a full sentence or a word or phrase here for your first 2nd-order sub-point.
      2. If you used a sentence for your first 2nd-order sub-point, also use a sentence for your second 2nd-order sub-point. However, if you used a word or phrase for your first 2nd-order sub-point, use a word or phrase for your second 2nd-order sub-point.
  2. Use a full sentence for your first main point.
    1. Use a full sentence for your first 1st-order sub-point.
    2. Use a full sentence for your second 1st-order sub-point.
      1. You may choose to use a full sentence or a word or phrase here for your first 2nd-order sub-point.
      2. If you used a sentence for your first 2nd-order sub-point, also use a sentence for your second 2nd-order sub-point. However, if you used a word or phrase for your first 2nd-order sub-point, use a word or phrase for your second 2nd-order sub-point.

Conclusion

Bibliography

Speech Guidelines

Speech 2: Informative(Outline for Speech2: Informative)

Purpose

The purpose of the informative speech is to get the audience to understand an idea, concept, process, or procedure. Gain and hold the audience’s attention in an interesting manner. Use your classmates’ introductions to analyze your audience. Choose a topic that you are interested in and that your audience might be interested in.

Length

This speech must be 5-7 minutes long. You will lose points if your speech is less than 5 minutes or is longer than 7 minutes and 15 seconds. You should have at least 3 outside sources of information (6 for maximum credit) for the informative speech. Cite these sources orally in your speech. You may use written sources (books, magazines, newspapers), credible online sources, and personal interviews.

Sources

You should have at least 3 outside sources of information (6 for maximum credit) for the informative speech. Cite these sources orally in your speech, where you use them in the body of speech. You may use written sources (e.g., books, magazines, newspapers), credible online sources, and personal interviews.

Organization

The introduction to the informative speech should gain attention, orient the audience by stating the topic, offer a reason for listening, and preview the body of the speech.

The body of the informative speech must contain 2-5 main points using patterns of organization covered in the textbook; other patterns of organization must have prior approval by the instructor. Each main point must be well supported by 2-5 1st-order sub-points (what the textbook calls “subpoints”) designed to illustrate the main points (examples, illustrations, facts, quotations, etc.) Don’t overload the audience with information. Move from simple to complex ideas. Move from familiar to unfamiliar ideas. Define your terms.

The conclusion of the informative speech should restate or summarize the main points and communicate a sense of finality (verbally or nonverbally indicate that you have finished talking). You may end the speech with a story or quotation.

Transitions between major sections of the informative speech (introduction, body, conclusion) and the main points should be carefully planned and used while delivering the speech. Use transitions to move the audience’s attention from section to section and from main point to main point in the body of the speech.

Delivery

You must use an extemporaneous method of delivery (not manuscript, memorized, impromptu). Try to use eye contact, facial expressions, posture, gestures, appropriate volume, pronunciation, articulation, and vocal variety effectively. Think about delivery when you are rehearsing the speech. During the speech, concentrate on the message and the importance of communicating the message to the audience.

You can use 1 or 2 note cards; if you use more than two (2) note cards or a sheet or sheets of paper for delivery notes, you will lose points. You must display your notes on camera before you begin speaking.

You should be looking at the audience about 85% of the time. You will lose points if you look at your notes too frequently or for too long at one time.

COMM 110: Introduction to Speech

 
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Capstone Project Proposal Overview

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Capstone Project Proposal Overview

Evidence-Based Practice Proposal.

(Capstone Project Proposal Overview)

The proposed capstone project aims to explore the integration and impact of Meaningful Use (MU) core criteria within nursing practices, national health policies, patient outcomes, and overall population health. The Meaningful Use program, initiated to enhance the adoption of electronic health records (EHRs), is pivotal in improving healthcare quality, safety, and efficiency. This project will investigate how these criteria have influenced nursing workflows, care delivery, and health policy development.

Through a mixed-methods approach, the study will gather quantitative data from healthcare institutions implementing MU standards and qualitative insights from nursing professionals. Key focus areas include the evaluation of MU’s effect on patient care efficiency, data management, and the potential challenges faced by nurses in adapting to these criteria. Additionally, the project will assess the broader implications of MU on policy-making and population health metrics, aiming to provide comprehensive recommendations for enhancing EHR utilization.

The ultimate goal is to identify best practices and areas for improvement, ensuring that the integration of MU criteria leads to optimal patient outcomes and robust health policies. This project will contribute valuable insights for healthcare professionals, policymakers, and stakeholders in advancing the effective use of health information technology.

ASSIGNMENT 1

In collaboration with your approved course mentor, you will identify a specific evidence-based practice proposal topic for the capstone project. Consider the clinical environment in which you are currently working or have recently worked. The capstone project topic can be a clinical practice problem, an organizational issue, a quality improvement suggestion, a leadership initiative, or an educational need appropriate to your area of interest as well as your practice immersion (practicum) setting. Examples of the integration of community health, leadership, and an EBP can be found on the “Educational and Community-Based Programs” page of the Healthy People 2020 website.

Write a 500-750 word description of your proposed capstone project topic. Make sure to include the following:

  1. The problem, issue, suggestion, initiative, or educational need that will be the focus of the project
  2. The setting or context in which the problem, issue, suggestion, initiative, or educational need can be observed.
  3. A description providing a high level of detail regarding the problem, issue, suggestion, initiative, or educational need.
  4. Impact of the problem, issue, suggestion, initiative, or educational need on the work environment, the quality of care provided by staff, and patient outcomes.
  5. Significance of the problem, issue, suggestion, initiative, or educational need and its implications to nursing.
  6. A proposed solution to the identified project topic

You are required to retrieve and assess a minimum of 8 peer-reviewed articles. Plan your time accordingly to complete this assignment.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

 
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Ethical Autobiography Report.

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Assignment 2: RA: Ethical Autobiography Report.

(Ethical Autobiography Report.)

Counselors have an ethical responsibility to provide professional services that demonstrate respect for the cultural worldviews, values, and traditions of culturally diverse clients. To the extent that counselors are focused on the values of the dominant culture and insensitive to variations among groups and individuals, they are at risk for practicing unethically. However, how do you know that you are on your way to becoming a culturally competent professional? This assignment will help uncover your multicultural background as well as any potential challenges you may face in counseling clients from diverse backgrounds.

Tasks:

In a3 page Microsoft Word document, respond to the following:

  • Autobiography: Develop an autobiographical report detailing your multicultural background and the development of your personal values and beliefs.
    • Identify and include significant ethical and cultural milestones and use these to differentiate distinct stages of your professional ethical development during your academic, career, and social development.
    • Identify and include no less than three values that are a significant part of who you are as a person and as a professional.
    • Synthesize how you think these personal values are related to your family or cultural systems.
  • Reflection: Reflect and address the following:
    • Explain how this ethical autobiography relates to your identity as a professional counselor.
    • Given your ethical value system, determine any potential conflicts in values that might emerge between you (as a professional counselor) and your clients. Describe how you will manage these conflicts in counseling.
    • Determine what, if any, values might impact your ability to effectively apply professional codes of ethics (e.g., ACA, the NBCC, the American Mental Health Counselors Association [AMHCA], etc.) or relevant laws (identify specific codes/laws). Explain what risk management strategies you will apply to be able to overcome these values conflicts.
    • Explain what risk management strategies you will apply to be able to overcome these values conflicts. Be sure to articulate clearly how you know that you are addressing your client’s presenting problems in a clinically effective way.

Integrate and apply the most recent peer-reviewed literature and empirical research in your responses.

Your final product will be in a Microsoft Word document and be approximately 3 pages in length. Utilize three to five sources from professional literature in your research (do not include relevant codes of ethics and laws). Professional literature may include the Argosy University online library resources, relevant textbooks, peer-reviewed journal articles, and websites created by professional organizations, agencies, or institutions (.edu or .gov).

 
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Week2: Humanistic/Existential Theories

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Week2: Humanistic/Existential Theories

(Week2: Humanistic/Existential Theories)

Introduction

Consider your thoughts about the following statements:

·         People are generally good, trustworthy, productive, and able to make positive changes.

·         The responsibility for change and growth lies with the client.

·         We should focus on the “here and now,” not so much on the “then and there.”

These statements reflect humanistic and existential theories developed by theorists such as Carl Rogers, Rollo May, Victor Frankl, and Fritz Perlz. This week, you explore the key components of humanistic and existential theories. You are also introduced to Deidre, a client depicted in media throughout several weeks of this course. Each week that Deidre’s case is presented, you will use theories to propose effective interventions that could help her to reach her goals.

Objectives

Students will: Apply humanistic/existential interventions

·         Evaluate humanistic/existential theories

·         Apply concepts related to humanistic/existential theories

Please proceed to the Resources.

Week 2 Discussion(Week2: Humanistic/Existential Theories)

Applying Humanistic and Existential Theories

A common element of this week’s theories is the focus on client emotion. The central tenet of these theories is that clients are at the center of the counseling process. When counselors use these approaches, they ask clients to not only assess their emotions, but also how they perceive these emotions to influence their lives.

During this process, counselors who often use humanistic and existential approaches partner alongside the client as a nonjudgmental ally, prompting the clients to reconnect with themselves and increase their own self-awareness. Theorists in these paradigms believe that it is not the interpretation of the counselor that helps clients, but rather the interpretation of the clients themselves. In fact, prominent humanistic and existential theorists cast aside the dominant, all-knowing presence of the counselor illustrated by some behavioral and psychoanalytic approaches.

In this Discussion, you consider how each of this week’s theories, existential, person-centered, and Gestalt, provides a different counseling approach. You also reflect upon how theoretical approaches influence the interventions that you might employ with your case study client, Deidre. Before watching the Deidre media, review this week’s Learning Resources to review how the Capuzzi and Gross text used each theoretical approach with the client in “The Case of Maria.”

Posting Directions: In the subject line of your post, use the following title format: “Title of Discussion: The theory you selected for this Discussion.” Your initial post must be at least 200 words in length.

Post by Day 3 a brief description of the humanistic or existential theory you selected. Then, based on this theoretical approach, describe two interventions you could employ with Deidre and explain why. Finally, explain how each of these interventions would help Deidre move toward her goals.

DUE BY 12/9/15 @ 5PM Eastern Standard Time

 Week 2 Learning Resources

This page contains the Learning Resources for this week. Be sure to scroll down the page to see all of this week’s assigned Learning Resources.

Required Resources

Readings

·    Capuzzi, D., & Gross, D. R. (Ed.). (2011). Counseling and psychotherapy: Theories and interventions (5th ed.). Alexandria, VA: American Counseling Association.

o    Chapter 6, “Existential Theory” (pp. 119–142)

o    Chapter 7, “Person-Centered Theory” (pp. 143–166)

o    Chapter 8, “Gestalt Theory” (pp. 167–191)

Media

·         Laureate Education, Inc. (Executive Producer). (2012). Deidre [Multimedia]. Baltimore, MD: Author.

Note: Please click on the following link for the transcript: Transcript (PDF)

Optional Resources

·         Association for the Advancement of Gestalt Therapy. (2012). Retrieved from http://www.aagt.org/

·         Association for the Development of the Person Centered Approach. (2011).  Retrieved fromhttp://www.adpca.org/

·         Association for Humanistic Psychology. (2012). Retrieved from http://www.ahpweb.org/

·         Existential-Humanistic Institute. (n.d.). Retrieved from http://www.ehinstitute.org/

·         World Association for Person Centered and Experiential Psychotherapy and Counseling. (2012). Retrieved from http://www.pce-world.org/

Please proceed to the Discussion.Return to top

THIS IS A QUIZ DUE BY 12/12/15@ 5pm EASTERN STANDARD TIME

QUESTION 1(Week2: Humanistic/Existential Theories)

1.      In order to be genuine, counselors:

[removed] a. Have to practice using a “poker face”
[removed] b. Have to know themselves
[removed] c. Must use reflections of feeling
[removed] d. Should avoid analysis of transference

2 points   

QUESTION 2

1.       Heidegger’s notions of choice, that each choice one makes represents the loss of an alternative, includes all of the following except:

[removed] a. The past becomes important in terms of lost opportunities.
[removed] b. Future choices are limited due to past choices and the time remaining to fulfill them.
[removed] c. We have the freedom to choose but must balance this with responsibility.
[removed] d. Some choices are irrational and we need to train ourselves not to make them with rewards and punishments.

2 points   

QUESTION 3

1.      Consider a client who feels that he is unlikable by others in his life. When the counseling discussion turns to how likeable the client is to the counselor or therapist, this is an example of:

 

[removed] a. Distracting the client
[removed] b. Empathic understanding
[removed] c. Immediacy
[removed] d. Self-actualization

2 points   

QUESTION 4

1.       The three people credited for the development of Gestalt therapy are:

[removed] a. Perls, Burber, and Nitche
[removed] b. Perls, Perls, and Goodman
[removed] c. Rogers, Glassman, and Goodman
[removed] d. Perls, Kohler, and Koffka

2 points   

QUESTION 5

1.      As a person becomes more congruent, which of the following changes is most likely to be seen?

[removed] a. Elimination of negative thoughts
[removed] b. Eradication of problem behaviors
[removed] c. Greater self-empowerment
[removed] d. Success in a failing relationship

2 points   

(Week2: Humanistic/Existential Theories)

QUESTION 6

1.       All of the following are existential philosophers except:

[removed] a. Sartre
[removed] b. Heidegger
[removed] c. Tillich
[removed] d. Bion

2 points   

 

QUESTION 7

1.      Accurate _______ means that the counselor is able to both understand the client’s words, feelings, and perceptions of the world and communicate that understanding successfully.

[removed] a. empathy
[removed] b. congruence
[removed] c. unconditional positive regard
[removed] d. genuineness

2 points   

 

QUESTION 8

1.       In existential counseling, the client is

[removed] a. An existential partner with the counselor
[removed] b. A student learning from a teacher
[removed] c. Analyzed by the counselor
[removed] d. None of the above

2 points   

 

QUESTION 9

1.       Which of the following is descriptive of what “closure” means in existential counseling?

[removed] a. Facing the end of the helping relationship is the final confrontation with reality.
[removed] b. It means stopping therapy at the end of the semester at a counseling center.
[removed] c. It is when counselors close out all of their files.
[removed] d. It is a relatively unimportant part of counseling.

2 points   

(Week2: Humanistic/Existential Theories)

QUESTION 10

1.      According to person-centered theory, for someone to be continuously believed and trusted by a client they must:

[removed] a. years of professional experience
[removed] b. be genuine
[removed] c. know the right questions to ask
[removed] d. not make mistakes

2 points   

 

QUESTION 11

1.      A criticism of person-centered counseling or therapy is:

[removed] a. Its deterministic stance
[removed] b. Rigid steps in the counseling or therapy process
[removed] c. Too few specifics regarding actions for the new counselor or therapist
[removed] d. Overly confrontational

2 points   

 

QUESTION 12

1.      Perls:

[removed] a. Had a passionate belief in the holistic nature of humankind
[removed] b. Believed that human beings had the capacity and strength to grow, develop, and to become the persons that they desired
[removed] c. Asked clients to focus on why they behaved in certain ways
[removed] d. Both “a” and “b” above

2 points   

 

QUESTION 13

1.      The word Gestalt is a German term that means:

[removed] a. Counselor/client working alliance
[removed] b. Existential anxiety
[removed] c. The integration of parts into a perceptual whole
[removed] d. The phenomenological field

2 points   

 

QUESTION 14

1.      Active listening includes which of the following?

[removed] a. Making good eye contact
[removed] b. Leaning toward the client
[removed] c. Facing the client
[removed] d. All of the above

2 points   

 

QUESTION 15

1.      The study of human experience through attending to the subjective observations of individuals is:

[removed] a. Retroflection
[removed] b. Empty chair
[removed] c. Boundary disturbance
[removed] d. Phenomenology

2 points   

(Week2: Humanistic/Existential Theories)

QUESTION 16

1.      The most important factor in the therapeutic alliance is the:

[removed] a. Quality and nature of the relationship between counselor or therapist and client
[removed] b. Counselor’s or therapist’s skills
[removed] c. Client’s willingness to work hard
[removed] d. Depth of the problems being experienced

2 points   

 

QUESTION 17

1.       A phenomenological perspective:

[removed] a. Describes the concept that all persons view the world in a similar manner
[removed] b. Describes the concept that all persons have a unique perspective
[removed] c. Describes the concept of the “I-Thou” relationship
[removed] d. None of the above

2 points   

 

QUESTION 18

1.       Which of the following is not one of the three approaches to existential counseling?

[removed] a. Dynamic existentialism
[removed] b. Humanistic existentialism
[removed] c. Cognitive/behavioral existentialism
[removed] d. Transpersonal existentialism

2 points   

 

QUESTION 19

1.       Which of the following is not a goal of existential counseling:

[removed] a. Confronting anxieties about the givens of existence
[removed] b. Developing meaning from everyday life
[removed] c. Confronting irrational thoughts that lead to difficult emotions
[removed] d. Developing inner strength

2 points   

(Week2: Humanistic/Existential Theories)

QUESTION 20

1.      One of the views that Gestalt theory holds regarding the individual is that he or she is:

[removed] a. Fully responsible for his/her behavior
[removed] b. Shaped by forces in the environment
[removed] c. Motivated by unconscious drives
[removed] d. Not able to become aware of himself or herself in the here and now

2 points   

 

QUESTION 21

1.      The founder of person-centered counseling is:

[removed] a. Carl Rogers
[removed] b. Victor Frankl
[removed] c. Fritz Perls
[removed] d. Rollo May

2 points   

 

QUESTION 22

1.       Which of the following are major constructs of existentialism?

[removed] a. Death
[removed] b. Freedom
[removed] c. Isolation
[removed] d. All of the above

2 points   

 

QUESTION 23

1.      Which statement is most descriptive of Buber’s “I-Thou ” relationship?

[removed] a. People speak about others, but seldom to them.
[removed] b. This relationship embodies a holy respect for the other person.
[removed] c. This relationship has little meaning, because there is little sense of self.
[removed] d. It shows a relationship that is condescending and not respectful.

2 points   

QUESTION 24

1.      Awareness is the key to Gestalt therapy. Through awareness, the organism/person naturally proceeds toward:

[removed] a. Growth
[removed] b. Integration
[removed] c. Differentiated unity
[removed] d. All of the above

2 points   

(Week2: Humanistic/Existential Theories)

QUESTION 25

1.      Change during Gestalt counseling and psychotherapy comes about as clients become more aware of themselves through:

[removed] a. Using a continuum of awareness focused on how, what, and where
[removed] b. Using questions rather than statements
[removed] c. Using the third-person pronoun “they”
[removed] d. Addressing others indirectly

2 points   

 
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Advanced Nursing Practice Philosophy

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Advanced Nursing Practice Philosophy

(Advanced Nursing Practice Philosophy)

Question description

Personal Philosophy of Advance Nursing Practice Narrative

This Assignment addresses this course outcome:

-1:Formulate a professional nursing philosophy based upon the role and responsibilities of the advanced nurse.

IntroductionThe purpose of this Assignment is for you to present your views, values, and beliefs about the four concepts of the nursing metaparadigm (i.e., person, nursing, health, and environment) and their interrelationship to one another as they guide yourcurrentnursing practice. The process of identifying a personal nursing philosophy of advanced nursing practice and continuously examining, affirming, and validating this philosophy through caring for patients, families, communities, populations, and/or systems can foster professional and personal growth that builds advanced practice expertise.

DirectionsIn this Assignment, you will develop the first draft of your personal philosophy of advanced practice nursing. You will continue to work on this document throughout the course, with new drafts reflecting your growing sophistication as you reflect on each week’s lesson.

A philosophical statement includes these elements:

  • An introduction that presents your thought processes used to articulate a philosophy of advanced practice nursing. Note that APA does not use a heading for the introduction, because it is assumed that the first few paragraphs of a manuscript are the introduction.
  • Valued personal concepts, such as:
    • Metaparadigm concepts such as person/client, nursing, health, and environment
    • Additional concepts you may find valuable to advanced practice, such as IOM Future of Nursing, accountability, interprofessional collaborative practice, social justice, and professionalism
    • Definition of each concept selected
    • Relationships between and among concepts within your personal philosophy as applied to your current practice. A diagram with should be used to graphically depict these interrelationships.

Organization of Your PaperYour final paper is to be written in APA format (including organization, documentation, and references) and be no more than two pages in length. The paper should include a title page and reference list, however, these pages are not included in the final page count.

Course materials, except textbook, may be used and must be supplemented by current literature from peer-reviewed nursing journals no older than 5 years.

Additional resources to support this Assignment include:

  • Reflection: Readings
  • IOM Future of Nursing
  • Interprofessional collaborative practice

Evaluation CriteriaTo view the Grading Rubric for this Assignment, please visit the Grading Rubrics section of the Course Home.

Assignment Requirements

Before finalizing your work, you should:

  • be sure toread the Assignment description carefully(as displayed above);
  • consult the Grading Rubric(under the Course Home) to make sure you have included everything necessary; and
  • utilizespellingandgrammar checkto minimize errors.

Your writing Assignment should:

  • follow the conventions ofStandard American English(correct grammar, punctuation, etc.);
  • bewell ordered,logical,andunified, as well asoriginal and insightful;
  • displaysuperior content, organization, style,andmechanics; and
  • useAPA 6thEditionformat.

Reading

Textbook Readings

Philosophies and theories for advanced nursing practice

  • Chapter 3: “The Essentials of the Doctor of Nursing Practice: A Philosophical Perspective”
Journal Readings:

Calwell, L., & Grobbel, C. C. (2013). The importance of reflective practice in nursing.International Journal of Caring Sciences,6(3), 31-326.

Disch, J. (2013). Interprofessional education and collaborative practice.Nursing Outlook, 61(1), 3-4.

American Association of Colleges of Nursing. (2011). Core competencies for interprofessional collaborative practice. Retrieved fromhttp://www.aacn.nche.edu/education-resources/ipecreport.pdf

Institute of Medicine of the National Academies. (2010).The future of nursing: Leading change, advancing health.Retrieved from http://iom.nationalacademies.org/Reports/2010/The-Future-of-Nursing-Leading-Change-Advancing-Health.aspx

Jayatilleke, N., & Mackie, A. (2012). Reflection as part of continuous professional development for public health professions: A literature review.Journal of Public Health, 35(2), 308-312. Retrieved from http://jpubhealth.oxfordjournals.org/content/early/2012/10/16/pubmed.fds083.full

 
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