Adv Child and Adolescent Stdy

I need an explanation for this Psychology question to help me study.

1)Leadership Style

After completing the Leadership Legacy Assessment Test, discuss what the assessment identified as your strongest leadership characteristics.

Then, explain how you can utilize your leadership characteristics in order to become a connected, future-oriented leader for children and adolescents.

• Create a plan of how you will utilize your leadership characteristics with youth.
• Provide validation and support for assertions by including relevant examples and supporting evidence.
• Remember to use citations and references as appropriate.
• Follow current APA style and formatting guidelines.

2)Response Guidelines

Respond to two fellow learners by contributing a new insight or explaining an added resource, comparing their perspectives to yours. Ask any questions that will help you better understand their viewpoints.

Response Guidelines Submission Notes

Peer responses are separate from discussion post questions. All discussion post responses should be a minimum of 250 words, not including restatement of questions or the reference section. They must include adequate depth and scholarly understanding of concepts appropriate for this level of education. Posts must go beyond summarizing concepts and must utilize aspects of critical thinking and advanced application, including additional investigation and research.

If you are responding with a personal perspective or an example from your workplace experience, you are not required to cite a source. However, if you refer to the ideas or work of others, you must cite the source using current APA style and formatting guidelines.

Meghan Linquist POST

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After completing the Leadership Legacy Assessment Test, the assessment that this learner identified as her strongest leadership characteristics are: experienced guide, people mover, and truth-seeker.

The characteristic of “people mover” is associated with individuals that tend to possess nurturing qualities that allow the leader to encourage their followers in a manner that allows the followers to know that the leader cares about them as a person in an effort to help the group achieve its overall goal (The Leadership Legacy Assessment: Identifying Your Instinctive Leadership Style. n.d.). This learner can identify with the people mover characteristic because as a classroom teacher, she has needed to establish and maintain trusting relationships with her students in order to provide her students with the best possible educational experience for the student’s individual and specific needs.

The characteristic of “truth-seeker” is associated with individuals that are capable of remaining level-headed while the leader is viewed as being competent by their followers. Truth-seekers tend to rely upon their ability to maintain integrity within the organization while also setting and enforcing norms and expectations of the organization (The Leadership Legacy Assessment: Identifying Your Instinctive Leadership Style. n.d.). This learner can identify with the truth-seeker characteristic because she has served as a student advisor and as a department leader for several years. She has been tasked with creating policies to be enforced within her department. When creating the policies to be used within the department, this learner made a concerted effort to seek input from all members of the department and to ensure that members’ questions and needs were addressed prior to the new policies being enforced.

In regards to the characteristic “experienced guide”, individuals associated with this characteristic tend to be seen as the “listeners” of the organization, often acting as therapists and mediators within an organization. Those with the “experienced guide” characteristic are also often viewed as being a source of information and guidance from their followers (The Leadership Legacy Assessment: Identifying Your Instinctive Leadership Style. n.d.). This learner has acted as a mentor teacher for newer/first year teachers due to her many years of teaching experience within a public school setting specializing in working with transient students from the inner city. Newer teachers feel comfortable venting to this learner about common first year/newer teacher issues/concerns because she allows the newer teachers time to vent while actually listening and offering advice when requested.

Many entry-level workers entering the workforce today need to be capable of collaborating with coworkers, incorporating technology into their daily work routines, and be able to use critical thinking and management skills in an effort to be successful in today’s workforce (Villarreal, Montoya, Duncan, and Gergen, 2018). This learner can utilize her leadership characteristics in order to become a connected, future-oriented leader for children and adolescents by nurturing relationships with the youth in her workplace in an effort to help the youth achieve individual and communal goals. It is important that recent high school graduates are capable of becoming contributing and successful members of society and teachers in the high school are tasked with ensuring that the students are able to develop their skill sets. This could be used in a classroom setting by completing character education mini lessons with the students that allows students to develop or strengthen their skill sets that will be used in future careers in an effort to allow students to be successful in the workforce.

Blanche Murphy POSTTop of Form

Hello,

A simple definition of an effective leader is “someone who is capable of influencing other people to move in a certain direction (Meyer, Meijers, 2017, pg13). Leadership often requires a person to have certain relational skills or characteristics that encourage action. There are many theories on what characterizes a person as a successful leader, most relying on a personality -oriented approach used to determine styles and competencies (Paschen & Dihsmaier, 2014). Although you don’t have to master each style, it is important know your personal approach. Having this information can be useful in determining areas that may need improvement, identifying your limitations, and insight into your strengths or preferred methods (Meyer, R., & Meijers, R., 2017). After completing the Leadership Legacy Assessment Test, it was identified that Creative Builder and Experienced Guide were my strongest characteristics of leadership.

According to the assessment a creative builder is a visionary or entrepreneur. They take ideas and make them real, feeling the most reward when a project gets underway or is newly completed. Creative builders can only remain in a single leadership position if their need for new projects in fulfilled within that position. In the absence of this, their productivity becomes negative. I agree with this assessment as I am always brainstorming ideas and looking for new opportunities to improve myself personally and professional as well as ways to advance others by providing services or resources. This is apparent in the fact that I have never been at a company or in a position for more than 4 years, and I typically try to create or restructure programs or policies during my tenure.

Another characteristic that the leadership assessment listed as my strongest is experienced guide. This is explained as having the ability to listen, and put themselves in others’ shoes. They help people think through their own problems and are seen as diversely informative. Satisfaction for “experience guides” typically comes from helping others get through the day and seeing the bigger picture. There is no wonder that I chose to become a licensed therapist and am often sought out by friends and coworkers for advice, guidance or just a listening ear. My family and friends have always referred to me as an old soul and my spirituality is typically in the forefront of how I relate to people.

“Much of what we need to know is available by listening” (Marx, 2006, pp. 14). The ability to be an active listener and assist people in thinking through their own problems, would help to identify needs and analyze ways to be of service. With the development of and access to information and resources from around the world there is an escalated stream of new ideas and information (2017). An “Experienced Guide” is able to effectively listen to these ideas and identify needs or concerns which then allows the “Creative Builder” to put them into action.

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3) Bioecological Theory

Review Chapter 1 in your Berns text. Discuss Bronfrenbrenner’s bioecological theory and apply the four basic structures (microsystem, mesosystem, exosystem, and macrosystem) to your own life. If you are uncomfortable discussing your own life, choose a person you know or with whom you have worked.

• Who or what is included in each system?
• How do these systems impact each other?
• How can interactions between these systems be improved?
• Provide validation and support for assertions by including relevant examples and supporting evidence.

4) Response Guidelines

Post a response to the discussion post statements of two other learners. Compare and contrast your view and their views of the theory and four basic structures. Cite any validated sources as appropriate.

Respond with a minimum of 250 words, not including restatement of questions or the reference section. Include adequate depth and scholarly understanding of concepts appropriate for this level of education. Go beyond summarizing concepts—utilize aspects of critical thinking and advanced application, including additional investigation and research.

Ciara Iglehart POSTTop of Form

The social context of individual interactions and experiences determines the degree to which individuals can develop their abilities and realize their potentials, according to Bronfenbrenner (1979, 1989, 1995, 2005; Bronfenbrenner & Morris, 2006). As I look around my life, I feel that every system has affected my life overtime. Growing up, my microsystem was rocky. My mom was a single mom of 4. I wasn’t very popular in school and was constantly picked on. Played basketball to enhance my popularity and it just so happened I was pretty good. Being accepted mattered to me. It affected me tremendously on my relationships that were in my circle and needed validation on my worth as a person. I felt incomplete with my dad not around and wanted the brady bunch family. My macrosystem was my church and close friends. I feel that both have molded me into who I am today. My belief as a Christian gave me something to believe in and hope for and felt that GOD would always have my back as long as I believed. I needed to feel important with my friends and would always be the one cracking jokes to make myself feel relevant. My exosystem setting was non existent. I barely got a chance to see my mom because she was a single mom of 4 always working and going to school so she was not active with my school other than attending basketball games. We were not focused on anything other than surviving. My mesosystem was pretty divided. My enviornment consisted of going to school and going to the YMCA until my mom was able to pick me and my sister up. It would sometimes be really late like around 9 or 10pm. We knew all the kids that attended the YMCA and the staff. Felt as if we spent most of our time with the staff and they knew more about us than my MOM. ( My MOM did the very best she could to make sure that we had food on the table and clothes on our backs, she was a SUPERMOM), I wish that my dad was in the picture as who would know what my life would be like today.

Courtney Sides POST

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Bronfenbrenner’s bioecological theory has been widely used as a way to understand individuals (Neal & Neal, 2013). In this, it can be utilized for understanding the development, risk factors, and protective factors of an individual. It consists of the four structures that are known as the microsystem, the mesosystem, the exosystem, and the macrosystem (Neal & Neal, 2013). The microsystem is considered to be the immediate settings and environments that have a direct impact on the individual while the mesosystem consists of the interactions between the microsystems. The exosystem deals with the social settings, both formal and informal, that do not have an indirect impact on the individual. The macrosystem pertains to the fundamental beliefs, cultures, values, and ideologies that have an impact on the individual’s culture and community (Martinello, 2020).

Since a young age, my microsystem has consisted of my parents and my brother. As of today, my microsystem will be changing slightly as my dad has just passed. My dad was in the Army, so we moved around a good bit, making new friends in new locations every couple of years. My mesosystem consisted of interactions between schools, teachers, friends, classmates, our church families, and various activities that we were involved in. Today, my mesosystem still consists of interactions between school as I work in one, coworkers, church, friends, and my family. Across my life, the exosystem has consisted of and been impacted by neighbors, media, local policies, and as a child, my dad’s job due to the frequent moves. For the macrosystem, I grew up in a southern Baptist family so my values and beliefs are aligned with that. As a young child, I grew up in a single, parent low income home. When my mom met my step-dad, things evolved as our socioeconomic status changed and we were more financially stable. This had a big impact on me as I learned at a young age the importance of a good education and a good job. As a younger child, there was more interaction amongst the systems due to living in close proximity to family and being a part of the family church. However, the military life style changed that a good bit and interactions between the systems changed due to moves and distances. With technology, interactions and connections can be a little better now, but people need to want to have those connections and interactions. Each of these systems have impact the other based upon level of support and emotions they elicit. Spillover effect is very possible amongst the systems, so it is necessary to be knowledgeable about how these interactions can affect other areas (Booth-LeDoux, Matthews, & Wayne, 2019)

5 )Macrosystems

For this post, choose a macrosystem influence (SES, ethnicity, religion, et cetera) on family and children. Then, complete the following:

• Examine how the macrosystem influence you chose impacts the family.
• Create a plan of how you, as a leader in the human behavior field, would advocate for families impacted by the macrosystem influence you chose.
• Provide validation and support for assertions by including relevant examples and supporting evidence.

6)Response Guidelines

Post a response to the discussion post statements of two other learners. Share with your peers any insights or a helpful article you may have found concerning the macrosystems they chose and their plans to advocate for families.

Respond with a minimum of 250 words, not including restatement of questions or the reference section. Include adequate depth and scholarly understanding of concepts appropriate for this level of education. Go beyond summarizing concepts—utilize aspects of critical thinking and advanced application, including additional investigation and research.

Veola Hankle POST

It has been scientifically proven that Parents have a major influence in their Children lives in various areas. Religion is definitely a major area because typically Children practice the same religion that they are taught. As a Child my Mom was a Christian, and as a result of her influence, I am a Christian Licensed Missionary.

I have located an article that speaks about a Muslim immigrant Women that influenced her children as it relates to religion. “There have been many studies written about immigration to the United States. However, there appears to be an absence of empirical studies documenting how Muslim immigrant women who migrated to the United States experienced teaching Islam to their American-born Children. The purpose of this study was to gain an in-depth understanding of the experiences of mothers who grew up immersed in an Islamic environment in their country of origin and later migrated to the United States, and their journey as immigrant Muslim mothers living in the United States while teaching Islam to their American-born children. This study utilized a qualitative phenomenological approach to explore the experiences of immigrant Muslim mothers. 15 participants were interviewed using a semi-structured interview format in order to understand the participants’ experiences of teaching Islam to their children. After the analyzes, three themes emerged, 1) Being true to faith, 2) sense of community, 3) Mothers’ experiences of teaching their children Islam. All of the participants voiced the challenges of teaching Islam in the United States as being stressful and burdensome from the physical practicing of Islam to the influences that social interaction with non-Muslims might have on their children’s Islamic beliefs. A common theme amongst all the mothers was being actively present in their children’s lives and modeling the behaviors and lifestyle they desired to see in their children. These mothers assumed the role of being ambassadors for Islam in United States and chose the same path for their children in becoming admirable Muslim representatives of Islam. The participants also stressed the importance of the need for having strong family and community ties to provide a system of support that was essential because teaching Islam was seen as a collaborative effort.” (Chaudhry 2016)

Penelope Murphy POST

According to Berns, , the family may be matriarchal, patriarchal, or egalitarian as the main function of support of one another. These would be the people we turn to when we need assistance or if we have positives to share. In today’s society many families do not have extended family close due to divorce, death, or remarriage and others with whom could become a part of this macrosystem could be teachers, friends, co-workers, neighbors, or church members. These people become immediate support where aunts, uncles, and grandparents may have been supportive. Those who do not have personal network systems may have the opportunity to seek outside support from professionals or government agencies. An example of a government agency provided by Berns, 2016, would be the Head Start Program which was started by Democrats and then funding reduced by Republicans later (Berns, 2016).

Larry Laveman, 2000, wrote about a system that has provided support; the Harmonium Project. The Harmonium Project provides a conceptual and pragmatic approach to counseling at-risk teenagers within what was deemed a systems framework. This group was targeted because teenagers are stuck between the developmental learning process of autonomy and connection. The Harmonium Project is based on a macrosystem model of psychotherapy and a combination of other logistically consistent theories into a comprehensive approach to therapy or counseling. Strength based approaches such as the Harmonium Project have become very popular because of the emphasis is on reciprocity between individuals and their environment. There appear to be four main ideas of empowerment which include expansion of strengths, collaboration, taking personal responsibility of one’s actions, and a bidirectional focus between people and their environment (Laveman, 2000).

A very good plan of action for at-risk teens would be to support their thoughts on being in service to others. This plan of action provides motivation to bring attention away from negatives and providing positives in one’s environment. Encouraging the teen to become active in their local church or synagogue, volunteering at a local animal shelter, or even volunteer work at a local museum. Whatever the individual may have as an interest and where they feel supported, and valued. Group work that provides an opportunity for the teens to gather and openly talk about what may be bothering them, or boast about their accomplishments with their peers would be encouraged, as well. The plan of action would be discussed with the teen and developed per their needs. The role of the therapist would move into being less the expert and more collaborative guide as the style of therapy proposed, which is what the Harmonium Project promotes (Laveman, 2000).

7)Risk and Resilience

For this post, review pages 160–163 in your Berns text. Then, analyze the risk and resilience factors in child maltreatment on the cultural, community, family, and child levels. Include the following points in your analysis:

• Identify some indicators that these issues may be present.
• Create a plan, as an advocate and leader, of how you would intervene in order to reduce the likelihood of child maltreatment.
• Examine the state laws that would guide your work (including your obligation to report) with children who are maltreated or at risk of being maltreated.
• Provide validation and support for assertions by including relevant examples and supporting validated evidence.

8)Response Guidelines

Post a response to the discussion post statements of two other learners. Share with your peers any insights or a helpful article you may have found concerning their analysis and advocacy plan regarding child maltreatment.

Respond with a minimum of 250 words, not including restatement of questions or the reference section. Include adequate depth and scholarly understanding of concepts appropriate for this level of education. Go beyond summarizing concepts—utilize aspects of critical thinking and advanced application, including additional investigation and research.

Molly May Post

Berns (2016) identified that both risk and resilience factors are present when it comes identifying the likelihood of child maltreatment. Risk factors such as a previous parental history of abuse or increased temporary stress can often lead to an increased likelihood of child maltreatment (Berns, 2016). The impact of child maltreatment varies as it relates to the cultural influences at play and how this ultimately impacts a child and a community’s resilience. When a child is maltreated, a community with appropriate supports in place can intervene early. This intervention decreases risk factors and increases resiliency factors (Schwartz, Zhang, Stucky, Wesley & Rapkin, 2019).

Resiliency refers to an individual or a community’s ability to overcome a difficult event. Many things such as genetics and personal temperament can impact resiliency of the individual (Gillespie, Phifer, Bradley, & Ressler, 2009). Community’s resiliency is impacted by the community’s values and responses to the specific event. For example, if a community agrees that corporal punishment is the best way to keep children in line, then the likelihood of the community to overcome the consequences of this behavior decrease; decreasing it’s overall resiliency (Schwartz, Zhang, Stucky, Wesley & Rapkin, 2019).

One way to navigate the effects of child maltreatment is to provide education with regards to the impact that it has overall. First, it would be important to discuss how maltreatment plays out within a child’s life but also in the broader scope of the family, community, and culture. Additionally, it would mean looking at the ways the community may be complacent in the behavior.

To provide an example, consider the following: In the state of Florida, there are several professions that are considered mandated reporters. If there is a suspicion of child maltreatment, protocol dictates that a call is made to the Department of Children and Families (DCF) to report the suspicion. It is then the responsibility of DCF to investigate the claim and if found to be true, intervene in the best interest of the child. However, DCF has come under review in the last twenty years due to fact that it has been unable to locate several hundred children.

Advocating for the protection of children begins with ensuring that the agencies tasked to do are well supported.

Penelope Murphy POST

Berns, 2016, describes the maltreatment of a child to be any intentional harm or endangerment perpetrated. It is a generalized term concerning the abuse or neglect of a child and can be viewed at the extremes of homicide or an extreme form of discipline resulting in harm. A parent who is abusing their child is breaking the child’s trust and the result could be maladaptation of the child in their development. The Child Abuse Prevention Act, CAPTA, defines child abuse as an action or failure to act on the part of the parent which results in the death, serious physical or emotional harm, or sexual abuse or exploitation of a child, or an action or failure to act in which imminent risk to harm of the child has occurred (Beck, 2016).

Physical abuse that could take the form of burns, bruises, or wounds which are intentional and could be in the guise of discipline. One indicator would be the shape of the wound which may indicate either an accident or purposeful. Sexual abuse occurs when a parent forces, tricks, or threatens a child to have sexual contact with them. It could be non-touching with the individual exposing themselves to the child, or making the child view pornographic material. Children who are sexually abused will go through phases such as secrecy, helplessness, entrapment, delayed or conflicted disclosure, and then retraction. So one must provide a nonpunitive stance to give the child support and encouragement. Children could experience guilt, confusion, anxiety, fear, shame, and or a sense of feeling as though they are “bad” or “dirty”. Those who have been sexually abused may develop poor social skills with peers, become depressed, suicidal, self-destructive, or confused about their sexuality. There are other forms of maltreatment such as neglect, psychological or emotional abuse (Berns, 2016).

Afifi and MacMillian, 2011, have stated that resilience in abused children may be measured using normative levels of internalization and externalizing symptoms and competent and age appropriate functioning over several developmental domains. Several domains may be utilized because an abused child may show competence in one area but not in another. Most child maltreatment research has focused on the negative consequences. More recently the research in this area has begun to focus on the resilience the child may have developed and these factors can be divided into individual, familial, and community levels. Studies involving sexually abused children where protective factors and resilience was measured and encouraged found that these children graduated school, were in stable adult relationships, and good adult friendships (Afifi & MacMillian, 2011).

According to the 2019 Florida Statues, 2020, any person who knows, including therapists or counselors, or has reasonable cause to suspect a child who is being abused by an adult, parent, guardian, legal custodian, caregiver, or person responsible for the child’s welfare must report this knowledge to the department that is deemed appropriate (Florida Legislature, 2020). As a therapist who works within the adult population this statute includes a client who describes abuse either perpetrated by themselves or someone they know. This writer is not licensed in the field of counseling, as yet, so speaking to the clinical director would be the next step and allowing this person to take over. This writer has been advised that the clinical director would then interview the client that disclosed the information and determine the next step.