Environment on Behavior and the Family System

 

Post has two assignments

1:Psychological and Sociological Aspects of Later Adulthood

Order Description

Influences of Environment on Behavior and the Family System
write about Sandra Lombardino’s ecomap that you submitted in Unit 8.Summarize and evaluate the influences of the environment on Sandra’s behavior and family system.

Using the ecomap you created as a resource, discuss the following topics about Sandra and her family:

Provide a one paragraph history about Sandra’s life to this point.
Explain whether Sandra is in Integrity or Despair as defined by Erik Erikson in his Theory of Psychosocial Development. Explore how this transition crisis may be resolved by a HSP conducting a life review with Sandra.
Using Sandra’s ecomap, describe what systems (influences) are causing the most stress and negative influence on Sandra’s behavior and decision making.
Considering Stress Theory, what are some recommendations a HSP could make to Sandra to help her cope with her trauma/stress that may help her meet her goal of a long life expectancy?
If you were working with Sandra and she provided consent to contact her family, do you believe that involving her adult children would make a positive impact to her family system? Explain why or why not.
What role could Sandra’s adult children play in helping Sandra cope with her trauma/stress?
Name one human services agency that serves older adults that may provide assistance to Sandra and her family. Explain how this agency would specifically help Sandra and her family with their current stressors.
Considering all you have learned in HN144, what are some best practice approaches that a human service professional could use to help a multigenerational family experiencing a negative environment?
Your paper should be 8 complete paragraphs, resulting in approximately 2–3 pages of text in addition to the cover page and the final reference page. It also should be free of spelling and grammatical errors. Your Assignment should be double-spaced, using a 12 point Times New Roman font.
Include a cover page and a final reference page where you cite your course text and any other sources you choose to include in the paper. The only required source is your text.

Explore the Kaplan Library or credible Internet sites for additional sources, but the text is your primary source of support. Your opinions also are valued, but it is important to keep in mind that your main objective in completing this project is to illustrate your knowledge of the course material.

Citing Sources
Attribute credit to the proper sources when relying on the text, articles, websites, or other sources. You must credit your work when you:

Summarize concepts and theories that you learned in the text, articles, or internet sources.
Use others’ ideas, theories, and concepts in constructing Discussion topic responses or completing Assignments.
Use direct quotes in the context of your paper (when quoting directly, you must use quotation marks).
Your Assignment must be your original work; plagiarism will not be tolerated. Be sure to review the Syllabus in terms of what constitutes plagiarism.

Submitting Your Assignment

Put your Assignment in a Word document. Save it in a location, and with a name, that you will remember. When you are ready to submit it, go to the Dropbox and complete the steps below:

2: Practical Solutions for Dyslexia

Order Description

Coursework in a workbook format with the following headings with instruction subheadings: –

Assessment Activity 1: – Understand current approaches to dyslexia
1.1 Summarise current thinking about dyslexia, illustrate your answer with reference to relevant research in this area.

1.2 Review and evaluate current approaches to dyslexia, identify at least 2 different approaches to dyslexia and evaluate their potential effectiveness based on your own experiences and knowledge of dyslexia.

Assessment Activity 2: – Understand multi-sensory approaches to teaching & learning

2.1 Explain what is meant by a “multi-sensory” teaching approach and investigate the importance of a multi-sensory teaching approach in relation to working with individuals who are dyslexic.
(Why is such an approach important for dyslexic individuals?)

Assessment Activity 3: – Understand the importance of phonological skills

3.1 Investigate the importance of phonological skills in relation to the development of literacy, include references to relevant research to support your answer.

3.2 Assess the effects of inefficient phonological skills on both literacy learning and the broader curriculum.

3.3 Produce an activity to promote phonological skills (Please ensure that the activity is included and securely attached to workbook).

3.4 Explain what your activity is and how you would use it. Review and evaluate the effectiveness of this activity based on your experiences.

Assessment Activity 4: – Understand spelling rules and patterns

4.1 Summarise the importance of using a range of spelling strategies

4.2 Produce an activity to help a dyslexic learner spell an irregular word
(Please ensure that the activity is included and securely attached to workbook)

4.3 Explain what your activity is and how you would use it. Review and evaluate the effectiveness of this activity based on your experiences.

4.4 Investigate and explain the rule or convention in eight (8) spelling patterns: –
Focus on 1 rule or convention to aid a learner. Explain (in detail) how you would teach this rule to the learner.

Assessment Activity 5: – Understand the principles of basic and higher reading skills

5.1 Summarise the principles of basic reading skills

5.2 Develop an activity/strategies to help a dyslexic learner with basic reading skills.
(Please ensure that the activity is included and securely attached to workbook).

5.3 Explain what your activity is and how you would use it. Review and evaluate the effectiveness of this activity based on your experiences.

5.4 Summarise the principles of higher reading skills

5.5 Develop an activity/strategy to help a dyslexic learner with higher reading skills
(Please ensure that the activity is included and securely attached to workbook).

5.6 Explain what your activity is and how you would use it. Review and evaluate the effectiveness of this activity based on your experiences.

Assessment Activity 6: – Understand the difficulties that a dyslexic individual may experience with writing

6.1 Analyse the potential difficulties with writing that might be experienced by dyslexic learners.

6.2 Develop an activity/strategy to help a dyslexic learner with writing.
(Please ensure that the activity is included and securely attached to workbook)

6.3 Explain what your activity is and how you would use it. Review and evaluate the effectiveness of this activity based on your experiences.

Assessment Activity 7: – Understand the potential impact of dyslexia on behaviour, motivation and self-esteem

7.1 Investigate how dyslexia can affect behaviour motivation and self-esteem.

7.2 Evaluate strategies that can help with behaviour, motivation and self-esteem.

7.3 Assess and comment on your role in supporting dyslexic learners.

Recommended books: –
(1). Word Aware – Teaching vocabulary across the day, across the curriculum – by S. Parsons & A. Branagan.
(2). The Learning Game – by J. Smith
(3). Oops! – Helping Children Learn Accidentally – by H. Roberts.
(4). Writer’s Wordstore – by M. Litten.
(5). Remedial Spelling – by V. Brand.
(6). Simple Syllable Analysis – by V. Hammond.
(7). Just Phonics – by R. Miskin.
(8). Teaching the Brain to Read – by D. Milne.
(9). The Dyscalculia Assessment – by J. Emerson & P. Babtie.
(10). Dyslexia – Assessing and Reporting – by A. Jones & K. Kindersley.
(11). Dyslexia – A Parent Guide to Dyslexia, Dyspraxia, and Other Learning Difficulties – by V. Muter & H. Likierman.
(12). 100 Ideas for Supporting Pupils with Dyslexia – by G. Reid & S. Green.
(13). How to Detect and Manage Dyslexia – by P. Ott.
(14). Dyslexia in Secondary Schools – by J. Cogan & M. Flecker.

Adulthood