PREVENTION SUICIDE IN TEENAGERS

/in /by
Guidelines in developing a Group Proposal.
TOPIC OF THE GROUP PROPOSAL: PREVENTION SUICIDE IN TEENANGERS, 16-18 AGE. LATINO/ FEMALE/SPANISH.
Whatever information you found the most, choose one, but it has to be prevention suicide in teenagers around 16-18.
TOTALLY OF PAGES: 7 PAGES THE WHOLE PAPER.
Introduction part: 2-3 PAGES
-Why is there a need for such a group?
– What type of group are you forming?
– For whom is the group intended? Identify the specific population. What do you know about the needs for this population?
-Most importantly your rationale for this group needs or be clear and convincing, remember you might have to convince and audience about why there is a need for your group.
-State your goals or what you expect to achieve?
NOTE: You have to include 5 peer review articles from Albizu library for your introduction, to sustain your point and convince your audience. Put facts, statistics whatever your found about the topic.
1. Use the following resources:
HOW TO ACCES THE VIRTUAL LIBRARY:
Step 1. Go to www.albizu.edu Once you are on the university page, click on SunPortal at the top right hand side.
Step 2. On the sun portal login page do the following:
Username: schavez564
Password: sabrina1998
Step 3. Click on Virtual Library
-CAU ONLINE LIBRARY COBIMET (PEER REVIEWED/ FULL TEXT ARTICLES)
-NOTHING OLDER THAN 8 YEARS
Objectives:
-How many members in your group? Is there a specific group?
-Are you planning to conduct any pre-group interviewing or pre-screening candidates?
-Where will the group meet and how long will the session be?
-Will it be an open or close group? Would there be any group pre-selection or pre-screening?
-What topics will be explored in this group?
Final Part: 
-This part should include how you see your initial goals achieved, or what you expect your group members to accomplish after attending your group.
-If you are administering a pre-screening tool what do you expect to see as you complete the group as far as changes in the scores.

 Metacognition

/in /by

Metacognition
Prior to engaging in this discussion, please read “Chapter 8: Owning  Our Learning Experiences” in your e-book and review the Instructor  Guidance. Metacognition is the ability to be aware of  and regulate one’s thought processes. It is suggested to be a process  that improves our ability to effectively process information. Consider  the benefits of being more aware of your own learning needs and how it  might affect both your personal and professional goals. Discuss the  following:

  • How could an increased awareness of information processing, your  learning style, and your attention and self-regulation strategies  potentially affect your performance in your academic journey?
  • Your career development/professional life?
  • Based on your career goals, how can a better understanding of how we learn be applied?
    (e.g. in your organization? your community? your volunteer efforts?)
  • Did you learn anything important about yourself through the process of learning about learning?
  • What did you learn about your peers in the class through the process of learning about learning?
  • How will you apply what you have learned about yourself in your  future learning activities (whether you are the learner or the  instructor in these activities)?
  • Do you agree or disagree that by applying the elements of  metacognition into your studies, you will improve your ability to learn  more effectively?

Multiple Intelligences

/in /by

Learner Needs: Multiple Intelligences
Prior to engaging in this discussion please read Chapter 7: Evolving Frameworks, in your e-book, watch the Theory of Multiple Intelligences (Links to an external site.)Links to an external site. video, read the article “Multiple Intelligences” (2011), and review the Instructor Guidance.
Traditionally, someone who is intelligent is defined as an individual  who can solve problems, use logic to answer questions, and think  critically. However, psychologist Howard Gardner has created a much  broader definition of intelligence called multiple intelligences, which  is more focused on our areas of learning preferences. For this  discussion, please complete the following:

  • Demonstrate an understanding of intelligence (IQ) and multiple  intelligences (MIs) by comparing and contrasting the differing variables  associated with each.
  • Thinking critically about these foundational differences, comment on  how Gardner’s ideas about learning preferences might change the way we  assess a person’s strengths and weaknesses.
  • Click the following link and take the MI assessment (Links to an external site.)Links to an external site.. Review your results.
    • Do you agree with the assessment? How can what you have learned about yourself help support your learning performance?  List at least two behaviors you could change or traits you could  develop in your own behaviors, and explain how they support your  assessment results.

Cultural Perspectives

/in /by

Cultural Perspectives

The goal of this assignment is to integrate cultural nuances, expectations, and perspectives into a final paper. You will present a current diversity-related situation or dilemma; compare and contrast the cultures involved in the situation; provide a historical perspective; and analyze the contributing factors to the current state of the situation. You will then interpret the effects of the situation on the cultures involved, provide evidence in favor of and opposed to each side of the situation. Finally, you will assess your beliefs and perspectives regarding the situation or dilemma and identify strategies for building inclusion by synthesizing the varying perspectives.

Instructions:

This final paper will build upon the written assignment from Week 5. Based on the feedback received from the Paper Review (submitted in Week 5), revise your Week 5 written assignment. The final paper should be 2800-3500 words (8-10 pages) in length, double-spaced, and include a title page and references page.
Address complete responses to the following: 

  1. Identify a diversity situation or cultural dilemma that is prevalent in today’s society that involves more than one cultural group:
    1. What is the diversity situation or cultural dilemma that you chose?
    2. Provide an analysis of the topic, including an historical perspective and the current day situation.
    3. Explain why this is a topic of interest in general, and to you in particular.
  2. Compare and contrast the different cultural groups involved:
    1. What cultural groups are involved in this situation or dilemma?
    2. What stereotypes and biases are associated with each of these cultural groups?
    3. What privileges and power are associated with each of these cultural groups?
  3. Determine a personal position regarding the topic:
    1. Identify and present your own attitudes, beliefs, cultural norms, stereotypes, or biases that you may have, or had in the past, regarding this topic.
    2. Present at least one argument supporting the perspective or each cultural group involved with the topic.
  4. How can this situation or dilemma be addressed moving forward with a mutually beneficial outcome?

Utilize 5 to 7 resources, including resources provided throughout the course, to support your arguments. Make sure to gather evidence and present persuasive, well-reasoned arguments regarding your topic, and consider all perspectives and opinions.