Discussion Responses

Need help with my Psychology question – I’m studying for my class.

Response Guidelines

Post a response to the discussion posts Specifically, review the learner’s plan outlining coordination of care. Discuss what could be changed or added to strengthen coordination between family, school, and community.

Craig Cochran

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Many youth today struggle with various forms of anxiety and depression. Sometimes the depressive feelings can turn into suicidal ideation or in rare circumstances to homicidal actions. Al’s adolescent life was marked with many mental health issues that never seemed to receive appropriate sustained treatment. AL’s condition was challenging because he struggled with both developmental challenges consistent with an Autism Spectrum Disorder and mental health challenges associated with Obsessive Compulsive Disorder, anxiety and a preoccupation with violence (OCA, 2014). The recommendation of an appropriate, multidisciplinary and expert treatment, integrated into the family setting, community, and school might have prevented the later deterioration in AL’s mental state. Al’s continued deterioration potentially could have been addressed and stopped had a sustained and well-coordinated mental health treatment, and medical and educational planning intervention been put in place. There were many opportunities for professionals to intervene but lack of communication between the entities did not afford the sharing of crucial knowledge that could have led to indications of Al’s decompensation.

Often times parents with a child who struggles with mental health and other developmental disabilities have a difficult time acknowledging their child’s issues. In the case of Al and his mother, Mrs. Lanza wanting to make things comfortable for him instead of dealing with his defiance or refusal of services that could have potentially helped him learn how to cope more effectively with his issues. Schools must provide sustained and effective transition planning for students who struggle with these issues and have an IEP. The law and best practice standards provide that such coordination and support must continue until a youth’s 21st birthday if needed (OCA, 2014). Coordination of care between organizations needs to have a primary point person to ensure that all entities are getting the same information. In the hospital this learner is employed patients have a point of contact that ensures doctors, nurses, and all other professionals involved are working together to provide the best care to the patient and are also receiving information about what each person is doing.

Office of the Child Advocate’s (State of Connecticut) 2014 article, “Shooting at Sandy Hook Elementary School,” pages 80–94.

Response Guidelines

Start by reading the articles the posts refer to and evaluate your peers’ analyses. Consider the following in your analysis:

  • Was the research method correctly identified and were all the data collection steps covered?
  • Did your peers correctly state the research question and analyze the link to the methodology?
  • If not, what would you state differently?

Lizmarie Jorge Alicea

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The research question in this article is explicit. What are the ways that the inclusion of grandparents can be optimized after child safety concerns? The research question and the research methodology are qualitative.

The research method used was qualitative and the data collection was thru interviews and focus groups that were conducted with a total of 77 participants. Gair et al. (2019) explained the data collection as follow: 28 individual interviews, 3 couple interviews and 7 focus group interviews (43 attendees) were conducted. The researchers Gair et al. (2019) sample consisted of 51 grandparents of whom identified as Aboriginal, 6 foster care (non-relative), 12 parents, and 8 workers in child protection and support roles, the grandparent sample consisted of 46 grandmothers (including 4 aunties), and five grandfathers aged from 36 years to older than 66 years. “In total, twenty-six participants in the study identified as Aboriginal Australian and one participant identified as a Torres Strait Islander, constituting 53% of the grandparent sample. Data reported here is drawn from Grandparent/auntie participant interviews and focus groups. Most of the interviews were undertaken face to face, although a smaller number of telephone interviews were conducted. The interview team consisted of one Indigenous and two non-Indigenous interviewers, who all utilized the same interview guide” (Gair, Zuchowski, Thorpe, Henderson, & Munns, 2019, P. 324).

I identify that The Social Cognitive Theory will be a good fit for this research. Gair et al. (2019) wanted to research different ways that the inclusion of grandparents can be optimized after child safety concern thru the methodology, the researchers wanted to explore and identify ways to optimize grandparent grandchild relationships, and optimize the inclusion of grandparents in decision-making when there are child safety concerns. Gair et al. (2019) used interviews and focus groups to gather the information, they had a variety in the participants, Aboriginal Australian and Torres Straits Islander, child protective workers, parents and aunts, also the interviewers consisted in one Indigenous and two non-Indigenous. The researchers did a good representation between the participants and interviewers for the study to be the most objective possible.


The research question in this article is inferred. Although, I identify the needs and strengths of grandparents raising grandchildren. This is a qualitative research question.

The authors, Lee & Blitz (2016) decided to use a social research design and development process informed a school district‐university partnership project responding to the needs of a group of twelve custodial grandparents; seven were White, four were African American and one was Hispanic. Lee et al. (2016) explained the demographics such as; mean age of the custodial grandparents was 59 years old (range: 47–73), and the mean age of their grandchildren was 12 years old (range: 6–15), the median annual income of the grandparent‐headed families was $43 500, but varied greatly, from $16 788 to $150 000. Regarding the level of schooling, Lee et al. (2016) mentioned that one of the grandparents had completed 7th grade, three had high school diplomas, six had associate degrees (i.e. two years of community college) and two had master’s degrees. “The interviews were audio‐recorded and transcribed verbatim. Data analysis was conducted in three steps: (i) open coding – assigning initial codes to condense the mass of data into categories; (ii) axial coding – looking for concepts that cluster together and investigating connections between evidence and concepts; and (iii) selective coding – looking for cases that illustrate themes and making comparisons and/or contrasts”(Lee, & Blitz, 2016, P. 384). The Resilience Theory adapts to this research.


Gair, S., Zuchowski, I., Thorpe, R., Henderson, D., & Munns, L. (2019). ‘In the firing line’: Grandparent carers at risk of family violence. Journal of Family Violence, 34(4), 321-329. doi: http://dx.doi.org.library.capella.edu/10.1007/s108…

Lee, Y., & Blitz, L. V. (2016). We’re GRAND: a qualitative design and development pilot project addressing the needs and strengths of grandparents raising grandchildren. Child & Family Social Work, 21(4), 381–390. https://doi-org.library.capella.edu/10.1111/cfs.12…

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