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Relationship between poverty and children’s social and emotional development

For the second part of the journal assignment, you will review the following case study, which examines the relationship between poverty and children’s social and emotional development.

Case Study – https://kapextmediassl-a.akamaihd.net/gradEd/ED533/ED533_1303D/U4_CaseStudy/ED533_U4_CaseStudy/index.html

Then you will address the following questions in one-page, using at least one resource in addition to your textbook to support your reflection.

Poverty is an issue that more and more of our nation’s children are facing. The price that children of poverty must pay is unbelievably high. Each year, increasing numbers of children are entering schools with needs resulting from circumstances, such as poverty, that schools are not prepared to meet. In reflecting on the video, think about why poverty might influence the social, emotional, and behavioral outcomes of Latrice Wright’s children. As a result, how does poverty influence your teaching? What are three details that stood out to you and why? How would you plan to address these details?

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Identify characteristics of professional behavior including emotional intelligence, communication, and conflict resolution

Purpose

The purpose of this assignment is to explore a critical concept in nursing. The student will be able to demonstrate application of information literacy and ability to utilize resources (library, writing center, Center for Academic Success [CAS], APA resources, Turnitin, and others) through literature search and writing the paper.

Course outcomes:  This assignment enables the student to meet the following course outcomes.

CO 2: Identify characteristics of professional behavior including emotional intelligence, communication, and conflict resolution.

CO 3: Demonstrate information literacy and the ability to utilize resources.

Due date: Your faculty member will inform you when this assignment is due. The Late Assignment Policy applies to this assignment.

Total points possible: 150 points

Preparing the assignment

Follow these guidelines when completing this assignment. Speak with your faculty member if you have questions.

1) Locating Evidencea. Using the Chamberlain University library, search for a recent(published within the last five years) evidence-based article from ascholarly journal that addresses one of the topics listed.• Safety• Delegation• Prioritization• Caring2) Include the following sections.a. Introduction – 20 points/13%• Clearly establishes the purpose of the paper • Includes key points to be covered• Captures the reader’s interestb. Body of Paper – 60 points/40%• Provides a complete, well-developed discussion of key points from the article using appropriate citations.• Ideas and statements are supported by three or more examples from personal and/or professional experiences• Provides own perspectives on the topic that is reflective, insightful, and original• Logical development of ideas with clear and accurate informationc. Conclusion – 30 points/20%• Clear and concise• Summarizes key points discussed in the paper• Leaves a strong impression, message, or idea on the readerd. Writing Style – 15 point/10%• Correct use of standard English grammar, paragraph, and sentence structure• No spelling or typographical errors• Organized around required components• Information flows in a logical sequence that is easy for the readerto follow• Paper should be no more than two pages (not including the title or reference page)e. APA Format and Reference Page – 25 points/17%

• There is correct and appropriate use of margins, spacing, font, and headers.• Document setup includes title and reference pages in correct APA format.• Citations of sources included in the body of the paper use correct APA format for direct quotes and paraphrased information.• Sources are cited correctly on the Reference page. All elements of each reference are included in the correct order.• All information taken from the source, even if summarized, must be cited, and the article must be listed on the Reference page according to APA.• All sources used are nursing journals published within the last five years

To stay up to date on proper citation guidelines, use https://apastyle.apa.org/ (Links to an external site.) 

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Social and Emotional Learning (SEL) critical to students’ long-term success in and out of school.

In your opinion, are Social and Emotional Learning (SEL) critical to students’ long-term success in and out of school. Please explain. What is a meta-analysis and how is such a research method useful to demonstrate efficacy of an outcome?Which of the of the four meta-analyses of SEL program effects provides the most compelling argument in general for SEL effectiveness and why?Which of the of the four meta-analyses of SEL program effects provides the most compelling argument globally for SEL effectiveness and why?What is a randomized control trial and why is it important to include these types of studies in a meta-analysis?

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emotional response to a terrible event like an accident.

Create a 6 pages page paper that discusses trauma is defined as an emotional response to a terrible event like an accident.

The only way the survivor can take full control of his or her recovery is to take responsibility for it. Trauma affects the victim mentally and it has biological effects that include reactions, unpredictable emotions, flashbacks, and strained relationships. In addition, there can be physical symptoms like headaches or nausea. While these feelings are normal, some people have difficulty moving on with their lives after a traumatic event. Psychologists can help these victims find constructive ways to manage their emotions.

Trauma has the effect of social support in that the survivor’s social world can influence the eventual outcome of the trauma. The emotional support that is sought takes many forms and changes during the course of resolution. The emotional support that is sought takes many forms and changes during the course of resolution. In the immediate aftermath, the rebuilding of some minimal form of trust is the primary task. Assurances of safety and protection are of the greatest importance. The survivor needs the assistance of others in rebuilding a positive sense of self.

Others must show tolerance for the oscillating behaviors of the survivor. The survivor needs the assistance of others in his or her struggle to arrive at a fair assessment of his or her conduct. Harsh criticism, ignorance, or blind acceptance greatly compounds the survivor’s self-blame and isolation.It is important to understand that the recovery process is to restore power and control to the survivor. In that, the first task is to establish the survivor’s safety. A survivor needs help from others to mourn his or her losses.

Failure to complete the normal process of grieving perpetuates the traumatic reaction. The community also plays a role in trauma. Once it is publicly recognized that the individual has been harmed, the community must take action to assign responsibility for the harm and to repair the injury. Recognition and restitution are necessary to rebuild the survivor’s sense of order and justice.People are different and we have come to see that some individuals can cope effectively with the emotional and physical demands brought about by traumatic events by using their own support systems

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Negative Affectivity: anxiousness, emotional liability, hostility, perseveration; (lack of) restricted affectivity, separation insecurity and submissiveness

Consider the results of a personality test shown in the following figure. The test assesses each of the five domains identified in DSM-5:

  • Negative Affectivity: anxiousness, emotional liability, hostility, perseveration; (lack of) restricted affectivity, separation insecurity and submissiveness; with higher scores indicating increasing levels of instability
  • Detachment: anhedonia, depressivity, intimacy avoidance, suspiciousness, and withdrawal; with higher scores indicating increasing detachment
  • Antagonism: attention seeking, callousness, deceitfulness, grandiosity, and manipulativeness; with higher scores indicating increasing levels of antagonism
  • Disinhibition: distractibility, impulsivity, irresponsibility, (lack of) rigid perfectionism and risk taking; with higher scores indicating higher levels of disinhibition
  • Psychoticism: eccentricity, perceptual dysregulation and unusual beliefs and experiences; with higher scores indicating higher levels of psychoticism

Based on the type of scores presented in the graph, you know that the standard deviation of the distribution of scores for any particular domain is equal to _____.

For which domain or domains are the test results within one standard deviation of the mean?

Which score shows the greatest deviation from the mean?

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Recovering from Emotional Disaster Trauma

 Submit a 1250 words paper on the topic Recovering from Emotional Disaster Trauma. Different individuals react differently to trauma and specifically psychological trauma. Some suffer long-term effects of it, while others suffer short-term. An example of a short-term consequence of psychological trauma includes shock and personal denial. For the long-term, it involves flashbacks, emotional unpredictability, and strained relationships (Help guide, 2014). Even though different individuals have different capacities and reactions to trauma, there is only one familiar consequence from them all. They are usually hit hard. A few percentages might be strong-hearted and recover well after some time. The big worry is about those who don’t. What is their remedy? For most, it is always long-term since such thoughts recur over and over again throughout their lives, if not addressed in time. Luckily, psychological trauma can be medically examined and treated as well.

Trauma has been part of mankind since biblical times. Various figures in the bible display trauma as a result of events that they have experienced. From Adam being chased away from the Garden of Eden, to the raping of Tamar by her half brother, Amnon, trauma is involved. A classic example is found from Psalms 107:13-16. “Then they cried to the Lord in their trouble, and he delivered them from their distress. He brought them out of the darkness and the shadow of death and burst their bonds apart. Let them thank the Lord for his steadfast love, for his wondrous works to the children of man! For he shatters the doors of bronze and cuts in two the bars of iron.”(ESV).

As earlier mentioned, potentially traumatic events are those powerful, annoying, and even life-changing events that occur to an individual. They might arise out of a near-death experience or something that was emotionally very disturbing (APS, 2014). A good example is a disaster such as an earthquake or tsunami. When an individual survives a disaster, especially one that was catastrophic, trauma is likely to set in. They are bound to be in a state of denial and disbelief about the event and the losses it brings. These losses might be in terms of both life and property.

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Analyze your team by considering its level of emotional intelligence (EI)

Analyzing the Team

Last week, you began to analyze your team by considering its level of emotional intelligence (EI). You also considered the communication style of both the team and leader. You will continue analyzing the team and its leaders by using the concepts that we have studied this week. Consider the following categories and answer the questions:

Values

  • What are the common values team members’ shares? How do these common values help the leader?
  • Are there any shared team values, which, if present hinder the team’s performance? Justify.
  • Are there any shared values missing which if present would enable higher team performance?
  • Is the leader a value-based leader? Justify.
  • What action steps would enhance the shared values of the team?

EI

  • How would you analyze the leader of the team using the four EI dimensions (self-awareness, self-management, social awareness, and relationship management)?
  • What competencies does the leader have that are strengths?
  • What competencies might be lacking or are weaknesses?
  • Is the team marked by resonance (positive emotions) or dissonance (negative emotions)?
  • What action steps would help improve the leaders’ EI?

Empowerment

  • Is power shared in the group? How?
  • Do team members feel empowered?
  • Is the level of empowerment in the group appropriate? Why?
  • What conditions exist that support team members’ feelings of empowerment?
  • What conditions exist that if removed could increase team members’ feelings of empowerment?
  • What action steps could improve empowerment/motivation in the team?

Communication

  • What type of communication occurs in team interactions (i.e., persuasion, information, entertainment, relationship)?
  • Does the correct type of communication occur or does the wrong type of communication frequently occur?
  • What type of communication method does the leader use? Does the leader listen, persuade, manipulate, or coerce?
  • What actions steps could improve team communication?

Team Design

  • How well is the team designed? Is there any category of the team design phases (i.e., task analysis, people, process or procedures) that needs to be re-examined and possible changes made?
  • Where is the team at in the stages of team development?
  • What action steps could improve team design or development?

You might need to interview some team members to gather answers. You should do some research by using the South University Online Library or the Internet to help you formulate the necessary action steps. Be sure to include at least three library sources and eight to ten key concepts from the readings. If you are the leader of the team, you should ask members of the team to help you develop answers to the questions.

Submission Details: 

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Enhance Your Emotional Intelligence (EI)

In the article, “Leadership That Gets Results,” and in your lecture notes, the six styles of leadership are explained. Think about your EI and how it guides your leadership style. Identify the leadership style you think is most appropriate for your business. What secondary style might be complementary?  Which competencies do you want to improve to enhance your EI? Support your answer with information from your DiSC assessment results.

Post your initial response by Wednesday, midnight of your time zone, and reply to at least 2 of your classmates’ initial posts by Sunday, midnight of your time zone

 The Idea in Brief The Idea in Practice COPYRIGHT © 2000 HARVARD BUSINESS SCHOOL PUBLISHING CORPORATION. ALL RIGHTS RESERVED. Many managers mistakenly assume that leadership style is a function of personality rather than strategic choice. Instead of choosing the one style that suits their temperament, they should ask which style best addresses the demands of a particular situation. Research has shown that the most successful leaders have strengths in the following emotional intelligence competencies: selfawareness, self-regulation, motivation, empathy, and social skill. There are six basic styles of leadership; each makes use of the key components of emotional intelligence in different combinations. The best leaders don’t know just one style of leadership— they’re skilled at several, and have the flexibility to switch between styles as the circumstances dictate. Managers often fail to appreciate how profoundly the organizational climate can influence financial results. It can account for nearly a third of financial performance. Organizational climate, in turn, is influenced by leadership style—by the way that managers motivate direct reports, gather and use information, make decisions, manage change initiatives, and handle crises. There are six basic leadership styles. Each derives from different emotional intelligence competencies, works best in particular situations, and affects the organizational climate in different ways. 1. The coercive style. This “Do what I say” approach can be very effective in a turnaround situation, a natural disaster, or when working with problem employees. But in most situations, coercive leadership inhibits the organization’s flexibility and dampens employees’ motivation. 2. The authoritative style. An authoritative leader takes a “Come with me” approach: she states the overall goal but gives people the freedom to choose their own means of achieving it. This style works especially well when a business is adrift. It is less effective when the leader is working with a team of experts who are more experienced than he is. 3. The affiliative style. The hallmark of the affiliative leader is a “People come first” attitude. This style is particularly useful for building team harmony or increasing morale. But its exclusive focus on praise can allow poor performance to go uncorrected. Also, affiliative leaders rarely offer advice, which often leaves employees in a quandary. 4. The democratic style. This style’s impact on organizational climate is not as high as you might imagine. By giving workers a voice in decisions, democratic leaders build organizational flexibility and responsibility and help generate fresh ideas. But sometimes the price is endless meetings and confused employees who feel leaderless. 5. The pacesetting style. A leader who sets high performance standards and exemplifies them himself has a very positive impact on employees who are self-motivated and highly competent. But other employees tend to feel overwhelmed by such a leader’s demands for excellence—and to resent his tendency to take over a situation. 6. The coaching style. This style focuses more on personal development than on immediate work-related tasks. It works well when employees are already aware of their weaknesses and want to improve, but not when they are resistant to changing their ways. The more styles a leader has mastered, the better. In particular, being able to switch among the authoritative, affiliative, democratic, and coaching styles as conditions dictate creates the best organizational climate and optimizes business performance 

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Analyze the nature of the various posts. Are they emotional memories? What figures were typically present? Parents and grandparents? Animals?

Each student must post (1) substantial initial post at minimum of 270 words per topic by 1/15/2020. Then, reply to at least (2) of your classmates’ initial posts by 1/17/2020. Each reply post should be a minimum of 120 words per reply. All replies in the discussion forum should enhance the discussion. Non-informative messages posted in the discussion forum will not be counted towards the required number of posts.

​Discussion Topic

You were once an infant, so you too have probably experienced infantile amnesia. In this assignment, you will identify your earliest memories, possibly with a little help from a photograph.

1. Review this unit’s required readings.

2. Identify your earliest memory, and consider the questions below. Then, post your responses to the Discussion Board:

● Describe how old you were in your earliest memory, and what you remember. ● Has anyone who was older ever actually recalled the event to you? If so,

what did the person tell you? Is the description the same or different? ● Do you have any pictures of the event? If so, post the picture and identify

people and things you recall.

3. Be sure to read others’ posts and respond to at least two posts by adding clarification, asking questions, or adding constructively to the discussion. To guide your responses, consider the following questions:

1. Analyze the nature of the various posts. Are they emotional memories? What figures were typically present? Parents and grandparents? Animals?

2. Do you think memories are clearer when you have other recollections or a photograph to draw from? Or do these data obscure the pure memory you have?

3. What do you think conditioning has to do with the nature of these memories, if anything?

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Emotional Intelligence and Leadership

Note: You are strongly encouraged to complete the assessments in this course in the order in which they are presented.

Preparation

Before you create and submit your assessment, complete the following:

  1. Review the results of your STAR assessment and look for credible, professional resources on leadership and managing stressful situations.
  2. Complete one of the emotional intelligence (EI) assessments (linked in the Resources) and find credible, professional resources on EI in business.

Directions

Read the requirements carefully and be sure you complete each section.

  • Section One – Emotional Intelligence and Leadership: Explain how EI concepts improve leadership skills. How does understanding and managing emotions make a more effective leader?
  • Section Two – Personal Leadership Assessment: Conduct a personal leadership situational assessment using the critical moment dialogue approach.
    • Describe a chaotic or stressful situation you experienced (in just a few sentences) and the specific actions you took in the situation.
    • Describe ways you could have better managed your reaction to the situation, using the leadership resources you located.
    • Explain how this new insight might influence your personal leadership development.
  • Section Three – Personal Leadership Brand Statement: Based on the results of your STAR assessment, personal leadership situational assessment, and EI assessment, propose a personal leadership brand or style that is authentic, reflects your personality and strengths, and capitalizes on your EI.
    • Condense your personal leadership brand into two words that best describe your style. You can test your proposed leadership brand by asking colleagues for feedback. Include a so that statement for your brand that demonstrates how your leadership style adds value to your organization.
    • Example: “My leadership brand is collaborative accountability so that I can facilitate effective teamwork towards meeting the organization’s goal to deliver X clinical and Y financial outcomes.”
  • Section Four – Personal Leadership Model: Analyze how you can combine your leadership strengths, emotional intelligence, and personal leadership brand into a leadership model that aligns with organizational culture and strategic goals and can guide organizational success. Be sure your analysis includes evidence and support from the resources you located. Specifically, address the following:
    • Leadership strategies to guide highly effective teams.
    • How your leadership approach might be influenced by financial forecasts.
    • How your leadership approach reflects the mission and values of the organization, as well as professional and personal ethics.

Additional Requirements

  • Structure: Include a title page and reference page.
  • Length: No required minimum length. Be substantive, thorough, and concise.
  • References: At least five current credible professional resources.
  • Format: APA format for references and citations only.
  • Font: Times New Roman font, 12 point, double-spaced.

Required Resources

The following resources are required to complete the assessment.

  • The Greater Good Science Center at the University of California, Berkeley. (n.d.). Test your emotional intelligence. Retrieved from http://greatergood.berkeley.edu/ei_quiz/#16
  • Cherry, K. (n.d.). What’s your EQ? About.com. Retrieved from http://psychology.about.com/library/quiz/bl_eq_quiz.htm

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Suggested Resources

The resources provided here are optional and support the assessment. They provide helpful information about the topics. You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriate, credible, and valid. The Organizational Leadership and Governance Library Guide can help direct your research. The Supplemental Resources and Research Resources, both linked from the left navigation menu in your courseroom, provide additional resources to help support you.

Emotional Intelligence
Critical Reflection
Leadership
Personal Leadership Brand