… both internal psychodynamics and environmental determinism are regarded as important for proper social work practice. Recent contributions made to the theoretical groundwork by cognitive-behavioral studies show that both needs can be dealt with simultaneously. Social work practice is anchored on the important, perhaps pivotal, notion that overall … usually the sum of both environmental and personal realities. Though yet to be developed thoroughly into a formal and widely accepted paradigm, the cognitive learning perspective draws from several perspectives including clinical experience, behaviorism, and cognitive psychology (Berlin, 1987).
According to the Code of Ethics published by the National Association of Social Workers (1996), there is a need to … of human connection and, therefore, a need for social workers to engage with clients on that level and as partners. From the time cognitive theory began being adopted, therapeutic relationship was redefined into more of a collaborative effort between a social……
Adefolalu, A. O. (2018). Cognitive-behavioural theories and adherence: Application and relevance in antiretroviral therapy. South Afr J HIV Med., 762.
Bandura A. Organizational applications of social cognitive theory. Aust J Manage. 1988;13(2):275–302. https://doi.org/10.1177/031289628801300210 [Google Scholar]
Berlin, S. B. (1987). Cognitive behavioral interventions for social work practice. National Association of Social Workers, Inc.
Gitterman, A., & Heller, N. (2011). Integrating Social Work Perspectives and Models with Concepts, Methods and Skills with Other Professions’ Specialized Approaches. Clinical Social Work Journal, 204-211.
Gonzalez-Prendes, A. (2012). Cognitive-behavioral practice and social work values: A critical analysis. Journal of Social Work Values and Ethics.
National Association of Social Workers. (1996). Code of Ethics. Retrieved from http://www.naswdc.org/pubs/code/code.asp .
Nevill, D. (2014). Positive Interventions: Developing a Theoretical Model to Guide Their Development and Use. Master of Applied Positive Psychology (MAPP) Capstone Projects.
Parks, A. C., & Biswas-Diener, R. (2013). Positive interventions: Past, present, and future. In T. Kashdan & J. Ciarrochi (Eds.), Mindfulness, acceptance, and positive psychology: The seven foundations of well-being (pp.140-165). Oakland, CA: New Harbinger Publications
...Cognitive learning Summary/synthesis of what I learned
The goal of the probation program is to help offenders to change for the better and to maintain that change. The probation program also works to ensure communities remain safe even while offenders are given a chance to re-integrate. The mission of probation is to ensure public safety through motivating offenders to change and to lead lives that are free of crime. The mission is achieved via the re-integration of offenders back into their communities, monitoring the offenders, supervising and controlling the offenders, and ensuring the offenders are re-entering in positive and safe environments where they can stay crime-free.
Offenders are usually monitored in various ways to ensure they are living crime-free lives and that they are truly reformed. Some of the ways include getting their telephone and mobile contacts for communication, visiting them at home, carrying out urine screens, referring them to substance abuse……
The Applicability of learning Theory
learning is a complex process by which an individual acquires and modifies their knowledge, behaviors, attitudes, and skills through study, instruction or experience. Theories … an individual acquires and modifies their knowledge, behaviors, attitudes, and skills through study, instruction or experience. Theories provide a framework for understanding how learning occurs and the factors that influence its effectiveness. learning theories are complex and comprehensive principles that explain how individual learn, develop, and progress (Rosser-Majors, 2017). They acknowledge that human beings learn differently … principles that explain how individual learn, develop, and progress (Rosser-Majors, 2017). They acknowledge that human beings learn differently and attempt to contextualize the learning process. Four of the most common learning theories are behaviorism, constructivism, cognitivism, and humanism. This text analyzes the learning process as portrayed by these four theories, the ideologies within each theory, and evidence-based application of learning theory to enhance……
Al-Rawahi, N., & Al-Balushi, M. (2015). The Effect of Reflective Science Journal Writing on Students’ Self-Regulated Learning Strategies. International Journal of Environmental and Science Education, 10(3), 367-79.
Dotson, R. (2016). Goal-Setting to Increase Student Academic Performance. Journal of School Administration Research and Development, 1(1), 44-46.
Harasim, L. (2017). Learning Theory and Online Technologies. New York, NY: Taylor & Francis.
Rosser-Majors, M. L. (2017). Theories of Learning: an Exploration. San Diego, CA: Bridgepoint Education.
Wan, Z., Compeau, D., & Haggerty, N. (2014). The Effects of Self-Regulated Learning Processes on E-Learning Outcomes in Organizational Settings. Journal of Management Information Systems, 29(1), 307-40.
...Cognitive learning Followers and what they need from Leaders during Crisis
A crisis is a serious event with the potential to disrupt an organization. The fact that a crisis can negatively affect a business is the reason why leaders need to prepare for and resolve crises when they occur (Carrington, Combe & Mumford, 2019). Perhaps one of the most important things leaders must do to resolve crises is to understand them thoroughly. This is because crises can have several obvious and hidden meanings and consequences. Upon thoroughly understanding crises, leaders can then form teams to plan on what to do. So leaders play an important role in resolving crises. This is the reason why when crises emerge, followers often seek direction/ guidance from their leaders. This paper investigates what exactly followers seek or need from their leaders during crises.
Methodology and results
This research involved the use of a qualitative design……
Birnbaum, T., & Friedman, H. H. (2014). Ezra and Nehemiah: Lessons in Moral and Spiritual Leadership. Available at SSRN 2390230.
Carrington, D. J., Combe, I. A., & Mumford, M. D. (2019). Cognitive shifts within leader and follower teams: Where consensus develops in mental models during an organizational crisis. The Leadership Quarterly, 30(3), 335-350.
Harter, J. (2019). Why Some Leaders Have Their Employees\\\\\\' Trust, and Some Don\\\\\\'t. Workplace. Gallup.
Hofmeyr, K., Cook, J., & Richardson, A. (2011). How leaders generate hope in their followers. South African Journal of Labour Relations, 35(2), 47-66.
Kranke, D., Gin, J., Der-Martirosian, C., Weiss, E. L., & Dobalian, A. (2020). VA social work leadership and compassion fatigue during the 2017 hurricane season. Social Work in Mental Health, 18(2), 188-199.
Patton, C. (2017). What made Nehemiah an effective leader?. Journal of Applied Christian Leadership, 1(1), 8-14.
Rogers, A. P., & Barber, L. K. (2019). Workplace intrusions and employee strain: the interactive effects of extraversion and emotional stability. Anxiety, Stress, & Coping, 32(3), 312-328.
Skeet, A. (2020, April 4). Ethical Followership in Times of Crisis. Markkula Center for Applied Ethics, Santa Clara University.
...Cognitive learning Suicide Terrorism: Driven to Death
Who are the terrorists engaging in suicide bombings? What motivates them to act? These are some of the questions Merari (2010) tackles in Driven to Death. They are not entirely new questions, as other researchers have asked them as well—but Merari (2010) does provide new insight into the phenomenon of suicide bombing by conducting field work and independent research to uncover more information on this particular subject. This paper explores some of the findings of Merari (2010) and compares them with what other researchers have had to say, particularly on the subject of what motivates terrorists to act.
While many scholars argue that there is no demographic profile of the suicide bomber, Merari (2010) disagrees and presents his own demographic profile based on his own research. The argument of general scholarship is that anyone can be a suicide bomber, young or old, rich……
Bandura, A. (2018). Toward a psychology of human agency: Pathways and reflections. Perspectives on Psychological Science, 13(2), 130-136.
Chatfield, A. T., Reddick, C. G., & Brajawidagda, U. (2015, May). Tweeting propaganda, radicalization and recruitment: Islamic state supporters multi-sided twitter networks. In Proceedings of the 16th Annual International Conference on Digital Government Research (pp. 239-249).
Costello, M., & Hawdon, J. (2018). Who are the online extremists among us? Sociodemographic characteristics, social networking, and online experiences of those who produce online hate materials. Violence and gender, 5(1), 55-60.
DeCook, J. R. (2018). Memes and symbolic violence:# proudboys and the use of memes for propaganda and the construction of collective identity. Learning, Media and Technology, 43(4), 485-504.
Koch, A. (2018). Trends in Anti-Fascist and Anarchist Recruitment and Mobilization. Journal for Deradicalization, (14), 1-51.
Merari, A. (2010). Driven to death. Oxford University Press.
… and to progress academically in school. To this perspective, income poverty, parental inputs, and family background, all have a considerable impact on the cognitive development of young children. The impact of income poverty on children's cognitive development is negative and significant. This negative effect is more significant for persistent poverty as it is more harmful to cognitive development than period to period poverty. It is noteworthy that teachers could play an essential role in helping students from low-income families when … poverty affects children's ability to learn. The researchers utilized Bourdieu's theory of capital and statistics from longitudinal studies to investigate how poverty affects learning for two students from a poor urban community. In the study, the researchers particularly investigated the manner in which poverty affected the ability … the above two study questions, the researchers utilized a special data collection measure known as…[break]…habits can be utilized as an……
Compton-Lilly, C., & Delbridge, A. (2019). What Can Parents Tell Us About Poverty and Literacy Learning? Listening to Parents Over Time. Journal of Adolescent & Adult Literacy, 62(5), 531–539.
Dickerson, A., & Popli, G. K. (2016). Persistent poverty and children\\\\\\\\\\\\'s cognitive development: evidence from the UK Millennium Cohort Study. Journal of the Royal Statistical Society: Series A (Statistics in Society), 179(2), 535-558.
Hampden-Thompson, G., & Galindo, C. (2017). School-family relationships, school satisfaction, and the academic achievement of young people. Educational Review, 69(2), 248–265.
Thompson, K., Richardson, L. P., Newman, H., & George, K. (2019). Interaction Effects of Socioeconomic Status on Emerging Literacy and Literacy Skills among Pre-Kindergarten and Kindergarten Children: A Comparison Study. Journal of Human Services: Training, Research, and Practice, 4(1), 5.
Borre, A., Bernhard, J., Bleiker, C., & Winsler, A. (2019). Preschool Literacy Intervention for Low-Income, Ethnically Diverse Children: Effects of the Early Authors Program Through Kindergarten. Journal of Education for Students Placed at Risk (JESPAR), 24(2), 132–153.
Comber, B., & Kamler, B. (2004). Getting Out of Deficit: Pedagogies of reconnection. Teaching Education, 15(3), 293–310.
… therapy and also promoting empathy and understanding to mitigate differences in culture or worldview (Rodriguez, Walters, Houck, et al., 2017).
III. Description of learning
Interpersonal stressors are inevitable in life; family therapy and CBT can reveal diverse coping strategies for managing stressors and perhaps even benefitting from ……
American Psychological Association (2007). Record keeping guidelines. American Psychologist 62(9): 993-1004.
Fadus, M.C., Squeglia, L.M., Valadez, E.A., et al. (2019). Adolescent substance use disorder treatment. Current Psychiatry Reports 21(96).
Godley, M.D., Passetti, L.L. (2019). Behavioral interventions for substance use and relapse prevention. Treating Adolescent Substance Use. https://doi.org/10.1007/978-3-030-01893-1_6
Hogue, A., Bobek, M., MacLean, A., et al. (2020). Core elements of CBT for adolescent conduct and substance use problems. Cognitive and Behavioral Practice(2020): https://doi.org/10.1016/j.cbpra.2019.12.002
King, G. (2016). The Role of the Therapist in Therapeutic Change: How Knowledge From Mental Health Can Inform Pediatric Rehabilitation. Physical & Occupational Therapy In Pediatrics, 37(2), 121–138. doi:10.1080/01942638.2016.1185508
Oud, M., de Winter, L., Verimeulen-Smit, E., et al. (2019). Effectiveness of CBT for children and adolescents with depression: A systematic review and meta-regression analysis. European Psychiatry 57(2019): 33-45.
Rodriguez, M., Walters, S. T., Houck, J. M., Ortiz, J. A., & Taxman, F. S. (2017). The language of change among criminal justice clients: Counselor language, client language, and client substance use outcomes. Journal of Clinical Psychology, 74(4), 626–636. doi:10.1002/jclp.22534
Shulman, L. (2011). Dynamics and skills of group counseling. Belmont, CA: Brooks/Cole.
… others. The social difficulties they face are among the major symptoms of ASD. Persons with ASD who do not show considerable language or cognitive delays e.g. individuals diagnosed with high functioning autism or Asperger syndrome, usually make significant progress when put through certain interventions. Significant progress to … of a social skill intervention for people with ASD is the SCIP (Social Communication Intervention Project). SCIP has been successfully utilized to improve learning skills, social communication, pragmatic functioning, and conversational competence over the years (Adams et al., 2012). The EBSST (Emotional-Based Social Skills Training) intervention is ……
Adams, C., Lockton, E., Freed, J., Gaile, J., Earl, G., McBean, K., ... & Law, J. (2012). The Social Communication Intervention Project: a randomized controlled trial of the effectiveness of speech and language therapy for school?age children who have pragmatic and social communication problems with or without autism spectrum disorder. International Journal of Language & Communication Disorders, 47(3), 233-244.
Adams, C., Lockton, E., Freed, J., Gaile, J., Earl, G., McBean, K., Nash, M., Green, J., Vail, A., and Law, J. (2011). An evidence-based program for school, & aged children: Social communication intervention project. Research report. Uppsala: Inst.
American Psychological Association (APA) (2006). Evidence-Based Practice in Psychology. American Psychologist, 61(4), 271–285. doi: 10.1037/0003-066X.61.4.271
Cohen, J. (2013). Statistical power analysis for the behavioral sciences. Routledge.
Egger, M., Smith, G. D., Schneider, M., & Minder, C. (1997). Bias in meta-analysis detected by a simple, graphical test. Bmj, 315(7109), 629-634.
Higgins, J. P., & Green, S. (Eds.). (2011). Cochrane handbook for systematic reviews of interventions (Vol. 4). John Wiley & Sons.
Hutchins, N. S., Burke, M. D., Bowman-Perrott, L., Tarlow, K. R., & Hatton, H. (2019). The Effects of Social Skills Interventions for Students With EBD and ASD: A Single-Case Meta-Analysis. Behavior modification, 0145445519846817.
Radley, K. C., O’Handley, R. D., & Sabey, C. V. (2017). Social Skills Training for Children and Adolescents with Autism Spectrum Disorder. In Handbook of Treatments for Autism Spectrum Disorder (pp. 231-254). Springer, Cham.
… Illinois Network of Charter Schools (School Performance, 2017) divulged that 94.5% of the students came from low-income families, 16% of the students have learning disabilities, 20.2% of the students were homeless, and 1.5% of the students have limited English proficiency.
70% of staff are people of color … which, ranked from least restrictive to most restrictive, are:
· Honor – no extra support is provided and the student engages in self-directed learning to some extent
· General Education – no extra support and student is guided by the teacher in the classroom
· Co-taught – … psychologist to help students with mental health issues
Resources for providing special education services include having specialized staff, special classrooms for SPED, special learning and physical exercise equipment to support special needs, and parent education programs that focus on professional activities that parents can pursue.
Section 4: … Curriculum and Instruction
Baker, S. K., Chard, D. J., Ketterlin-Geller, L. R., Apichatabutra, C., & Doabler, C.(2009). Teaching writing to at-risk students: The quality of evidence for self-regulated strategy development. Exceptional Children, 75, 303–320.
Browder, D., Ahlgrim-Delzell, L., Spooner, F., Mims, P. J., & Baker, J. N. (2009). Using time delay to teach literacy to students with severe developmental disabilities. Exceptional Children, 75, 343–364.
Donohoo, J., Hattie, J., & Eells, R. (2018). The power of collective efficacy. Educational Leadership, 75(6), 40-44.
Illinois at a Glance Report Card. (2019). Noble Butler College Prep. Retrieved from http://www.illinoisreportcard.com/
The Japanese Association for Language Teaching (2005). Vocabulary [Special issue]. The Language Teacher, 29(7) .[PDF]
Jitendra, A. K., Burgess, C., & Gajria, M. (2011). Cognitive strategy instruction for improving expository text comprehension of students with learning disabilities: The quality of evidence. Exceptional Children, 77, 135-159.
Prabhu, N. S. (1987). Second Language Pedagogy. Oxford University Press. Retrieved from http://onlinebooks.library.upenn.edu/
School Performance. (2017). Illinois Network of Charter Schools. Retrieved from https://www.incschools.org/about-charters/school-performance/
...Cognitive learning Verbatim Transcript counseling session analyst
Counseling Session Transcription and Analysis
Instructions: Place the counselors and clients verbatim statement in each row (Part I). Then identify the counseling skills that the counselor used and explain why that skill was used in the session. Note: each counselor statement or encourager must be identified (Part II.1). Next provide a alternative skill that could have been used and write the actual words you would use. Note: every counselor statement or encourager must have an alternative statement (Part II.2). Next, examine the transference (what the client reaction to the counselor) and the countertransference (counselor’s reaction to the client) reactions. Lastly, write a 1 page paper Transcript Video Critique and Analysis. In this paper you will discussed your critique yourself, skills, and theory used in the session (Part III)
(1). Counseling-skill used and purpose
(2) Alternative Skill, Counseling Statement, and……
We have over 150,000+ study documents to help you.Sign Up for FREE