Unit3 Peer Discussion Responses

Response Guidelines

Read as many of your peers’ posts as time allows, and respond to at least two of them. Try to choose posts that have had the fewest responses.

Your responses to other learners are expected to be substantive in nature and to reference the assigned readings, as well as other theoretical, empirical, or professional literature to support your views and writings. Use the following critique guidelines:

The clarity and completeness of your peer’s post.

The demonstrated ability to apply theory to practice.

The credibility of the references.

The structure and style of the written post.

Peer Discussion 1 (H. Simonds)

Milestones

There are a couple of methods to test Cognitive milestones. What are cognitive milestones? Cherry (2017) mentions cognitive milestones are based on a child’s ability to think, learn and solve problems. Cherry (2017) also mentions that an example of this is an infant learning how to respond to facial expressions and a preschooler learning the alphabet (Cherry 2017). There are many different cognitive skills for each age. Accoring to Broderick (2014) “Newborn-1 month facial expressions, 1-3 months is coos and grunts, 3-5 months is smiles and shows interest in favorite people, 6-7 months is babbling, 9-12 months is reaches or points to indicate desired object and responds to simple requests, 13-18 months 50 words for familiar actions, 18-24 months increases vocabulary rapidly 3 words a day, 2-3 years speaks clearly enough to be understood by family members”(Broderick 2014 p.101). These are just a few examples of cognitive skills.

Testing

A couple of tests for cognitive milestones are scaffolding and object permanence. Berk (2015) mentions that the potential development refers to a range of tasks that the child cannot handle doing alone just yet but can do with the help of someone who is skilled enough to do it. Think about how a sensitive you are anoter adult introduces a child to a new activity. You or another adult pick a task that the child can master but that is challenging enough that the child cannot do it by his/herself. You or another adult guides and supports, adjusting the level of support offered to fit the child’s current level of performance. As the child joins in the interaction and picks up mental strategies, her competence increases, and the adult steps back, permitting the child to take more responsibility for the task. This is a form of teaching known as scaffolding (Berk 2015 p. 222).

According to Gross (2012) “One of the best-known examples of the development of sensorimotor intelligence is object permanence, Piaget’s term for infants’ gradually developing understanding that objects continue to exist even when they are not in sensory or motor contact with them. Piaget tested object permanence by placing an ordinary object (his pocketwatch) under a blanket. He noted that, unless some part of the watch remained visible, Stage 3 infants typically failed to lift up the blanket and retrieve the hidden object”(Gross 2012 p. 204). 

 

References

Berk, L. E., Meyers, A. B. (2015-03-01). Infants, Children, and Adolescents, 8th Edition. [Bookshelf Online]. Retrieved from https://online.vitalsource.com/#/books/9781323243565/

Broderick, P. C., Blewitt, P. (01/2014). Life Span, The: Human Development for Helping Professionals, 4th Edition. [Bookshelf Online]. Retrieved from https://online.vitalsource.com/#/books/9781269907422/

Gross, D. (07/2012). Infancy: Development From Birth to Age 3, 2/e Vitalsource ebook for Capella University. [Bookshelf Online]. Retrieved from https://online.vitalsource.com/#/books/9781256807070/

Cherry, K. (n.d.). (12/2017) What Are the Developmental Milestones that Children Experience? Retrieved January 24, 2018, from https://www.verywell.com/what-is-a-developmental-milestone-2795123

Peer Discussion 2 (Kenwyn)

In a sociocultural view human cognition and learning are social and cultural rather than individual (Bahador et al., 2017).  A part of Vygotsky’s Sociocultural Theory (SCT) believes that learning scientific concepts presented the learner with an internal organization system for ideas and allowed the learner to utilize those ideas more efficiently by using more advanced thinkers. This provides novice learners with scaffolding, which enables novice learners to reach higher levels of thinking (Broderick & Blewitt, 2015). Bahador (et al. 2017) defines scaffolding as a dialogic process by which an open speaker aids another in doing a function that he or she cannot carry out without help.

In relating this method to education, scaffolding is a guidance provided by a teacher or peer, with supports that reach a point where the learner can manifest in actuality what previously only has been seen as potential. This can be through questioning, using cues, or prompts that encourage thinking through a situation instead of only providing the answer (Broderick & Blewitt). The teacher or peer would be able to confirm the success in completing the milestone. To know if scaffolding is successful the task must be mastered (2015), thus making the role of the adult crucial to scaffolding (2017).

                                                                             References

Broderick & Blewitt (2015). Life Span, The: Human Development for Helping Professionals. (4th ed). Upper Saddle River, NJ: Pearson Publishing.

Bahador, Zand-Moghadam, Tabataba, & Fanaie (2017). Gender, Sacffolding Mechanism and Output Complexity in Task-based Language and Learning. International Journal of Implied Linguistics & Engligh Literature. Vol 6(Issn 2200-3452). Retrieved from http://www.journals.aiac.org.au/index.php/IJALEL/article/view/2723/2325

Response Guidelines

Read as many of your peers’ posts as time allows, and respond to at least two of them. Try to choose posts that have had the fewest responses.

Address any of the following, insofar as they are relevant: 

Does the post provide a critical reflection with respect to developmental themes? 

Is it incomplete in any way? 

Does it present links to theory or research? 

Does it apply early childhood concepts and learning to an identified specialization? 

Can you enlarge upon the ideas presented or suggest variations? 

What points are particularly well made?

Peer Discussion 3 (K. Ejiogu)

Reflecting on Week 1’s study, the theme that most resonated with me was Nature vs Nurture. According to the American College of Pediatrics, Both nature (genetic influences) and nurture (influences of environment, experience, and education) affect children’s development. As an aspiring Clinical Pediatric Neuropsychologists, it is imperative for me to acquire the necessary understanding that revolve around child development, and the nurture aspect of the theme comprises of a child’s day to day interactions. Pediatric neuropsychologists have training in both clinical psychology and neuropsychology, and a lot of what has been covered in both week 1 & 2 share a lot of information on cognitive development, which I find imbedded in Neuropsychology. They use this training to evaluate and help manage children with brain disorders, and help parents, teachers, and physicians to understand how problems with the brain may relate to problems seen at school, home, or with peers (American Academy of Clinical Neuropsychology, 2018).

 

I was particularly pleased to learn the different influencing factors that affect child development, as this area has been one that I have been intrigued by, or wanted to learn more about. I always thought that individuals were a product of their environment, but also learning other environmental factors was rather informative and illuminating. I have always been a believer of the Piagetian theories because of his outstanding reputation and contributions to psychology, and most especially his work in child development. The study in Week 3D1, was quite dense on his work. I can attempt to say that I feel rather confident on the outcome of my participation I this class because I find the studies and class work to be at the center of my specialization and professional ambition.

 

Reference

 

 

 AACN. (n.d.). Retrieved from https://theaacn.org/

American College of Pediatricians. (n.d.). Retrieved from https://www.acpeds.org/

Broderick, P. C., & Blewitt, P. (2015). The life span: Human development for helping professionals (4th ed.). Boston, MA: Allyn & Bacon. ISBN: 9780132942881.

This is only for a timeline to be created not a 8-ten page assignment make sure to read directions carefully please . the links are attached below that you cannot open.

 

Task is to make a timeline following steps below

Assignment 4: Introduction to RA, LASA, and Portfolio

A required assignment (RA) is a substantive assessment intended to measure students’ performance against selected course objectives and/or program outcomes within a course. RAs are completed by all students across all Argosy University campuses and delivery formats without exception. Each RA assignment contributes to a significant portion of the overall course grade and is assessed by faculty using the rubric designed for that assessment. These are individual assignments, and students earn individual grades. RAs are not intended to assess students on every topic covered in the course but just on the key course objectives and/or program outcomes.

Click here to view the RA alignment table.

A Learning Assessment System Assignment (LASA) is a signature assessment intended to measure students’ performance against selected course objectives and/or program outcomes within a course. These signature assessments are completed by all students across all Argosy University campuses and delivery formats without exception. Each assignment contributes to a significant portion of the overall course grade and is assessed by faculty using the rubric designed for that assessment. These are individual assignments, and students earn individual grades. Both the signature assignments and related rubrics become part of the Learning Outcome Manager database and are used in the aggregate to evaluate levels of student learning, as well as the effectiveness of the curriculum, course content, and faculty. The combined results of the signature assessments across an entire academic program provide a comprehensive picture of the students’ academic programs. This data drives the continuous improvement cycle as part of comprehensive program reviews conducted by the colleges.

Click here to view the LASA alignment table.

In this course, there is one RA and one LASA assignment that make up 50% of your total class grade.

In the RA assignment, you will develop a paper that will help uncover your multicultural background as well as any potential ethical challenges you may face both in counseling and supervision. Your final product will be in a Microsoft Word document and be approximately 5–7 pages in length. Utilize three to five scholarly sources in your research (not including relevant codes of ethics and laws). Click here to read the description of RA.

The LASA assignment will help individuals not only apply an ethical decision-making model but also clearly identify a conceptual model for risk management that can be used throughout one’s clinical practice. Your final product will be in a Microsoft Word paper and be approximately 8–10 pages in length. Utilize approximately six to eight scholarly sources in your research. Click here to read the description of LASA.

Tasks:

• Carefully review the description of each of these critical projects, prepare a timeline for completing all parts of them, and submit that timeline to your instructor as described below.
• Describe exactly what you will do to complete these tasks and when you will do each of these things.
• List the resources and information you will need to obtain to complete the tasks.

Submission Details:

Roughly 300 words in APA format

For this discussion, respond to the following questions:

What do you see as the ethical issue or issues involved in the case study you reviewed? Cite the relevant elements within the APA Ethical Principles of Psychologists and Code of Conduct to support your analysis.

What steps would you take to attempt to resolve the issue?

How can you apply the principles from the readings from Becoming an Ethical Helping Professional coursepack to the case study you chose?

How does this issue as well as the other standards in the APA code relate to your future career in psychology?

What is the difference between conducting research in the field of psychology and the informational interview you will conduct for this course?

What ethical principles are most applicable to your professional interview?

What will you do to ensure you adhere to ethical principles while conducting your interview?

If you have any trouble understanding ethical principles for information gathering or locating a person to interview, use this discussion to receive support from your peers and instructor to work through your challenges.

Ethics standards and practices found here:

http://www.nasponline.org/

Case study

School Psychology or ABA Situation

A 15-year-old high-school student has been seeing the school psychologist for social skills training sessions to help her develop better relationships with her peers. She shares that she has befriended a group of girls who have some things in common. She admits to the school psychologist that she engages in cutting behavior, as do her friends. She asks the school psychologist not to tell anyone because her parents do not know and it is helping her make friends at the school. She said that she is cutting her thighs so no one sees the marks. She said the cuts are not deep and that she is just doing it to be part of the group. The school psychologist has never discussed confidentiality issues with the student and feels that the student is not suicidal. The student shares that she and her friends go on the Web and post about their experiences, so that she has a group of friends from all over the world. She is so happy to have friends and begs the school psychologist not to report the behavior. She shared that she is sure her parents and teachers do not know about the cutting behavior. She states that she will stop cutting if the school psychologist promises not to tell anyone. She noted that she really did not mean to tell the psychologist, but did so only because she was so happy to have made some friends and she wanted to share that with the psychologist.

What are the responsibilities of the psychologist? What should he or she do?

If you need any other information to complete this discussion please notify me ASAP. 

Questions:

I need one pagesummary of of the article and what you like most and dislike about the article?

Psychology’s colorful characters

Four members are honored for the trails they blazed on behalf of minority psychologists.

By TORI DeANGELIS

April 2001, Vol 32, No. 4

Print version: page 32

Culture and ethnicity may never receive the place they deserve in academe. But for four senior male psychologists of color, they’re worth fighting for.

In varying ways, Arthur L. McDonald, PhD, K. Patrick Okura, Amado M. Padilla, PhD, and Joseph L. White, PhD, all experienced the hard knocks of racism as they worked to become mental health professionals. And each–sometimes accidentally and sometimes deliberately–came to view ethnic concerns as central to his work.

“People of color know that our worth is derived from the collective relationship we have with all people, that we are people of emotions, intuitions and spirituality,” said Derald Wing Sue, PhD, the conference representative from Div. 45 (Society for the Psychological Study of Ethnic Minority Issues), who introduced the four men at the January multicultural summit.

“Your work and lives remind us that a psychology that fails to recognize this aspect of the human condition is a discipline that is spiritually and emotionally bankrupt,” he said.

With humor, passion and a dose of earthy language, the four renowned mental health professionals discussed their journeys in a special presentation honoring them at the National Multicultural Summit II.

They also shared how they’d like to see psychology and society progress.

‘Do just a little bit better’

For Arthur L. McDonald, an early incident with racism fueled a passionto succeed despite the odds: The city fathers of Martin, S.D., were treating him and fellow members of hishigh school football team to a victory dinner. The event was celebratingan impressive record–four straight years of wins and only one loss. Among those at the dinner were five all-state selections, including himself, who had all earned college scholarships. Four of the five were Native Americans.

“We were listening to all of these accolades about us,” McDonald recalls, “when one of the city fathers, who happened to be the mayor, said, ‘So and so are all Indian, and it will show. They will not make it through college and through their football scholarship.'”

In fact, none did–at least not right away.

“It wasn’t because we were Indian and it wasn’t because we were football players,” McDonald said. “It was because of the stereotype that because we were Indian and from the reservation, we wouldn’t make it.”

Eventually, the group proved the mayor wrong. One became a state senator, another the owner of a major cattle ranch, and a third did well in the trucking business.

As for McDonald, a psychology professor at several universities, he quipped, “I’m still looking for my first honest job.”

Meanwhile, he offers this advice: Take your anger and use it “to create the drive and push to be the best you can be and do just a little bit better. Don’t do it just to ‘show them,’ but to show yourself. Counteracting negative stereotypes is so very important to later peace of mind.”

A career well-lived

After experiencing racism throughout college, K. Patrick Okura had just received his master’s degree in psychology when the Japanese bombed Pearl Harbor in 1941.

He was immediately interned in San Anita, Calif., along with 19,000 other Japanese-Americans. “I was about to start my career, and I ended up working in the horse stables,” the 89-year-old Okura said.

While the experience could have left him embittered, something happened that changed his life. A man his wife worked for at the camp heard he was a mental health professional and introduced him to Father Flanagan of Boy’s Town, the renowned home for orphaned boys. Flanagan needed a mental health expert to test the 400 youngsters living there. The experience helped cement a life’s value for Okura.

“It’s not how smart you are or how knowledgeable you are–you have to depend on other people to help you,” Okura said. “In that way you’re able to succeed.”

His work with the youngsters at Boy’s Town turned out to be immensely gratifying.

“I felt like this is what life’s all about,” he said. “Since then, my whole philosophy has been to help others.”

From Boy’s Town, Okura went on to a number of high-level mental health positions in the state and federal governments, including as assistant director for International Mental Health Programs at the National Institute of Mental Health (NIMH).

In 1988, Okura and his wife Lilly Okura founded the Okura Mental Health Leadership Foundation Inc., an organization that grants mental health fellowships to promising Asian-American students. The two funded the project with money they received from former President Bush as an apology for the internment experience. So far they’ve funded 90 fellows.

“I hope to hit (age) 100, and by then the foundation will be able to fund another 100 people,” Okurasaid. “By the time I leave this earth, there will hopefully be 200 Okura fellows to carry on my work.”

Forging a field

Despite the fact that he has shone in academia, Stanford University professor Amado Padilla said his time as a Latino at various prestigious universities has been intellectually and emotionally isolating.

“Throughout my academic training as an experimental psychologist at the University of New Mexico, I never met another Latino or ethnic-minority psychologist,” Padilla said.

And it didn’t get better from there: At his next three teaching jobs–at the University of California at Santa Barbara from 1971­74, the University of California at Los Angeles from 1974­88 and Stanford University from 1988 to the present–it hasn’t been easy finding people of like mind and culture, he said.

A notable exception was his relationship with Rene “Art” Ruiz, PhD, a clinical professor at the University of Missouri who became Padilla’s mentor from 1971 until Ruiz died 10 years later.

“He taught me about everything from fine wines, brandy and savoring foods to income tax deductions to how to spend my discretionary income,” Padilla joked.

More important, Ruiz helped Padilla value multiculturalism, which has become a central part of his work and passion. His observations have led him to champion mentoring for ethnic-minority students, Padilla said.

“All of us need role models or mentors in our life, regardless of how old we are,” he said.

Although he was trained in experimental psychology and is well known for his work in that area, Latino psychology has become a major track for him, Padilla added. In the 1970s he received an NIMH grant to systematize the literature on Latino mental health, and has since written several definitive books on the subject.

Unfortunately, multiculturalism is wrongly seen as the weak sister by many academicians, Padilla said.

“Multiculturalism is going to be continuously challenged for whether it’s important,” he warned. “Yet multiculturalism and diversity exist everywhere. It’s important to consider culture and race in all that we do.”

A father of black psychology

In 1965, Joseph L. White was well on his way to becoming what he calls “a black Anglo-Saxon” psychologist, when he was accidentally thrust into a new identity.

The Civil Rights movement was going full steam and blacks in the Watts section of Los Angeles were torching their community in protest. Meanwhile, White was quietly teaching Piaget and Carl Rogers at Long Beach State College, when the media called him–as one of the only black psychologists they could find in the area–to comment. Their only previous interviews had been with white ‘experts’ who weren’t getting to the heart of the matter.

White didn’t have much time to think.

“Why are these Negroes burning down their community?” the interviewers asked.

“Because they’re goddamned angry!” White burst out. With that statement, “overnight, I became the blackest dude around!” the jocular University of California at Irvine psychologist said.

Indeed, given the newness of the concept, becoming an authentic black psychologist was both an emerging passion and a seat-of-the-pants endeavor, White confessed. In the late summer of 1968, he and several other black psychologists stormed APA’s Annual Convention to state their demands, but weren’t sure what to tell journalists when asked to define what they were angrily calling “black psychology.”

The group was supposed to meet over the weekend, but no one showed up, White said. Alone in his hotel room, White tackled the project himself.

“What I scribbled down became ‘Toward a Black Psychology,'” White said.

The text became a defining article in Ebony magazine in 1970. White received plenty of flak from fellow psychologists for his about-face. One colleague from Michigan State, where White received his doctoral degree, accused White of “bringing racism into psychology,” White said.

He advises following your conscience anyway. During Michigan State’s 50th anniversary celebration of its clinical psychology program in 1996, “they gave one award in clinical psychology,” he said, “and they gave it to me.”

Respond to two students ado conversation do not grade or critique work.

First response to Timothy

Cultural distance is a fascinating concept, which outlines how differences in culture, both in standards and applicability, can influence how groups act, interact, and succeed or fail. The idea of cultural distance is simple: cultures have values, beliefs, standards, and approaches to the world which are standardized by the culture’s adherence to, and valuation of, these components. When different cultures become intertwined, typically by sharing a society or community, there may be clashes or differences which undercut the ability to act, and interact, in a cohesive and mutually beneficial manner. To this end, cultural distance is a term used to describe not only the gaps between the various components which define communities in relation to one another, but equally, how these gaps influence how these groups act, interact, and mesh together (or not). To address this, I found an article entitled, ‘The Relevance of Cultural Distance between Patients and Physicians to Racial Disparities in Health Care’ (Somnath, 2006). Specifically, this article addresses how healthcare disparities exist between white and minority communities, even when accounting for equal access across racial lines; the research found that because many minority groups, as well as the white group, typically lives and interacts within themselves, and only interact with members of other groups sparsely, that there is limited trust between said parties (Somnath, 2006). At the same time, this limited exposure means that abilities to communicate effectively and build relationships are minimal, meaning that these communities get lesser health care, because they do not trust medical professionals and the professionals have trouble wading through this distrust and conveying messages or instructions (Somnath, 2006). The real-world implications of this outcome are devastating, with minority groups then suffering worse conditions, more often, and also having manageable conditions become unmanageable due to lack of care or help. The researchers concluded their work by noting that more research was needed, but also stating that their work served as a platform for acknowledging the role of cultural distance in creating health disparities, thereby outlining the need to close these gaps and engender better outcomes.

Somnath, S. (2006). The Relevance of Cultural Distance between Patients and Physicians to Racial Disparities in Health Care. Journal of General Internal Medicine. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1484660/ (Links to an external site.)Links to an external site.

Second Response to Katrina

Topic 3: Review the Meriden Public Schools: Courageous Leadership and Innovation in Action. Please examine this case from a change leadership perspective. How did the superintendent approach this change? How did he gain buy-in and support? Can this approach be replicated nationwide? Why or why not?

The superintendent suggests in the case video that running public schools traditionally does not lead to any innovation or change. Moreover, he states that any innovation which does not lead to a successful change should be ceased so that another option can be attempted (Edutopia, 2017).

He gained buy-in and support by including the students in the decision making process by process of collaboration (Edutopia, 2017). This approach can definitely be replicated nationwide, if not should be implemented world-wide. Bringing students into the process of innovation and change will make them more willing to comply with any new rules, regulations or procedures. Being listened to and knowing that teachers are taking your view into account makes for a more respectful classroom atmosphere. This is a situation which should be encouraged across the globe.

One other change which the superintendent talks about is the extension of the students’ days while shortening, or making more flexible, the teachers’ days (Edutopia, 2017). It is important that children have a fully-rounded education and that school days do not finish earlier than they should because teachers are mentally exhausted. Allowing teachers to have shorter days so that another can take over is something which should be considered nationwide. Although the children’s days end at the school bell, the teachers have hours more of work to complete. This type of change is sure to gain the support of teachers and parents alike.

References

Edutopia (2017). Meriden Public Schools: Courageous Leadership and Innovation in Action. Retrieved from http://fod.infobase.com.portal.lib.fit.edu/p_ViewVideo.aspx?contentID=2K6194mhOds&channel=Edutopia&chnID=9 (Links to an external site.)Links to an external site.