Discussion: Poverty In Young And Middle Adulthood

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Poverty has a strong influence on the lives of adults. When an adult lives in poverty, the effects extend beyond that individual to all those who depend on the adult. The problem of poverty in the life of an adult becomes a family or community problem, and few social problems are more impactful than poverty.

As a social worker, you are likely to address the needs of clients whose adverse circumstances are strongly influenced by poverty. Increasing your understanding of poverty and its influence will equip to you to better understand and assist your clients.

As you read this week’s resources, select the theory of poverty that most resonates with you to address in your Discussion post for this week.

By Day 3

Post a Discussion that includes the following:

  • An explanation of how poverty impacts the experience of individuals in young and middle adulthood
  • A statement as to whether you think poverty is the result of cultural or individual. characteristics; provide support for your position
  • An answer to the following questions about the theory of poverty you selected:
    • What aspects of this theory would be most suitable for your practice? Why?
    • What aspects of this theory do you find problematic in terms of your knowledge of social work practice? Explain.

Learning Resources

Required Readings

Zastrow, C. H., & Kirst-Ashman, K. K. (2016). Understanding human behavior and the social environment (10th ed.). Boston, MA:  Cengage Learning.
Chapter 12, “Sociological Aspects of Young and Middle Adulthood” (pp. 549-616)

Plummer, S.-B., Makris, S., Brocksen S. (Eds.). (2014). Sessions: Case histories. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].
“The Hernandez Family” (pp. 3–5)

Required Media

Laureate Education (Producer). (2013). Hernandez family: Episode 6 [Video file]. Retrieved from https://class.waldenu.edu

Note:  The approximate length of this media piece is 3 minutes.

Accessible player –Downloads–Download Video w/CCDownload AudioDownload Transcript

Optional Resources

Use the link below to access the MSW home page, which provides resources for your social work program.
MSW home page

Sutin, A. R., & Costa, P. T. (2010). Reciprocal influences of personality and job characteristics across middle adulthood. Journal of Personality, 78(1), 257–288.

Whitbourne, S., K., Sneed, J. R., & Sayer, A. (2009). Psychosocial development from college through midlife: A 34-year sequential study. Developmental Psychology, 45(5), 1328–1340.

Human Growth And Development Discussions

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Topic: Scientific Methods and Scientific Thinking

Psychology is a SCIENCE – 250 words

How do psychologists figure out WHY people act the way they do?

1. Which one of these four research methods that were described in Chapter 1 (naturalistic observation, case study, correlational study, or experiment) would best allow psychologists to determine WHY people act the way that they do? In other words, which method best allows researchers to actually TEST possible explanations for behavior? (Note that being able to generate possible explanations – and actually testing them – are two different things). Explain the major advantages of the method that you choose.

2. Compare your chosen method to the other methods and explain WHY the method you chose is better than the others.

IMPORTANT: When providing evidence for your answers, you MUST cite the textbook where appropriate by listing the author and page number(s) as in the following “example”:

A correlation tells us the strength of the relationship between two variables (Santrock, p. 28).

 

Topic: Scientific Methods and Scientific Thinking

 

Psychology is a SCIENCE

–

 

250

words

 

How do psychologists figure out WHY people act the way they do?

 

1. Which one of these four research methods that were described in Chapter 1 (naturalistic observation,

case study, correlational study, or experiment) would best allow psychologists to determine WHY people

act the way that they do? In other words, which m

ethod best allows researchers to actually TEST

possible explanations for behavior? (Note that being able to generate possible explanations

–

 

and

actually testing them

–

 

are two different things). Explain the major advantages of the method that you

choose.

 

2. Compare your chosen method to the other methods and explain WHY the method you chose is better

than the others.

 

IMPORTANT: When providing evidence for your answers, you MUST cite the textbook where

appropriate by listing the author and page number

(s) as in the following “example”:

 

A correlation tells us the strength of the relationship between two variables (Santrock, p. 28).

 

 

Topic: Scientific Methods and Scientific Thinking

Psychology is a SCIENCE – 250 words

How do psychologists figure out WHY people act the way they do?

1. Which one of these four research methods that were described in Chapter 1 (naturalistic observation,

case study, correlational study, or experiment) would best allow psychologists to determine WHY people

act the way that they do? In other words, which method best allows researchers to actually TEST

possible explanations for behavior? (Note that being able to generate possible explanations – and

actually testing them – are two different things). Explain the major advantages of the method that you

choose.

2. Compare your chosen method to the other methods and explain WHY the method you chose is better

than the others.

IMPORTANT: When providing evidence for your answers, you MUST cite the textbook where

appropriate by listing the author and page number(s) as in the following “example”:

A correlation tells us the strength of the relationship between two variables (Santrock, p. 28).

Reinforcement Schedules

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Reinforcement Schedules

Reinforcement is the cornerstone of behavior analysis. How frequently (or not frequently) reinforcement is delivered has a large impact on how quickly one may respond. This is the case for all behavior. For example, someone who sells cars may be paid on a fixed interval schedule (every two weeks regardless of how many cars are sold) or fixed ratio schedule (100 dollars for every car sold). As you can imagine, based on the pay schedule, the response rate of car selling by the individual who is paid every two weeks, regardless of the number of cars, is likely to be much lower than that of the individual who is paid per car sold. This type of reinforcement schedule and rate of responding translates the same for when you may be teaching a client a skill. Choosing the appropriate reinforcement schedule allows us to support our clients in achieving those successes.

For this assignment, write a paper that includes the following:

  • Describe the main types of reinforcement schedules (fixed interval, fixed ratio, variable ratio, and variable interval).
  • Explain how each schedule works to evoke a behavior and the type of responding that results.
  • Describe how you would use this information on response rates and reinforcement schedules to evoke a behavior in your personal or professional life.
  • Analyze why you would choose a particular reinforcement schedule for that particular behavior.

 

Assignment Requirements

Your assignment should meet the following requirements:

  • Written communication: Should be free of errors that detract from the overall message.
  • APA formatting: References and citations are formatted according to current APA style guidelines.
  • Resources: 2 scholarly or professional resources.
  • Length: 4 double-spaced pages, excluding the title page and reference page.
  • Font and font size: Times New Roman, 12-point.

 

template attached

Running head: REINFORCEMENT SCHEDULES 1

 

REINFORCEMENT SCHEDULES 2

 

 

 

 

 

 

 

 

Reinforcement Schedules

Name

School

 

 

 

 

 

 

 

Abstract

Reinforcement Schedules ……

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Reinforcement Schedules

Types of reinforcement schedules (fixed interval, fixed ratio, variable ratio, and variable interval). Describes the main types of reinforcement schedules using support from scholarly sources.

Fixed interval

Explain how the schedule works to evoke a behavior and the type of responding that results.

Fixed ratio

Explain how the schedule works to evoke a behavior and the type of responding that results.

Variable ratio

Explain how the schedule works to evoke a behavior and the type of responding that results.

Variable interval

Explain how the schedule works to evoke a behavior and the type of responding that results.

Differences

Explains how the schedules are different from each other

 

Response rates and reinforcement schedules

Describe how you would use this information on response rates and reinforcement schedules to evoke a behavior in your personal or professional life, using support from scholarly sources.

Example of particular reinforcement for situation

Analyze why you would choose a particular reinforcement schedule for that particular behavior (situation) and provides other examples as support.

Conclusion

Conclusion ……

 

 

 

 

 

 

 

 

 

 

References

Cooper, J.O., Heron, T.E. and Heward, W. L. (2007). Applied Behavior Analysis (2nd ed.). Upper River, NJ: Merrill/Prentice Hall.

 

2 – Scholarly source

3 – Scholarly source

“Is There A Relationship Between Frequency Of Church Attendance And The Level Of Understanding Of Basic Christian Doctrine?”

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“Is there a relationship between frequency of church attendance and the level of understanding of basic Christian doctrine?” 

Read the excerpt from an original article that appeared in the Baptist Message in August 2011 (Quarles, 2011), attached.  Then answer

—……. 1acaWC; DU ..azc:u: OJ <> ….”‘. p_.a::,””””,~ ….., •

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Southern Baptists must learn to ‘choose our baHies wisely’ ~. I

I Southern Baptists are a scrappy

bunch. We have never been ones to walk

! away from a good fight.

j The problem with being scrappy is that we are sometimes a little too eager to jump into the fray. I fear that Southern

i Baptists are about to stepinto a battle without properly calculating whether the conflict is wise.

The looming conflict to ! which I refer is the battle over

Calvinism. Like any battle this conflict could potentially escalate into an all-out war. Even as I write, battle lines are being con­ templated.

churches. While war has not yet been declared, the distinct sound of sabers rattling can be heard.

Before Baptists enter this conflict, I want to urge caution. Battles are not to be entered lightly.

In the 5th and 6th century BC, the Chinese military strategist and philoso­ pher, Sun Tzu, wrote The Art of War. The book explained military strategies that still guide the American military today.

Sun Tzu’s is perhaps best known for this wise advice: “Now the general who wins a battle makes many calculations in his temple ere the battle is fought. The general who loses a battle makes but few calculations beforehand. Thus do many calculations lead to victory, and few calculations to defeat: how much more no calculation at all!” This advice is nonnal­ ly reduced to the old adage: “Choose your battles wisely.”

/ / The wise general does not fi~t every

~attle. He carefully calculates which ~les. are ~o~ fighting in order to ac­

./’ ‘ohsh hiS ultimate cause. He has the

wisdom to walk away from the skir­ mishes that may cost much without really contributing to his primary mission.

The wisdom of this principle is af­ firmed by the teaching of our Savior himself (Luke 14:31) who urged kings to count the cost before they go to war.

Although I have strong convictions about the biblical and historic Baptist doctrine of election, I am convinced the battle over Calvinism is an unwise battle for Baptists.

The number ofAmerican fatalities in the Civil War ex­ ceeds that of any other conflict

Many fear that this battle CHARL£S QUARLES in our history. The War Between has the potential to divide our lC VICe President the States taught us that battles national convention, fragment Integration of Faith between brothers are usually the state conventions, and split local and learning most costly.

Similarly, the conflict over Calvinism will likely result in

many casualties and, tragically, it will be a battle between brothers.

Brothers will become enemies and friends will become foes. Those who should be fellow-soldiers and allies in another conflict will engage each other. By the time the smoke of the battlefield clears, we will grieve too late at the toll the battle has taken.

What then is the battle we should wisely choose? The battle we must com­ mit to is the age-old battle for the Bible.

Though Baptists claim to have won that battle, we didn’t. It is critical that we renew our commitment to that battle and

Spiritual Essentials) exam to incoming freshmen to determine how well they understand the essential doctrines of the Christian faith.

These are not the lofty doctrines that only erudite ivory-tower theologians discuss and debate in the back rooms of dusty libraries; these are essential gospel truths that a person must understand and believe to be considered truly Christian.

Such doctrines include humanity’s sinful and lost condition, Jesus’ identity as God, the necessity of faith in Jesus for salvation, and our Lord’s bodily resurrec­ tion.

Here are some ofour discoveries: • 78 percent believe that all people are

basically good and have no real need for a Savior

• 65 percent cannot identify a simple definition of new birth in a multiple- choice question. They think that be­ ing “born again” means experiencing reincarnation or transmigration in which a person who has died returns to earth in another life fonn so that they can make up for the sins ofthe past.

• 54 percent think. that faith in Jesus is unnecessary for salvation. In their view, as long as a person believes in a god and has fallen in love with him, her, or it, he is right with that god.

• 42 percent believe that people go to heaven because oftheir personal morality rather than because of Jesus’ sacrificial death.

• 32 percent do not know that Chris- fight it without distraction especially attianity affinns the Deity ofJesus Christ, this moment in history. even though the NT repeatedly insists

The claim that Baptists did not win that faith in Jesus as God is necessary for the battle for the Bible will probably salvation. puzzle many readers. However, evidence • 25 percent do not know that Christi- to support this claim is plentiful; . anity claims that Jesus literally rose from

For the last three years, Lowslana the dead. College has adrniniste~d a newly- Overall, our freshman score~ ~ 67 developed BASE (BehefAssessment of percent on the BASE exam, a fadmg

August 18,2011 • www.baptisbnessage.com. [loUISIANA] BAPTIST MESSAGE

grade, despite the fact that 90 percent- percent ofthe college’s incoming fresh-

.1 I

men claim to be Christians and nearly i

60 percent of them grew up in our own Louisiana Baptist churches!

Baptists seemed to have declared our \ victory in the battle for the Bible prema­ turely. We failed to recognize that real victory does not arrive with completion of an air campaign. Victory comes only after the long, arduous ground war.

True victory in the battle for the Bible did not arrive when the convention reas­ serted its commitment to our Baptist con­ fession and began to elect denominational leaders who revere God’s word.

Real victory in the battle for the Bible will come only when Baptist pastors faithfully expound God’s word every Lord’s day and when Baptist church members diligently study the Scriptures as an act ofpersonal devotion.

V-day will not arrive until those who claim to be God’s people know and cherish the fundamental teachings of the Bible.

When an entire generation that sits in our churches is completely unaware of the most essential truths of our faith, will we turn from proctaiming the glories of Jesus’ deity, the grace of an old rugged cross, the power of an empty tomb, and the necessity of faith in Jesus, to fight , over divine mysteries that none ofus can fully comprehend?

In the face of enonnous threats from universalism, naturalism, atheism, and mysticism, will we baUle each other over Calvinism? I hoPe not. We Southern Baptist scrappers do not need to go look­ ing for a new fight. We need to renew our commitment to an old one.

Charles Quarles is VICe Presidentfor Integration ofFaith and Learning at Louisi­ ana College and Dean ofLC:SO Caskey &hool ofDivinity.

 

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the following prompts, in 350 words for the original thread:

Summarize the excerpt in several sentences.  Include in your summary a list of the main Christian doctrines that students are failing to grasp.Think about the research question:  Is there a relationship between frequency of church attendance and the level of understanding of basic Christian doctrine?  In order to conduct a study, a psychologist must first establish the null and research hypotheses that will guide the research design and data analysis.

Based on the given research question and your reading, state a null hypothesis and a research hypothesis (otherwise known as an alternative hypothesis) for the lab project. Note that we are not stating a hypothesis for the Quarles study, but for the lab project study with the given research question.

Share your thoughts:  Based on your own opinion, what do you predict the results of such a study might be?

 

The following text is the basis for the Lab Project and Discussion. The excerpt is taken from:

Quarles, C. (2011, August 18). Southern Baptists must learn to ‘choose our battles wisely.’ [Louisiana] Baptist Message.

You are not required to read the entire article, but if you wish to read it, it is attached.

“For the last three years, Louisiana College has administered a newly-developed BASE (Belief Assessment of Spiritual Essentials) exam to incoming freshmen to determine how well they understand the essential doctrines of the Christian faith.

These are not the lofty doctrines that only erudite ivory tower theologians discuss and debate in the back rooms of dusty libraries; these are essential gospel truths that a person must understand and believe to be considered truly Christian.

Such doctrines include humanity’s sinful and lost condition, Jesus’ identity as God, the necessity of faith in Jesus for salvation, and our Lord’s bodily resurrection.

Here are some of our discoveries:

· 78 percent believe that all people are basically good and have no real need for a Savior

· 65 percent cannot identify a simple definition of new birth in a multiple-choice question. They think that being ‘born again’ means experiencing reincarnation or transmigration in which a person who has died returns to earth in another life form so that they can make up for the sins of the past.

· 54 percent think that faith in Jesus is unnecessary for salvation. In their view, as long as a person believes in a god and has fallen in love with him, her, or it, he is right with that god.

· 42 percent believe that people go to heaven because of their personal morality rather than because of Jesus’ sacrificial death.

· 32 percent do not know that Christianity affirms the Deity of Jesus Christ, even though the NT repeatedly insists that faith in Jesus as God is necessary for salvation.

· 25 percent do not know that Christianity claims that Jesus literally rose from the dead.

Overall, our freshmen scored a 67 percent on the BASE exam, a failing grade, despite the fact that 90 percent of the college’s incoming freshmen claim to be Christians and nearly 60 percent of them grew up in our own Louisiana Baptist churches!”