The Book Nickel Boys by Colson Whitehead

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Instructions: The Book Nickel Boys by Colson Whitehead
Length: 4+ pages in MLA style (Minimum of 6 Paragraphs) Must have the book Nickel boys by Book by Colson Whitehead THIS PAPER REQUIRES You must cite, quote or summarize, the book at least eight times in-text, in the body of your essay; you should include two citations per body paragraph. And create and include a correctly formatted entry for the book on a works cited page. NO PLAGIARISM 2 ESSAYS EXAMPLES PROVIDED BY PROFFESSOR ________________________________________ Learning Goal Using MLA style, write a well written college level persuasive comparison / contrast essay, using examples from a source as your evidence from the book The Nickel Boys.
Topic-  is Elwood Every free ?compare and contrast his life at home /  his life a nickel reform school elwood is a main character in a book.

Short Somatic Disorders video reflection paper

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Instructions
Watch the following two videos on Short Somatic Disorders (if you are unable to watch them here, the links have been provided separately beneath this assignment). The first video depicts Munchhausen by Proxy and is approximately 40 minutes long. The second video discusses the real case of an American art teacher who reportedly had 16 different personalities. Her story was then made into a book and then into a movie in the 1970s. The video is approximately 13 minutes.

 https://www.youtube.com/watch?v=_naDI3iormE
 https://www.youtube.com/watch?v=wRBZ0Kjisl4
 After watching BOTH Short Somatic Disorders videos, please write a two (2)-three (3) paragraph reflection about what you saw. Specifically, your reflection should include a discussion addressing the following: -What was your initial reaction to watching the videos? What emotions did each video arouse in you? -What information from the videos stood out to you the most and why? – In what way do you think the information presented in each of the videos related to the concepts discussed in chapter 6? – Did the videos increase your understanding of these disorders? Did they change your perspective in any way (yes, no, and why)? Guidelines for Submission of assignment: -You will upload the paper as a Word document or PDF to Blackboard for grading and feedback. -The paper must follow APA format (i.e., cover page (with your name, course, etc.), Times New Roman font size 12, and double spaced). -Review the full rubric (attached) for details of the critical elements

Population-level health education project & presentation #1

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Instructions
Students here you will find the instructions need to complete you Population-Level Health Education Project & Presentation #1. This assignment is worth 20% of your overall final grade and is Due the end of Week 8 by 2/26/23 11:59 EST. This is an individual project. Attached you will find the following documents. Assignment Instructions (required). Grading Rubric (required) Secondary Data Analysis Sources (required) this will be instrumental in helping you attain the secondary data you need for this assignment) Health Problem Worksheet (optional and simply there as an extra tool if you want to use it) Community Health Plan Worksheet and Health Plan (again optional and available should you choose to use it) Windshield Survey Tool Template (required to be uploaded with final PPT) Poster Template…..Order a Custom Paper
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Descriptive versus Experimental Analysis

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Assignment 3, Journal Review 3 Descriptive versus Experimental Analysis: Based on the case study above and the various readings up to this point in the course, how would you approach this case if asked to conduct a new FBA on this behavior.

Specifically, state the FBA method you would utilize (e.g., direct/indirect etc.) and state which tools you would likely use.  What would be your approach to this FBA (e.g, who would you gte additional information from etc.).  What obstacle may you face? Would it be descriptive or experimental in nature and why are you choosing one over the other?

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Assignment 3, Journal Review 3 Descriptive versus Experimental Analysis

Student’s Name
Department/Institution
Course
Instructor
Date

In order to conduct a new FBA on James’ behavior, I would utilize a direct FBA method to observe and record his behavior in his natural setting. Precisely, this would entail observing and recording James’ behavior antecedents and consequences. Additionally, I would engage his family to obtain extra information on his behavior. I would also review other relevant records, including his medical records and consult with his teacher or any other individual that works with him on a regular basis to gain a comprehensive understanding of the behavior, its context, and potential triggers.
I would employ tools such as ABC data collection sheets and behavior rating scales to collect data on James’ behavior. According to Sasso et al. (1992), ABC data collection procedure involves recording the antecedents and the consequences of the client’s behavior. On the other hand, behavior rating scales would be used to provide a standardized measure of James’ behavior of failing to complete task without supervision.

Direct Observation System: Behavioral Consultation In Homes, Schools and Communities

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Assignment 2,  Direct Observation System: Frequency recording is a simple counting of how many times a behavior occurs during a designated period of time. Those designated periods might be a minute, an hour, a day, or a week.  Often frequency data can be converted to rate if the recorder has also measured the period of observation. Rate is a critical measure for behavior analysts. Frequency recording is most useful with behaviors that are discrete and short in duration (e.g., number of curse words, number of short talk-outs without raising hand), or are things that the student has created (e.g., number of correct math problems, number of homework assignments submitted).  There is a second type of frequency recording called permanent product recording in which you count the number of items (e.g., homework assignments, math problems, adjective in an essay) that a student has produced. This measure is especially important where one is concerned about outcomes and tight control of process is less important.

Duration recording monitors the length of time that a behavior occurs during the observation period. It can be used to calculate the average time of display for the number of times that the student showed the behavior.   To calculate the percentage, the sum of the times (duration) that the behavior occurred is divided by the total observation time (For example, if the behavior was displayed for a total of 10 minutes during your 30 minute observation of the student, the behavior was happening 33% of the time).  This type of recording is used for behaviors that last for more than a few seconds and/or for varying lengths of time (e.g., paying attention, tapping a pencil, in-seat behavior).

Interval recording is a shortcut procedure for estimating the duration of a behavior.  In this method, the teacher periodically looks at the student at predetermined (NOT spontaneously selected) intervals and records whether the behavior is occurring.  There are three types of interval recording.  In whole interval time sampling, you observe the student for a few seconds at designated intervals and notice whether the behavior occurs for the whole interval that you are looking for it (mark “yes” or “no” as to whether this behavior occurred for the whole time that you were watching).  In partial interval recording, you mark whether the behavior occurred at least once during the short observation interval.  In momentary time sampling, you look up immediately at pre-designated points and notice whether the behavior is occurring at that precise moment.  In all three types, the teacher then figures the percent of observations that the behavior occurred.  Interval recording is used for the same behaviors as duration recording, but this procedure takes less time and effort, and does not require that the student be observed continually.

 

Develop two direct observation systems, including data collection sheets and instructions, for collecting data on student behavior. Each observation system must examine at least two dimensions of behavior. Provide an operational definition for the target behavior as well as an articulated rationale for why the chosen observation systems are appropriate for capturing the target behavior(s). Also describe the anticipated advantages and disadvantages to using each direct observation system as designed….

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Assignment 2, Direct Observation System

Student’s Name
Department/Institution
Course
Instructor
Date

Observation System One: Time Sampling Observation System for On-task and Off-task

Behavior

This observation system is developed to gather data on two dimensions of student’s behavior, including on-task behavior and off-task behavior. On-task behavior or compliance will be defined as engaging in the assigned task without being distracted. On the other hand, off-task or disruptive behavior will be defined as engaging in a behavior other than the assigned task. The choice of these behaviors was informed by Barrish et al.’s (1969) study, which directly observed disruptive behaviors, including leaving the seat and whispering without permission.

Rationale

This observation system is suitable for collecting data on on-task and off-task behaviors because it enables the observer to record the behavior of concern during specific time intervals in a systematic way……..Read More

Marriage and Family

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Marriage and Family

In most countries, marriage I viewed as the cornerstone of happiness and an ultimate achievement in life. However, in reality, marriage has been found to have significant effects on each person involved. When two people unite through marriage, they form a new relationship that changes old ones.  Philosophical thinkers throughout history have offered various definition and arguments on marriage. Some of the key questions are definitely what defines a valid marriage, for instance, how much a person promises so that their union can be recognized as legitimate, what spouse’s rights should be reserved in a union, and what laws should bind the legal marriage

Marriage Deconstruction

One of the notable concerns of what people want to deconstruct marriage is the extent to which various religions or cultures acknowledge the validity of their unions. In most western cultures, marriage is viewed as a legal contract between two people which permits them to decide what obligations and rights each party is eligible to. In US, for instance, married couples are given the most rights in the realm of federal law.  Due to numerous court cases, gays have been given some rights following their unions. However, various issues still exists surrounding whether their marriage should be legally recognized and offered more rights than what already exists. Issues surrounding fidelity, polygamy, divorce have subjects of a heated debate in the recent past. Arguably, there is no universal answer on how to approach these issues.

Marriage Progression

From the time an individual enters a union, there are specific agreements that are formed between two individuals, and these agreements can either weaken or strengthen their bond. Due to this, it is crucial that people acknowledge what defines valid marital union, how such agreements will impact their health and happiness, and how they should attempt to dissolve their unions. It is crucial to acknowledge the manner in which different cultures perceive marriages and how their perspectives can impact their lives. This is particularly true for people who wish to take part in marriage from a legal point of view, or who want to evaluate on the validity of their unions on their own grounds and terms. In US, there exist various laws governing how union are formalized and decided upon, but these laws do not often reflect the belief of every citizen in the country. It is more crucial for marriage to be formed without valid consent, as viewed as a personal decision between every person involved.

How Marriage Changes People

A married couple has to live together, raise children together, keep house together and have financial obligations to one another as well. These commitments can lead trigger a lot of stress for individuals who never intended to live together. It is crucial for people understand that even after taking vows, their union is always similar. On the contrary, their union might have a completely distinct purpose that they originally thought. For instance, a wife and husband might later decide to remain married for the purpose of having and raising children together.  However, this doesn’t imply that the marriages have any less value than one in which they only wanted to live together. In marriages which are not bounded by law, contracts are less involved, but even then this union can still take an effect on the health and happiness of a person. In fact, several people who are not into formal legal contracts linked to their unions try to live only as couple and raise children together. However, for formality of this union, it is crucial for both parties to reach certain ages, be able to support each other financially and

In conclusion, In a nutshell, individuals should not regard marriage as just a normal agreement to live together. However, it is vital for the couple to understand exactly what the legal contracts involve and what rights they should be given or expected to give up. While individuals think that the marriage basically serves as a way for the two people to enter into a union, these legal essentials must be understood for the validity of the union.  Referencing a professional who can aid people in line to formation of their union and how traditional marriage laws can impact an individual specifically in absolute beneficial decision

References

American Association for Marriage and Family Therapy

Washington Assoc. for Marriage and Family Therapy

American Psychological Association (APA)

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Assignment 1, Discussion 4: Descriptive Analysis is intended to help us determine why a behavior occurs rather than how often a behavior occurs

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Descriptive Analysis is intended to help us determine why a behavior occurs rather than how often a behavior occurs. In what situation would you elect to do a descriptive analysis and why or what are the pros and cons of descriptive analysis especially in a school / classroom setting.

 

A descriptive analysis can be used in many different areas of research. In the behavioral sciences, we often want to observe a behavior, rather than artificially set up a situation that leads to the behavior (Mace & Lalli, 1991). Many times we want to know why an individual behaves in a certain way and not just how often he or she does it. For example, as a teacher, one particular situation that I would elect to do a descriptive analysis is walk around the classroom and observes student behaviors. When students do not have to work on something, they may be more likely to engage in off task behaviors. By taking a few minutes every day, I can quickly record what types of off-task behaviors are most prevalent in my classroom. Also, I can then look at these interactions with the students who are engaging in the most off-task behaviors. I want to see if we are actually looking at the same things or if there is a disconnect between us that needs to be addressed…….Read More

Case Vignette: Case Conceptualization for Module 2

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Case Conceptualization for Module 2

Case Conceptualization for Module 2 – For module 2, you pick ONE of the following Case Vignette to complete the case conceptualization:

  • Chapter 19 has the case vignette of Margarita.
  • Chapter 18 has the case vignette of Chester.
  • Chapter 16 has the case vignette of Violet.

Instructions

Students will create case conceptualizations for Module 2 to 5. Case conceptualization format and example paper is provided on Blackboard. There are four case conceptualizations for your course. Include, in each of your two paged, short answer summaries, the etiology, diagnosis and designed treatment plan (long term and short-term plan) if working with this individual/family. Also include, what would be some of the challenges you would face as a counselor? You are required to incorporate two peer-reviewed research articles into the summary and will be included in the reference page. The book, newspaper articles, and/or blogs are not considered peer reviewed research articles. The paper does NOT have to be APA style but the references need to be written in APA 7 style.

 

Chester

CLINICAL HISTORY

Chester is a 42-year-old white male seeking an evaluation at a university-based treatment center. He decided to consult the experts because he had tried so many other treatments in the past with mixed results. He presented with a history of panic attacks dating back to high school. His first attack came during his senior year when he was not accepted to Princeton University. This rejection was a terrible blow to his self-esteem because his father attended Princeton and expected that both Chester and his brother would also attend. His brother was then in his junior year at Princeton and planning to attend law school when finished. After Chester’s first panic attack in high school, he and his parents consulted their family doctor and a cardiologist who found no reason for the attacks and no heart-related issues. Chester was told to reduce his stress and return if the attacks continued. They did not return, and Chester was accepted to Harvard, an acceptable alternative. In his freshman year, Chester experienced another panic attack while he was sleeping. He consulted the university health services, which once again found no medical reason for the attacks. The staff explained to him that the attacks might be a stress-related condition. An appointment was made for him at the university counseling service, but he did not keep the appointment. Chester made it through college by using alcohol to self-medicate. He was able to hide most of his drinking from his family and friends until he graduated and met Judy. He and Judy fell in love and married within six months. His drinking became harder to hide, and Judy confronted him after he fell at a neighbor’s dinner party where he was very drunk and rather loud. Chester confided in Judy about his panic and fears and how he needs the alcohol to function at home and at work. With Judy’s help, he decided to attend AA and seek counseling from a mental health professional. Chester slowly refrained from drinking but felt increasingly more anxious until he had three panic attacks in one week. He was placed on 2.5 mg of alprazolam (Xanax) by a consulting psychiatrist. He found the medication very helpful and was able to learn how to identify, label, and modify his thoughts in counseling with the use of cognitive therapy. He attended therapy weekly for nearly two years but stopped when he and the therapist felt they had progressed far enough. He continued to take the medication and remained symptom free for over 10 years. When he was 32 years old, his primary care physician believed that Chester was over his emotional concerns. His physician felt Chester should stop taking the alprazolam, which now had increased from 0.25 mg/day to over 3 mg/day. He still attended AA meetings from time to time but never touched alcohol again. By the second week of his step down from alprazolam, Chester experienced a panic attack while driving home from work. His medication was increased back to 3 mg/day of alprazolam and has remained at this dose for the past year. He attempted to return to therapy but found the principles of therapy were not helping him much this time around. Chester changed therapists, but the next therapist was less versed than the first, adding to his sense of failure. About a month ago, Chester’s 17-year-old son was accepted to Princeton. Although happy for his son, Chester became very depressed and, while shopping with his wife in a grocery store, he experienced an intense panic attack. He is tired of partially effective approaches and desires a more comprehensive form of treatment. He is aware that he now needs to address the concerns in therapy and deal with his reliance on alprazolam.

POSTCASE DISCUSSION AND DIAGNOSIS
Chester has a long history of Panic Disorder Without Agoraphobia Tendencies (F41.0), with secondary, alcohol, and sedative-hypnotic abuse. While he used alcohol to self-medicate early in his life, he abused the benzodiazepine alprazolam later in his life. Both drugs offered some level of immediate relief but did not provide a permanent solution to his concerns.
PSYCHOPHARMACOLOGICAL TREATMENT
Since Chester has such a long and chronic history of panic disorder, it is very likely that he will continue to experience panic, especially if he attempts to reduce his dose of alprazolam. Since cognitively based psychotherapy helped him before, he should try it again. Antidepressants, especially SSRIs, are very helpful in reducing or eliminating panic. Chester will be placed on an SSRI such as fluoxetine (Prozac), sertraline (Zoloft), citalopram (Celexa), or escitalopram (Lexapro), and he will be reevaluated every two weeks to determine drug effectiveness. Concurrently, the alprazolam will be very slowly tapered off in increments of 0.25 mg/week. Good patient education will be needed to help Chester understand that he will not have additional panic attacks once the antidepressant medication takes effect. It is important to remember that selling the idea of reducing the benzodiazepine and starting an SSRI often causes patients with anxiety spectrum disorders to report increases in anxiety and side effects. It is wise to make sure they don’t reduce the benzodiazepine too quickly and advise them to try to hold on for at least a month for the initial side effects to subside. At a five-month follow-up visit, Chester was symptom free and attending counseling twice per month. He continues to take the SSRI but no longer uses benzodiazepines or alcohol for symptom relief. He also attends a group for others with panic disorder called Agoraphobics in Motion.

Case Vignette: Case Conceptualization for Module 2

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Case Conceptualization for Module 2

Case Conceptualization for Module 2 – For module 2, you pick ONE of the following Case Vignette to complete the case conceptualization:

  • Chapter 19 has the case vignette of Margarita.
  • Chapter 18 has the case vignette of Chester.
  • Chapter 16 has the case vignette of Violet.

Instructions

Students will create case conceptualizations for Module 2 to 5. Case conceptualization format and example paper is provided on Blackboard. There are four case conceptualizations for your course. Include, in each of your two paged, short answer summaries, the etiology, diagnosis and designed treatment plan (long term and short-term plan) if working with this individual/family. Also include, what would be some of the challenges you would face as a counselor? You are required to incorporate two peer-reviewed research articles into the summary and will be included in the reference page. The book, newspaper articles, and/or blogs are not considered peer reviewed research articles. The paper does NOT have to be APA style but the references need to be written in APA 7 style.

Violet

CLINICAL HISTORY

Violet is a 15-year-old female in the ninth grade. She came with her parents to a local mental health center, complaining of intense anxiety and social shyness. The visit was prompted by a rather traumatic school dance. Violet came home early with her friend, Lisa, at Violet’s insistence. Violet reported that she was feeling more and more uncomfortable at the dance, and when she mentioned her feelings to Lisa, her friend told her “lighten up” and to stop obsessing about everything. Violet became quite upset and started to cry. Others at the dance gathered around her until school personnel escorted Violet and Lisa from the building. Violet’s parents were called, and the two girls were taken home. Violet is the older of two children. She has an 11-year-old brother who has no apparent mental health concerns. Her parents appeared to be happy and well adjusted with no history of mental illness; however, her mother reported that she was rather anxious herself in high school and college. Violet’s mother took nortriptyline (Pamelor) for several years but reported no anxiety problems in recent history. Both parents claimed that Violet had always been a shy, quiet, and very sensitive little girl. She was always uncomfortable around strangers and other students. In fact, she had a difficult time adjusting to both kindergarten and first grade. Although she is a very pretty girl, Violet avoided social contact with other students, and quickly excused herself when approached by them. Recently, while Violet was visiting at Lisa’s home, a few more friends showed up and suggested calling some boys over. Violet became more and more anxious until she excused herself and retreated to Lisa’s bedroom. Lisa called Violet’s mom, who came to take her home. Violet is aware that her fears and behaviors are ruining her life. She reported that she feels very inadequate in social situations. Violet is afraid that she will do or say something that will bring attention to her, and others will laugh at her. She also reported feeling very uncomfortable in the girl’s shower room at school. Violet will not shower or dress unless the other students have gone. She once became so concerned that others were watching her that she had trouble breathing and felt dizzy. After a complete physical by her family doctor and an evaluation by the therapist in the clinic, no physical causes for Violet’s anxiety were found. She functioned quite well at home and in the presence of people she knew well. School performance was good except when she had to raise her hand or give speeches in front of the class. She appeared to have no other phobias, no history of depression, and no history of trauma or abuse.

POSTCASE DISCUSSION AND DIAGNOSIS

Violet appears to have Social Anxiety Disorder (F40.10). She has always been rather shy and anxious in social situations, but recently her symptoms have worsened. She purposely avoids social situations and the possibilities of social invitations. She once dropped a class because the teacher said the students would have to work in groups. She fears that if her anxieties continue, she will not be able to finish high school or attend college.

PSYCHOPHARMACOLOGICAL TREATMENT

In addition to cognitive-behavioral therapy and social skills training classes, her therapist and parents decided that Violet should try medication. She was first given paroxetine (Paxil) 20 mg/day. She responded very well but reported feeling rather drugged during the day. Her yawning was so pronounced that her teachers excused her from class to sleep in the student lounge. She was then instructed to take the medication before bed, which helped, but sedation and dizziness continued to be a problem. She was then switched to venlafaxine (Effexor XR) starting at 75 mg, after which she showed less sedation and balance issues. She was increased to 150 mg daily. A follow-up found that Violet was much happier and certainly more social. Once the medication reduced her fears, Violet opened up to the therapist and really worked hard on finding ways to reduce her fears and increase her strengths. The social skills classes increased her selfesteem and allowed her to address her need that everyone must like her. In a true in vivo test, she attended a school dance recently and actually accepted a boy’s invitation to dance. She was quite smitten with him and the two are now dating.

How to Critique an Article: The Major Steps

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What is an article critique?

An article review is a paper that offers a critical assessment of the article’s (research, opinion, review) content and form. You should be able to determine the article’s strengths and weaknesses.

How do you critique an article?

You don’t need to reword everything the author has already said—instead focus on what you think are their strongest points and then attack those points with objections or questions that could have been raised by someone else reading the article. If something is irrelevant or inaccurate, be sure to point that out too.

Article critique: 8 vital steps
1. Read the article and skim it.

Reading a study or book, especially if it is full of unfamiliar terminology and long philosophical arguments, is intimidating. You shouldn’t expect to fully understand everything at the first reading. Skimming a study can help you to get a general sense of what the author says. What do they want to prove? Are they arguing for or against something? What are their main points? If there are terms you don’t know, get out your dictionary—or look them up online.

2. Read the article again, more carefully.

This time, read the whole article and try to understand everything that happens in it. If you have questions, mark them with a highlighter or a piece of paper—which will also make them easier to find when you go back later to write your critique.

3. Make sure you understand the main point(s) the author is making.

While you are reading, keep track of the author’s main points. At first this may seem difficult because many authors write in a way that is complicated or indirect. Make sure you understand the author’s purpose and thesis (the main point of the paper).

4. Critique it as you read.

Ask yourself questions about what you are reading, especially if it is an argument or a controversial subject. Does the article adequately address your questions? For example, if you are reading an article on the morality of animal testing and then come to a part in which the author argues why it is wrong, ask yourself what problems arise in that section.

5. Be ready to defend what you wrote.

As you read and write, you will find that you have made a claim in your critique. This is OK if it was an opinion. Your critique should be a statement of your opinion or, at the very least, something that could be disputed by someone else reading the same article in another way. If you were arguing in your critique, you may want to go back and clarify what you are saying. For example, if you are arguing that the author is wrong about something, make sure that your argument is not so weak that it could easily be refuted.

6. Write and edit your critique.

Use the box below to help you organize what you have written. As you go along, go back to that section if the piece of information needed is not clear and add more details or your own viewpoint (in italics). Check for grammar, spelling and sentence structure. Make sure the piece stays focused on your evaluation of the article.

7. Use an example to illustrate your ideas (or “back up” an argument).

Rather than just telling the reader what you think about a subject, an example can help you clarify or prove your point. It should be similar to, but not exactly the same as, what is being discussed. If a claim was made in the article that said “men are better at math than women,” an example of this would be “in class, the men do much better on the tests with their hands while most of the women use pencils.”

8. Summarize and restate your critique.

Write a brief summary of what you have written and restate the main points of your critique. This will allow you to see if you have made any major mistakes or whether your argument is sound.