• In this 6 to 8-page paper (page count excludes title page and reference page), you will discuss  the transgenerational  model) and the classic family therapy models from module 4 (the structural model) and apply the chosen models to the Case of Sharon and her Family (Thomlison pp. 196-197).
• Do not use an abstract with this paper, start with a standard APA title page.
• Include an introductory paragraph that includes a clear thesis statement as well as a brief explanation of why you chose the two models you selected.
• The main body of your paper should be 4 to 5 pages and must demonstrate the differences in the two approaches chosen, including a brief description of each model and the key intervention strategies and expected outcomes of each approach. Be sure to include specific examples of what the family therapist would do and say in each of these models and how the therapist would work with the family overall. Your work should clearly address the question; what is the family therapist most interested in when they are working in each of these models and how do they engage the family in the therapeutic process? Include cultural and ethical considerations that might arise in working with this family from these perspectives.
• Conclude your paper with a 1 to 2-page summary that compares and contrasts both approaches along with a critical analysis of which model you feel would be most beneficial to this family; including the degree to which you believe these models are or are not strengths-based and sensitive to culture and trauma-informed principles of care.
• Please use the Goldenberg text along with a minimum of 6 other academic sources to support your work. There are a number of excellent references listed in the Thomlison text, you are welcome to use some of these as long as you cite something beyond what is cited in Thomlison, you will need to retrieve a copy of the full articles to do this. You must appropriately cite all resources used in the paper and include a list of APA-style references at the end of your paper.

Response 1

Discussion, Week 10: A Deficit or a Difference?

As noted, school settings can be challenging for children and adolescents with a disability thus consideration is given as to whether such a disability is a deficit or a difference. The determination of this could affect the type of intervention(s) and the accommodations available in addition to how the individual is treated by others. The following presents how a disability in childhood or adolescence could be considered a deficit or a difference in terms of developmental trajectory.

Disability: A Deficit or a Difference

Disabilities come in many forms: mental, learning, and physical (Laureate, 2014). Although the effects on the individual may be similar, there remains a distinction between what is deemed to be a learning deficit or a difference in terms of developmental trajectory. People can overcome a learning deficit through remediation such as in academic intervention services (Economic Services Administration, n.d.). Comparatively, a learning disability is not reversible therefore remaining a life-long issue (Economic Services Administration, n.d.). However, accommodation skills and strategies may be put in place to aid in the lessening of the impact of the disability. Such accommodations for children and adolescents are developed into an IEP or Individualized Education Program and are tailored to the individual’s specific needs and goals (U.S. Department of Education, 2019).

The distinctions made between the two will reflect the developmental trajectory. For instance, a student diagnosed with Autism Spectrum Disorder or ASD does not imply academic difficulties although impairments in social communication, or restrictive, repetitive, or stereotypical behaviors may be predictive in the individual’s academic achievements (Estes, Rivera, Bryan, Cali, & Dawson, 2011). A developmental deficit by diagnosis, ASD for the child or adolescent could be considered a difference based upon the severity of the deficit thus impacting terms of the developmental trajectory; it would be addressed as a heterogeneous disorder with heterogeneous developmental pathways (Fleury et al., 2014). Subsequently, educators are expected to recognize the cognitive abilities of learners with ASD thereby developing an academic plan which simultaneously targets the specific learning needs of the individual (Fleury et al., 2014).

Conclusion 

Regardless of the disability of the child or adolescent, the fostering of an anti-bias and inclusive learning community is integral to the individual’s development (Derman-Sparks & Olsen Edwards, 2010). The developmentally appropriate practice requires the educator to cultivate each individual child’s fullest learning potential, inclusive, and promoting of encouragement, nurturing, and respect. The maintaining of an anti-bias learning community will present equitability for all students despite the consideration of the disability being a deficit or difference or the developmental trajectory.

References

Derman-Sparks, L., & Olsen Edwards, J. (2010). Anti-bias education for young children and 

        ourselves. Washington, DC: National Association for the Education of Young Children.

Economic Services Administration. (2019). Learning disabilities and deficits. Retrieved from

https://www.dshs.wa.gov

Estes, A., Rivera, V., Bryan, M., Cali, P., Dawson, G. (2011). Discrepancies between academic

achievement and intellectual ability in the higher-functioning school-aged children with

autism spectrum disorder. Journal of Autism and Developmental Disorders, 41, 1044–

1052.

Fleury, V. P., Hedges, S., Hume, K., Browder, D. M., Thompson, J. L., Fallin, K., … & Vaughn,

S. (2014). Addressing the academic needs of adolescents with autism spectrum disorder in

secondary education. Remedial and Special Education, 35, 68–79.

Response 2

Development is a process of growth through which children learn skills and abilities that help them to understand and function in their world. The normal trajectory of development enables a child to progress from complete dependency on others to complete independency of his/her needs. Although there is great variability in development, in general the majority of individuals progress within typical limits. However, certain disabilities may cause individuals to move along at a different pace or on a different path.

Research indicates that individuals with disabilities start life with delays and those delays remain constant and consistent as they move through developmental stages (Kritzer, 2012). For example, individuals who are deaf, deafened, or hard of hearing are behind their typical peers in preschool in literacy and math skills due to communication challenges. These deficits continue as they progress into elementary school, middle, and high school. In fact, when they graduate into middle school, their math skills are on average at a second grade, when they graduate to high school their math skills are at a third fourth grade level, and if they graduate from high school, they perform math skills at a sixth grade level (Kritzer 2012).

Another disability that have a different developmental trajectory than typical peers is Autism Spectrum Disorders (ASD).  One area that individuals with ASD develop differently is with their adaptive skills. Specifically, due to difficulties interacting, they have overall adaptive skills that are weaker than individuals with intellectual disabilities, mood disorders, personality disorders, learning disabilities, and Attention Deficit Hyperactivity Disorder (Mouga et al., 2015). The low adaptive skills are present starting at the age of two years of age and the trajectory of these skills is slower than typically developing individuals. In fact, the adaptive skill tend to become more profound and the gap in skill level between those with ASD and typically developing individuals grows (Pathak, Bennett, & Shui, 2017).

Individuals with Intellectual Disability (ID) also have a different developmental trajectory than typically developing individuals.  ID usually begins at birth and negatively affects the trajectory of the individual’s physical, intellectual, and/or emotional development (National Institute of Health, 2016). According to Mash & Wolfe (2016), although they follow a similar developmental path as normally functioning peers, they move through the paths at slower pace. Plus, their upper limits are different.

References

Kritzer, K. L. (2012). The story of an outlier: A case study of one young deaf child and his journey towards early mathematical competence. Deafness and Education International, 14(2), 69–77.

Mash, E. J., & Wolfe, D. A. (2016). Abnormal child psychology (6th ed.). Belmont, CA: Wadsworth.

Mouga, S., Almeida, J., Café’, C., Dugue, F., Oliveira, G., (2015). Adaptive profiles in Autism and other neurodevelopmental disorders. Journal of Autism and Developmental Disorders, 45, 1001-1012.

(please retain and use the 4 articles being referenced for intext and reference citations along with any of your own scholorly references)

The purpose of this assignment is to COMPLETE a paper that will:

1. Identify the biological basis of a disease or disorder of the nervous system >>>>>(Bell’s palsy) <<<<
2. Summarize current research to better understand the role of the nervous system in the disease/disorder

The final paper should showcase your best work in synthesizing and applying information about the biological basis of behavior, as well as your writing skills. An example paper from a former student is available to provide a strong example of this assignment (see the attachment below). 

Please complete the following this week:

1. After re-reading your research summaries and feedback, write an introduction to your final paper that will introduce your reader to research the topic, and preview the types of research summaries you will include. You may also want to use additional sources to cite important statistics about the disease/disorder or describe important symptoms or treatments that may be relevant.
2. Revise your research summaries by re-reading to correct any confusing sections typos, mistakes or omissions. Integrate any feedback you received. (don’t worry I got %100 on my summaries),  Add transition sentences to guide your reader through the summaries.
3. Write a conclusion that summarize the main points of your paper. Then, interpret the research you read as a whole. Possible things to consider in your conclusion: What main themes emerged? What differences/discrepancies/controversies emerged? What gaps still exist in the research (what is still unknown about the biological basis)? What new discoveries have been made?
4. After you have completed your paper, write an abstract. The abstract should be a mini-preview of the upcoming paper. A basic format for an abstract could include a sentence (or two) introducing the topic, a sentence summarizing the kinds of research the reader will encounter in your paper, and a sentence (or two) about the conclusion of the paper. (You’ll want to have your paper fairly complete before writing your abstract. Once the paper is complete or close to complete, it will be a lot easier to pull out these key pieces of information and assemble the abstract.)
5. Use APA format for your writing. This assignment should be approximately 6 pages long (not including a cover page and references page) in APA format (12 point font, double-spaced, 1″ margins). Additional information about APA format is available HERE. An MSWord document that is pre-formatted to APA format is available for you to use (see the attachment below).  Please use this template to help ensure that most elements of APA format will be already included in your assignment, making it a lot easier to produce a high-quality, professionally formatted assignment. 🙂

YOU ARE ESSENTIALLY WRITING AN ABSTRACT, INTRODUCTION & CONCLUSION with filler information to make up the extra pages. There are 4 full page summaries already. SO you just need 2 more full pages including the abstract page.

>> Review attachments being with “Sem assignment one”<<

THANK YOU!!!

identify three (3) premises (reasons) listed under either the Pro or Con section – whichever section opposes your position.

. For each of the three (3) premises (reasons) that oppose your position on the issue, answer these “believing” questions suggested by Elbow:

1. What’s interesting or helpful about this view?
2. What would I notice if I believed this view?
3. In what sense or under what conditions might this idea      be true?”

The paper should follow guidelines for clear and organized writing:

• Include an introductory paragraph and concluding      paragraph.
• Address main ideas in body paragraphs with a topic      sentence and supporting sentences.
• Adhere to standard rules of English grammar,      punctuation, mechanics, and spelling.

Your assignment must follow these formatting requirements:

The specific course learning outcomes associated with this assignment are:

• Identify the informal fallacies, assumptions, and      biases involved in manipulative appeals and abuses of language.
• Create written work utilizing the concepts of critical      thinking.
• Use technology and information resources to research      issues in critical thinking skills and informal logic.

Are Felon Disenfranchisement Laws a Form of Racial Discrimination?

Cons: (1)

Jason L. Riley, Editorial board member of the Wall Street Journal, stated the following in his Feb. 12, 2014 article “Holder (Hearts) Felons,” published in the Wall Street Journal:

“Blacks are disproportionately affected by felon disenfranchisement laws because a disproportionate number of blacks are felons. The problem is black criminality, not racist laws. White felons face the same voting restrictions, which date not to America’s post-Civil War period, as Mr. Holder suggested in his remarks, but to medieval Europe by way of ancient Greece and Rome. Indeed, many of the voter-disenfranchisement laws in this country were passed long before blacks could even vote…
The Obama administration would rather focus on white racism instead of black behavior. But before Republicans follow along, they might consider how these liberal policies impact the law-abiding members of the black community so often ignored by the left. Eliminating mandatory minimum sentences for drug dealers means that these thugs return to the ghetto sooner rather than later to raise hell. Similarly, re-enfranchising black felons gives people who broke the law the ability to dilute the votes of black people who followed it—the very same law-abiding blacks who in the vast majority of cases were the felons’ victims.”

Cons: (2)

Sam Reed, MA, Washington Secretary of State, stated the following in an Oct. 7, 2010 press release “Ninth Circuit Upholds Washington’s Felon Voting Ban,” available at the Washington State Office of the Attorney General website:

“We absolutely believe in civil rights and will continue to work toward equality in the criminal justice system, but at the same time, we firmly believe that it is appropriate and reasonable for society to deny voting rights to people who commit serious crimes… This has been the law in our state since 1866 and nearly every state in America has this sensible policy. There is clearly no [racially] discriminatory intent. It is about a reasonable sanction we impose based on the person’s decision to commit a crime.”

Oct. 7, 2010 – Sam Reed, MA 

Cons: (3)

Edward Feser, PhD, Instructor of Philosophy at Pasadena City College, stated in his Spring 2005 article “Should Felons Vote?,” published in City Journal:

“The frequently heard charge is that disenfranchising felons is racist because the felon population is disproportionately black. But the mere fact that blacks make up a lopsided percentage of the nation’s prison population doesn’t prove that racism is to blame.
Is the mostly male population of the prisons evidence of reverse sexism? Of course not: men commit the vast majority of serious crimes – a fact no one would dispute – and that’s why there are lots more of them than women behind bars.
Regrettably, blacks also commit a disproportionate number of felonies, as victim surveys show. In any case, a felon either deserves his punishment or not, whatever his race. If he does, it may also be that he deserves disenfranchisement. His race, in both cases, is irrelevant.”

Spring 2005 – Edward Feser, PhD