sociology

  

1. Question (1) how has the family in the USA changed overtime for example from 1800s to 1900s to 2000s? (2) What are some compelling sociological factors that influenced these changes? (3) How has the term family come to be defined in 2017 in the USA?

2. Do you believe that a family makeup or type (e.g. single-parent, two-parent, homosexual, Hispanic, White, Black, Native American, lower class, recent immigrants) impact or influence how the family lives and interacts within the family and with outside society?

3. Bronfenbrenner bioecological theory focuses on five key systems which consist of micro system, mesosystem, exosystem, macrosystem, and cronosystem. When I think of what a family consists of, this system is reasonable method to describe them. The family I will discuss relates with the microsystem due to having children who maintain relationships with the community, school and peer groups. Although two siblings being raised in the same household by the same two parents, they may or may not interact with peers the same as the other. The parents may interact and be involved with people of the community and it will be encouraged that the children follow suit and maintain those relationships to bring about harmony and balance. The exosystem refers to when the children or family are moved from place to place for instance, if the parents are a low-income family and have to move often due to financial issues and the family has to reacclimatize themselves to their new community. The parent who socializes their child and family with their culture or religious norms are exhibiting a part of a macrosystem. Lastly, the cronosystem provides some change and transition throughout the children’s life.

What do you think of this post?(comment on this)

4. While I lean towards a different system theory, I enjoyed reading about the theory that you lean towards. Learning about the different theories is important, as you say, because no one family is the same. Because of this, one could conclude that not every theory will help determine causes of conflict or reasons for cohesiveness in a family. A family with just one parent may come accross different challenges or triumphs than a family consisting of one biological parent and one step-parent. While the family system theory emphasizes looking at the individual parts of the family, the other theories have valid ways of looking at a family as well. 

What is your thought of this post? (comment)

Discussion: Analyzing Addiction Treatment Plans

  

Required Readings

Doweiko, H. E. (2019). Concepts of chemical dependency (10th ed.). Stamford, CT: Cengage.

Chapter 31, “The Treatment of Substance Use Disorders” (pp. 434-436 / “The Treatment Plan”)

(For review) Prochaska, J. O., DiClemente, C. C., & Norcross, J. C. (1992). In search of how people change: Applications to addictive behaviors. American Psychologist, 47(9), 1102–1114 

Note: Retrieved from Walden Library databases.

Document: Instructions for Scholar Practitioner Project (SPP) Case Study (PDF)

Document: SPP Treatment Plan Template (Word document)

Required Media

Laureate Education (Producer). (2012b). Counseling session 1. [Multimedia file]. Retrieved from https://class.waldenu.edu

(Previously viewed in Week 1) 

Document: “Counseling session 1” Transcript (PDF)

Laureate Education (Producer). (2012b). Counseling session 2. [Multimedia file]. Retrieved from https://class.waldenu.edu

(Previously viewed in Week 4) 

Document: “Counseling session 2” Transcript (PDF)

An addiction treatment plan is a plan of action. It provides a map for clients receiving treatment services so that they will know where they are going, how they will get there, and how they will know when they have arrived at their final destination.

There are numerous addiction treatment plan formats, but they all should contain at a minimum these five elements: 1) long-term goals related to each problem or need; 2) short-term goals for each long-term goal; 3) objectives of how short-term goals will be achieved; 4) strategies or therapeutic interventions for meeting each objective; and 5) expected outcomes. The specific objectives should be conveyed in measurable, behavioral terms that state what the client will do to meet each short-term goal. Objectives should be broken down into a series of small, achievable steps that move incrementally toward a larger end goal.

In the Assignment for this week, you began to develop a 12-month addiction treatment plan for Marge. Select a section of the SPP Treatment Plan Template that you created for Marge and post it to the Discussion Board. Your instructor will place you into groups of three. In your group of three, you will work together to evaluate the section of each of your addiction treatment plans. You only will review your group’s treatment plans.

Post the selected section from your addiction treatment plan for Marge.

Assignment: Scholar Practitioner Project Assignment: Developing an Addiction Treatment Plan

  

Required Readings

Doweiko, H. E. (2019). Concepts of chemical dependency (10th ed.). Stamford, CT: Cengage.
Chapter 31, “The Treatment of Substance Use Disorders” (pp. 434-436 / “The Treatment Plan”)

(For review) Prochaska, J. O., DiClemente, C. C., & Norcross, J. C. (1992). In search of how people change: Applications to addictive behaviors. American Psychologist, 47(9), 1102–1114
Note: Retrieved from Walden Library databases. 

Creating an addiction treatment plan is an individualized, dynamic process that begins at the first meeting with the client and evolves throughout the complete course of treatment in response to changing needs. An addiction treatment plan addresses the holistic needs of the individual. It includes the client’s immediate needs while in treatment as well as long-term needs once he or she returns to the community.

For this Assignment, review the resources for this week and consider the methods by which helping professionals can develop aftercare plans to prevent relapse. Use the “Instructions for Scholar Practitioner Project (SPP) Case Study” document to develop your own addiction treatment plan using the “SPP Treatment Plan Template”.

Using the “SPP Treatment Plan Template”, create a 12-month addiction treatment plan for Marge. Begin with her admission into residential treatment (“Counseling Session 1” media) and proceed throughout her stay (“Counseling Session 2” media). Continue for the next 12 months as you determine how her treatment could evolve. Marge’s addiction treatment plan should include the following:

  • Course of residential treatment
  • Plans for discharge from residential treatment
  • Aftercare plans for the next 12 months
  • All aspects of the case management of Marge’s treatment, including
    • counseling/treatment
    • family
    • social
    • vocational
    • legal
    • mental health
    • medical
    • other areas that might be important to her continued recovery

  

SPP Treatment Plan Template

 

INSTRUCTIONS and TEMPLATE for Marge’s Treatment Plan

1. Develop a hypothetical treatment plan for Marge (from the course media pieces) as you think it would look at the end of the first year of her course of treatment. 

2. Begin with her admission into residential treatment (Counseling Session 1).

3. The plan should include Marge’s course of residential treatment, plans for discharge from residential treatment, and aftercare plans for the next 12 months.

4. The plan should include all aspects of Marge’s life that are related to her recovery and reflect the case management role of the counselor (e.g., counseling/treatment, family, social, vocational, legal, mental health, medical).

 

  

Identified strengths: Strengths   that will help client achieve long-term goal(s) (e.g., supportive family).   Client should help identify. Initially   it may be difficult to help client identify more than one or two strengths   but as the course of treatment continues, more should become evident. 

Identified   problems/deficits: Factors in client’s   life that may impede successful recovery

 

Long-term goal(s):

Short-term Goals

Objectives

Strategies 

Expected Outcome 

(with time-frame)

 

Stated   as broad desirable outcome that will be broken down into short-term goals and   objectives. Usually, one long-term goal will be adequate for first year.

 

Example:

  1. John will        remain abstinent from use of heroin and all other mood altering        substances and behaviors for one year as demonstrated by negative random        drug screens and self-report).

Series   of time-limited goals that will lead to achievement of long-term goal.

 

Example:

  1. John will        successfully complete residential treatment.

Statements   of what client will do to achieve short-term goal. Stated in measurable,   behavioral terms

 

Example:

  1. John will        attend and actively participate in all individual and group counseling        sessions. 
  2. John will        admit he has an addiction problem.

How   objective will be carried out or accomplished 

Example:

  1. Schedule one        individual counseling session and five group counseling sessions weekly.
  2. John will        complete Step One of the Twelve Steps

Objective,   measurable desirable outcome with timeframeExample:

  1. Staff and        self-report of regular attendance and active participation in individual        and group counseling sessions (30 days). 
  2. Self-report to        counselor and members of group sessions (30 days).

sociology

  

Explain what you understand or your view in at least 75 words for each question

Promoting Client Goal Ownership in a Clinical Setting

 

1. Review the article below to gain a better understanding of how to promote client goal ownership in a clinical setting. This article focuses on collaborating with patients for goal setting, specifically in an occupational setting; but the ideas on promoting goal ownership is applicable to all disciplines, specifically social work and case management.  Explain what you understand or your view in at least 75 words for each question

https://lc-ugrad3.gcu.edu/learningPlatform/content/content.html?operation=viewContent&contentId=fe29372b-fb45-4c42-95ca-0c7c6e08e6c1

2. SMART GOALS

 

Below, review the PowerPoint to learn more about the importance of using SMART goals, importance of client-driven goals, specific and measurable goals, criteria for specific and measurable goals, issues of reliability, attainability, relevancy and time bound. 

https://lc-ugrad3.gcu.edu/learningPlatform/content/content.html?operation=viewContent&contentId=5e79b0d6-e942-40e2-9496-fae27aa83ed8

3. More on SMART Goals

 

Watch the video below to learn more about SMART goals. 

4. The case manager supported the client by using reflective listening and restated feelings/issues that were discussed at a previous session, and asked how things have been since the last visit. She also used open questions to allow the client to express herself, and asked her what her goals are by being seen at the agency. The client’s medication needs and support system were also discussed. It is important for the social worker to collaborate with the client to give her options to create goals and be involved in her service plan. By the client being involved in determining their goals, they are able to feel in control of the decisions and desire to make change. If the social worker were to set goals for the client without their involvement, the client could feel lack of control of their own life, not value the goal, and feel that they are being told do something by someone else. Time lines are important with goal setting because it places responsibility and accountability on the client. 

5. As a case manager, you strive to have a positive impact on the client within the community. You serve as a facilitator to better lifestyles for the clients. It’s not easy, for there are multiple components when working with clients.  Working with a client to make positive
changes within the client’s life and their behavior.  Whether you’re setting goals or objective to meet your goals.  Goal should not be set
by the case manager, when a client sets him or her goal they are more likely to work toward the success of completing what they have set in place. “It is best to choose small objectives, small attainable steps that you know the person will be able to accomplish” (Summer 2015). The case manager works with the clients in setting the goals in which they are able to complete.  For its important not to set goals that are not realistic or finishing before they get started with their goals.  It’s important to when stating or writing the goal you always state that the client will do the goals in which has been set.  For example I wanted to do something different in my life, returning back to school was of them.  So, I first check on line for the courses which they offer and then register for the classes.  And here I am now still continuing my education and with 2 more classes to complete before receiving my Bachelor’s Degree.  But I could have continued for the 3 ½ years saying what I wanted to do instead of taking the step necessary to continue my education.

sociology

  

Answer each in at least 75 words.

1. Watch the video below to learn more about the Strengths-based Perspective in the Social Work Field.

https://youtu.be/J0fHTLgasWQ?list=PLZC6JmqcN5LA-W7H8jRA3tqsp6rmrGsqb

What do you think?

2. The Is and Is Not of the Strength-Based Approach

 

Is and Is Not of the Strength-Based Approach!

What do you think about this approach?

Image result for picture of a strength based approach

3. Attached, you will find a copy of one of many strength-based self-assessment worksheets. Review the worksheet and conduct your own strength-based self assessment. When your done, summarize/post your results and share if you agree/disagree with the results and why, why not? CATs are optional and you will earn participation points if you choose to complete this CAT. 

 

Attached FilesMy Strengths Worksheet.pdf

4. It is important to know the strengths perspective when assisting a clientconsumer because strengths perspective have helped clients in “areas such as developmental resilience, healing, and wellness” (Saleebey, 1996, para, 1). This has given clients “psychosocial approaches based on individual, family, and community pathology, deficits, problems, abnormality, victimization, and disorder” (Saleebey, 1996, para, 2). The strength perspective is an attempt to correct in some cases, what is wrong, what is missing, and what is abnormal in a person’s life. Some of Marta’s strengths are the love for her children, her forgiveness, and her wanting to work things out with her husband. I would support her strengths by using them to provide her a source for the revival and renewal of energies and possibilities” (Saleebey, 1996, para, 15).

What can you add to this post?

Discussion 1: What About Focus Groups?

 

Required Readings

Saldaña, J. (2016). The coding manual for qualitative researchers (3rd ed.). Thousand Oaks, CA: Sage Publications.
Chapter 1, “An Introduction to Codes and Coding” (pp. 1–42) (previously read in Week 5)
Chapter 2, “Writing Analytic Memos About Narrative and Visual Data” (pp. 43–65) (previously read in Week 5)

Rubin, H. J., & Rubin, I. S. (2012). Qualitative interviewing: The art of hearing data (3rd ed.). Thousand Oaks, CA: Sage Publications.
Chapter 12, “Data Analysis in the Responsive Interviewing Model” (pp. 189–211) (previously read in Week 5)

Ravitch, S. M., & Carl, N. M. (2016). Qualitative research: Bridging the conceptual, theoretical, and methodological. Thousand Oaks, CA: Sage Publications.
Chapter 7, “An Integrative Approach to Data Analysis” (pp. 215–236) (previously read in Week 5)
Chapter 8, “Methods and Processes of Data Analysis” (pp. 237–270) (previously read in Week 5)

Onwuegbuzie, A. J., Dickinson, W. B., Leech, N. L., & Zoran, A. G. (2009). A qualitative framework for collecting and analyzing data in focus group research. International Journal of Qualitative Methods, 8(3), 1–21.
Retrieved from the Walden Library databases.

Document: Excel Video Coding Document Template (Excel spreadsheet) (previously used in Week 5)

Review this Excel template as you view this week’s media programs related to coding. Also, you will use this template for organizing your transcripts and preparing them for coding.

Required Media

Laureate Education (Producer). (2016). How to plan and conduct a focus group [Video file]. Baltimore, MD: Author.

Note:  The approximate length of this media piece is 15 minutes.

In this media program, observe the focus group taking place. Think about how you might plan and conduct a focus group for your research topic.

PLEASE USE REQUIRED READINGS AND PROPER CITATIONS. THANK YOU

 

To prepare for this Discussion:

  • Review the Learning Resources related to coding, data analysis, and focus groups.
  • Review the focus group media program found in the Learning Resources and consider how you might use a focus group in collecting data for the topic of your research.

Post your explanation of:

  1. The difference between collecting data using individual interviews and a focus group (e.g., intent, selecting participants, conducting the interview or focus group)
  2. Given the topic you are currently using for your research, would you consider using a focus group for your study? Why or why not?

Be sure to support your main post and response post with reference to the week’s Learning Resources and other scholarly evidence in APA style.
 

Discussion 1: Self-Reflection: What I Learned From Interviewing

  

Required Readings

Saldaña, J. (2016). The coding manual for qualitative researchers (3rd ed.). Thousand Oaks, CA: Sage Publications.

Chapter 1, “An Introduction to Codes and Coding (pp. 1–42) (previously read in Weeks 5, 6, and 7)

Chapter 2, “Writing Analytic Memos About Narrative and Visual Data” (pp. 43–65) (previously read in Weeks 5, 6, and 7)

Ravitch, S. M., & Carl, N. M. (2016). Qualitative research: Bridging the conceptual, theoretical, and methodological. Thousand Oaks, CA: Sage Publications.

Chapter 5, “Methods of Data Collection” (pp. 145–183) (previously read in Week 7)

Chapter 7, “An Integrative Approach to Data Analysis” (pp. 215–236) (previously read in Weeks 5, 6, and 7)

Chapter 8, “Methods and Processes of Data Analysis” (pp. 237–270) (previously read in Weeks 5, 6, and 7)

Rubin, H. J., & Rubin, I. S. (2012). Qualitative interviewing: The art of hearing data (3rd ed.). Thousand Oaks, CA: Sage Publications.

Chapter 12, “Data Analysis in the Responsive Interviewing Model” (pp. 189–211) (previously read in Weeks 5, 6, and 7)

Chapter 14, “Personal Reflections on Responsive Interviewing”

Document: Excel Video Coding Document Template (Excel spreadsheet)

Review this Excel template as you view this week’s media program related to coding. Also, you will use this template for reorganizing and reanalyzing data.

Required Media

In the following Part One and Part Two media programs, Dr. Linda Crawford provides two separate demonstrations of an interview conducted in a school setting. As you watch, focus on the differences between the two demonstrations in these areas:

The interview setting

The interview process

Interviewer and interviewee behavior and body language (Is rapport being built? How?)

The interview questions (Which questions elicited better information?)

Laureate Education (Producer). (2016). Doctoral research: Interviewing techniques, part one [Video file]. Baltimore, MD: Author.

Note: The approximate length of this media piece is 9 minutes.

Microsoft Word link- WAL_RSCH8310_co_programtranscript_EN.docx

For this Discussion, you will reflect on your interview experience from last week. Perhaps you have noticed how well (or how poorly) you paid attention; or that something the interviewee said astonished you; or how quickly (or slowly) the time went by.

To prepare for this Discussion:

Review this week’s Learning Resources related to qualitative interviewing.

Consider the phone interview you conducted in Week 7.

Listen to your recording 2–3 times.

Review the notes you took during and after the interview.

Consider how this experience is different or similar to a conventional conversation.

Post your reflection and analysis on what you learned about interviewing. Include in your reflection and analysis:

Discussion forum

Based on the material in this module, address the issue of human freedom in a socially structured world. That is, to what extent do you think people are free to think and act as they wish? In answering this question, consider the theories presented in this module?

– 6 Complete sentences (not less than 150 words minimum)

– Include 2 resources

Provide reply to 2 classmates discussion post:

( not less than 100 words)

Classmate #1

In today’s world people act upon what they think is right as a norm. Something that deviates the norm isn’t right. That is because we live in a place where everything we do is either judged or seen by another individual. Probably why not each individual can do what they like to do and are independent. Often times, people are embarrassed or simply afraid to act upon as they wish to. Which is why coming up with a unique personality or uniqueness in general is lost during this time. Although, we all have heard that one makes choices, and that have high tot do what they like to. Even though the first amendment of the bill of rights allows each individual the right to freedom of speech, press, and religion, the society declares certain behavior as a good norm and certain as bad behavior. A good example can be, as Charles Horton Cooley mentioned “…people become a mirror or looking glass for us.” Basically, people believe that what others think of you, is more important thing then what you consider is.   

Classmate #2

In a perfect world, we would be 100% true to ourselves. Everyone would state their true feelings and everyone would act as they please. As young kids, we are told not to do that. There’s a time to speak, there is a time to sit and be quiet. You are not to act how you please, instead follow the rules everywhere you go. In reality, you’re true freedom is taken away. You are instead molded into what society wants you to be. One of things that really stood out to me in this reading was Charles Cooleys theory of the looking glass self. As explained, “The idea is that people in our close environment serve as the “mirrors” that reflect images of ourselves (Vogt, 2013) Link (Links to an external site.)Links to an external site..  This really does explain our social culture now, How people learn to define themselves is strictly based on what they think others “want” to see. A person’s identity might constantly be changing to fit the needs of others, even before their own. In reality, people are too scared to not fit in society if they show their true colors. Which is really a sad thing.

**This will help you in answering the question**

Theories of Development:

Charles Horton Cooley, George Herbert Mead, Sigmund Freud, and Erik Erikson stand out because of the contributions they have made to the way sociologists today think about socialization.

➢ Cooley and Mead saw the individual and society as partners.

➢ They were symbolic interactionists

Cooley looking-glass self

➢ We imagine how our actions appear to others.

➢ We imagine how other people judge these actions.

➢ We make some sort of self-judgment based on the presumed judgments of others. In effect, other people become a mirror or looking glass for us

George Herbert Mead

➢ I: Portion of the self wishes to have free expression, to be active and spontaneous.

➢ Me: Portion of the self is made up of those things learned through the socialization process from family, peers, school, and so on.

Mead: Significant others

  • Those who are most important in our development, such as parents, friends, and teachers

Mead: Generalized others

  • The viewpoints, attitudes, and expectations of society as a whole, or of a community of people whom we are aware of and who are important to us

Three Stages Self Develops

➢ The first or preparatory stage is characterized by the child’s imitating the behavior of others, which prepares the child for learning social-role expectations.

➢ In the second or play stage, the child has acquired language and begins not only to imitate behavior, but also to formulate role expectations: playing house, cops and robbers, and so on.

➢ In the third or game stage, the child learns that there are rules that specify the proper and correct relationship among the players.

Sigmund Freud

People are born with a certain number of instincts or DRIVES (human instinctive behavior) The human mind has 3 aspects which influence behavior: Id, Superego, and Ego

Id ➢ The drives and instincts that Freud believed every human being inherits, but which for the most part remain unconscious.

Superego ➢ Society’s norms and moral values as learned primarily from our parents.

Ego ➢ Tries not only to mediate in the eternal conflict between the id and the superego, but also to find socially acceptable ways for the id’s drives to be expressed.

Erik H. Erikson

“Identity crisis”

statistics question #3

 

The following statistics are computed by sampling from three normal populations whose variances are equal: Use Table 2 and Table 5.

formula225.mml = 19.8, n1 = 4;formula226.mml = 24.0, n2 = 10;formula227.mml = 28.0, n3 = 6;MSE = 27.8

a.

Use Fisher’s LSD test to determine which population means differ at 95% confidence intervals. (Negative values should be indicated by a minus sign. Round your answers to 2 decimal places.)

Population Mean
DifferencesConfidence IntervalCan we conclude that the population means differ?μ1 − μ2[, ] (Click to select)NoYesμ1 − μ3[, ] (Click to select)YesNoμ2 − μ3[, ] (Click to select)YesNo

b.

Repeat the analysis with Tukey’s HSD approach. (If the exact value for nT c is not found in the table, use the value which is closer. Negative values should be indicated by a minus sign. Round your answers to 2 decimal places.)

Population Mean
DifferencesConfidence IntervalCan we conclude that the population means differ?μ1 − μ2[, ] (Click to select)YesNoμ1 − μ3[, ] (Click to select)YesNoμ2 − μ3[, ] (Click to select)YesNo

SOCI chapter 2

 

Discussion Chapter 2: Essay QuestioInstructions: Please post directly into Discussion board. Please remember to proofread for grammar and spelling errors, and answer question in essay format (no numbering, bullets, outline, half-sentences). Please refer to the syllabus for assignment requirements and the discussion rubric for additional support.

When Essay Questions contain multiple parts (Ex: Part a, Part b, etc.) – the length is still 400 words for the entire essay answers (400 words for a + b together). Some questions have short replies, some have longer. Be sure to have an Introduction in the paper that introduces each question/topic in the essay you will be discussing so the reader (and Instructor can identify your answer specifically). Remember the guidelines in the Syllabus: No numbering, bulleting or outlining. So do not write “Essay question 2a” and then discuss it, and then write “Essay question 2b” and then discuss it as if they are two short answerquestions. When the two questions correspond with each other begin your essay answer with an Introduction statement that indicates what you will be discussing in the short paper (1-2 pages). Then transition the two essay answers smoothly with a statement or two at the beginning of the paragraph; and always wrap things up with a conclusion. For this course, 2-3 sentences restating your main points is enough.

PLEAS READ THIS INSTRUCTION TO COMPLETE THE EASY QUESTIONS BELOW.

Alternatively, students can choose to write a 400 word count essay for each question part (400 words for Part a and 400 words for Part b), which means 2 separate essays; instead of combining the question parts into one 400 word essay as discussed above. Most of time, one essay can be used to answermultiple questions because the concepts relate. This is a choice each student will have to make when the questions have multiple parts. Some students may want to present the topics in separate essays when they do not cover similar concepts from the text (2 totally different topics) and the questions are vastly different. I highly recommend using 2 essay replies when the topics differ.

Lastly, please do not forget to address each question in the assignment. Students often answer only 1 or 2 questions in each part thinking this is sufficient. I am reading and grading for answers to each question I have included; when a part is left out points are lost. If you have any questions, please contact me.

Essay Questions

2a. What is the difference between quantitative and qualitative research? Give an example of each from the chapter. In what kinds of cases might one choose one or the other research method in order to effectively address an issue of interest? Which research method appeals most to you and why?

2b. Sociologists often use interviews and surveys as methods for collecting data. What are potential problems with these methods of which researchers need to be aware? What steps can researchers take to ensure that the data they are collecting are of good quality?