Group Assessment: Group Motivation Inventory
Directions: This instrument assesses the motivation level of a group of which you are currently a member or in which you have worked in the past. Use the following scale to assign a number to each statement:
5 = strongly agree
4 = agree
3 = neutral
2 = disagree
1 = strongly disagree



_____
1.
I work very hard in my group.


_____
2.
I work harder in this group than I do in most other groups.


_____
3.
Other members work very hard in this group.


_____
4.
I am willing to spend extra time on group projects.


_____
5.
I try to attend all group meetings.


_____
6.
Other members regularly attend group meetings.


_____
7.
I often lose track of time when I?m working in this group.


_____
8.
Group members don?t seem to mind working long hours on our project.


_____
9.
When I am working with this group, I am focused on our work.


_____
10.
I look forward to working with the members of my group.


_____
11.
I enjoy working with group members.


_____
12.
Group members enjoy working with one another.


_____
13.
I am doing an excellent job in my group.


_____
14.
I am doing better work in this group than I have done in other groups.


_____
15.
The other members are making excellent contributions to this group.


_____
16.
I am willing to do whatever this group needs in order to achieve our goal.


_____
17.
I trust the members of my group.


_____
18.
The other group members are willing to take on extra work.


_____
19.
I am proud of the work my group is doing.


_____
20.
I understand the importance of our group?s work.


_____
21.
Everyone is committed to successfully achieving our goal.


_____
22.
I am proud of the contributions I have made to this group.


_____
23.
This group appreciates my work.


_____
24.
I am proud to be a member of this group.


_____
25.
This group really works well together.



Scoring and Interpretation: Add your ratings for all the statements.
Score RangesInterpretationQuestions for Analyzing Group Motivation
Below 75


75?99
Above 99Low Motivation


Moderate Motivation
High MotivationDoes the group support a clear and elevated goal? Is the task too difficult or complex? Are member expectations unclear or unreasonable? Do some members make it difficult for others to participate? Are some members doing most of the interesting work, while others do routine assignments? Do some members feel left out or ignored?


Complete the "Group Motivation Inventory"

o Describe what you learned about yourself in this exercise.
o How does this knowledge affect the way you interact in groups?
o What will you do differently in future groups as a result of this exercise?
o Based on your results, what may you do to be more motivated?
o What incentives would help you be more motivated when working in a group?
o What considerations would you have to make incentives for when group members? motivations are different?

Each student is to choose a theory of group work from the the theories presented in class. A research paper of 3-4 pages in length is to be written about the theory/theorist and its use in group work. It must include at least three legitimate reference sources. Your text book can be a fourth source. The paper must include appropriate references and bibliography.

I must have 3 other legitimate sources, including scholarly journal article(s), NO, NO, NO magazines such as Psychology Today are allowed. I am using the textbook "An Introduction to Group Work Practice" 7th edition authors Toseland and Rivas.ISBN: 978-0-205-82004-7

The theories to choose from are systems theory, psychodynamic theory, learning theory, field theory, social exchange theory, narrative and constructivist theory. (pages 57-65 in textbook).

The paper must touch upon the different types of theories used in group work (then select a specific theory) focus on that specific theory, giving background of theory selected, who created it, how is it used today with plenty of case examples, and citations/quotations from all sources, and what kind of group would use it, a task or treatment group and why???

This is for a psychology class taken by a 32 year old college student. APA Format, including works cited page with the 4 references, one is the textbook, a scholarly journal article(s) is a MUST!!!, and books, etc.





I need the paper by 10:00am on 2/23/13, Saturday

This paper should not exceed three double spaced pages. Please include references and adhere to APA 6th edition formatting.

Assignment Description:
Evidence-based group work practice enables us to assess the quality of experience for group members, and can help the worker better understand the impact of his/her interventions on the group.

When you propose to study your work, your problem statement must be member relevant, and practical- as it should benefit the group members? experience as well as be instructive to you.
Choose one domain of group life from the list below:

a. Leadership/group facilitation
b. Silence
c. Sharing of group time
d. offensive or acting out behaviors
e. attendance
f. group purpose
g. cohesion

Choose a group setting:
a. school
b. therapeutic school
c. inpatient mental health
d. outpatient
e. hospital or nursing home
f. community mental health

Choose a client population (please note that if you would like to choose a client population that is not represented on the list, you are welcome to do so).

a. pre-school aged children
b. elementary aged children
c. adolescents
d. young adults
e. adults of diverse ages
f. elders
g. court clinic
h. GLBTQ (any age)

1. Formulate an answerable question based on your choices. The question should be practical, member relevant and answerable. If you want to look at treatment strategies or interventions, an example of a question might be: ?How can I increase the verbal participation of adolescents in a substance abuse group??

2. Search for evidence. Please document your search terms, changes to search terms, and choice of search engines. Remember there are many kinds of evidence. There are
10

helpful tips in the Macgowan text as well as on his website: www.evidencebasedgroupwork.com.

3. Choose two forms of evidence, and according to Macgowan?s Hierarchy of Rigor and Merit, undertake a critical review of your evidence. Please reflect on the rigor, utility and applicability of the evidence.

4. How might you use this evidence to inform your group work practice? How does the evidence make you think differently about your own group work practice approach?

PLEASE NOTE THAT I ONLY WANT TO GO AHEAD WITH THIS ORDER IF IT IS ASSIGNED TO WRITER ID # writingptb. I HAVE ALREADY SUBMITTED THIS ORDER WHICH WAS COMPLETED BY ANOTHER WRITER AND IT WAS A COMPLETE DISASTER. IF YOU DON'T THINK YOU'RE ABLE TO MEET THE REQUIRED FOR THE ASSIGNMENT PLEASE DO NOT GO FORWARD. I'LL BE ATTACHING THE SYLLABUS, THE RUBRIC AND THE SPECIFIC GROUP I WOULD LIKE YOU TO WRITE THIS PAPER ON.

This paper should be 8 pages, doubled spaced, standard 12 point font size, with correct APA (sixth edition) format. Process material should be incorporated into the text.
? This paper should contain at least seven data sources. Two of these data sources should not be from the syllabus.
Note: Integrate theory from readings and class discussions throughout your discussion. You can organize your paper in anyway that you wish, as long as you address the required content areas. You may also draw from literature and data sources from other classes or discover through a literature source.
Critical Incident Analysis
7
???????7
The purpose of this assignment is to give you a chance to dissect your thought processes and clinical interventions. It will allow you to break down a significant clinical moment from a group session and scrutinize it to further your self- awareness and learning from two perspectives. This assignment allows you to deepen and broaden your practice wisdom through self-reflection and application of concepts from theory and practice.
An intervention is defined as a statement or action made by a group worker or a group member that impacts group process and catalyzes changes in group dynamics. It is important to remember that interventions in group work that are made by group members are just as relevant as those made by practitioners.
You will be required to extrapolate from the literature and class discussions, and integrate theoretical concepts with your evolving understanding of your role as a facilitator, and your growing awareness of and appreciation for group latent and manifest content.
You may use a group from your current or past field placement, or the in-class experiential group.
Please include all of the following information:
1. A description of the group: that includes the following elements:
? community and setting in which the group functions,
? the purpose of the group,
? a brief description of the members of the group (gender, age, ethnicity, culture,
presenting problems),
? structure of the group-as-a-whole (norms, roles, how members communicate with
each other, etc.),
2. Include five excerpts of process to illustrate the chosen topic. Please present the
five excerpts in script form and underline them in order to make them easily identifiable. This process vignette can illustrate a moment where the group members made a demand for work, the worker made a demand for work, or some combination of the two, that impacted group dynamics.
3. Take each intervention and discuss the following:
? what do you think was going on in the group before the intervention or event
occurred;
? the group?s response,
? what sense you made of the group?s response;
? what you were thinking and feeling during this exchange, and how you
responded to the group?s stimuli.
? If you were not the worker, please include how you made sense of the worker?s
choices, and include some discussion of what you might have done differently if
you were the worker during that moment.
? Please integrate relevant literature to support your discussion.
4. Explore one ethical dilemma that has arisen or could arise in this group. Define the
ethical concern using the NASW Code of Ethics and the AASWG Standards for
Social Group Work Practice (www.aaswg.org).
5. What have you learned from this group experience with regard to group process and yourself as a social group worker?

Read the case study below and write an essay analysing the situation in light of group work theory.
Case study
John is the group leader in week three of an eight week psycho-educational group. Until now the group has been quiet, but John has been setting the scene and providing them with relevant information. John has been told that his role as leader is to inform the group members of strategies and skills to manage their lives.
At the beginning of the group this week there is a sense of uneasiness. The group members seem unsettled and eventually one of them states We are not happy being lectured to each week. This surprises John, but he continues on without too much acknowledgment. Several minutes later another group member states Well if you cant listen to us, maybe we should not listen to you! It is clear that something has to be done to manage the situation.
Your essay should include:
An explanation of the groups problems in functioning
A suggestion of probable causes of the dysfunction
An analysis of the initial stages of the groups development
A discussion of the role of contracting and group structure
An analysis of task and maintenance balance
A discussion of power issues in the group
Suggested leader interventions and potential outcomes
Reference to relevant literature, linking your ideas to theory discussed in the unit

Marking criteria:
Content

1. Problems in the groups functioning explained


2. Probable causes of dysfunction suggested


3. Initial stages of the groups development analysed


4. Role of contracting and structure discussed


5. Task and maintenance balance analysed


6. Power issues discussed


7. Leader interventions and potential outcomes suggested


8. Evidence of familiarity with relevant literature and theory


9. Evidence of integration of theory and practice

Structure

10. Appropriate introduction provided that clearly articulates the topic


11. Main ideas clearly and logically presented


12. Appropriate conclusion provided that summarises the key findings/ideas


13. Relevant literature used properly




14. Third person writing style used


15. Fluent writing style used with correct spelling, grammar and punctuation

Begin by comparing/contrasting your views on what the current literature has to say about what group counseling is and is not with professional views of group counseling. Give attention to ethical considerations including how professional codes of ethics are congruent or incongruent with biblical principles of group counseling. Particularly relate this information to your current understanding of how you will be functioning in the role as a group counselor.

Finally, include a section on how what you have learned about group counselling affects you personally. Include your thoughts about implications for decisions regarding educational/training preparation, the setting and context of where and how you will counsel, the types of counselees you will work with, and even how you see all of this affecting your personal, family, and church life.

Strict adherence to American Psychological Association (APA) formatting, Microsoft Word document, Times New Roman, 12 pitch. Must include title page, abstract, body, and 14 references from the year 2000 to present professional/scholarly citations. One suggested reference is Group Work, A Counseling Specialty, 4th edition, by Samuel T. Gladding.

Project Requirements

To achieve a successful project experience and outcome, you are expected to meet the following requirements.

Content: Prepare a final paper that includes the following components in the order listed:
Title Page.
Table of Contents.
Abstract.
Introduction (1??"2 pages).
Theoretical Analysis of the following: (Psychodynamic Approach to Counseling, Cognitive Approach to Counseling, Behavioral Approach to Counseling and Humanistic Counseling (5??"7 pages)
Ethical and Cultural Issues (2??"3 pages).
Group Development (2??"3 pages).
Personal Model (Conclusion): Present your conceptual map and summarize how it represents all of the components of your Personal Model to discuss is (democratic style) of Group Therapy and The Treatment of Compulsive and Addictive Behavior See attached example of Concept Map.

Reference list: A minimum of ten scholarly sources are required. Scholarly sources include peer-reviewed journal articles and government publications prepared by a panel of experts in the field.


APA formatting: Resources and citations must be formatted according to APA style and formatting.

Reference list: A minimum of ten peer-reviewed references.

Length of paper: 15 typed double-spaced pages.

Font and font size: Arial, 10 point.

Content Format

For your course project, develop a paper that consists of the following sections. You must use proper APA style and formatting for each section of the paper.

1.Theory Selection (Psychodynamic Approach to Counseling, Cognitive Approach to Counseling, Behavioral Approach to Counseling and Humanistic Counseling (1??"2 pages). To complete this section, you need to:
?-?Review the literature in group counseling and addictions counseling and identify the theories that influence your approach.
?-?Address how these approaches can be used to help you develop your personal approach ( (democratic style).

2.Theoretical Analysis (Psychodynamic Approach to Counseling, Cognitive Approach to Counseling, Behavioral Approach to Counseling and Humanistic Counseling (5??"7 pages). To complete this section, you need to:
?-?Analyze theories for the treatment of compulsive and addictive behaviors as they apply to group methods.
?-?Synthesize trends in compulsive and addictive behavior research as they apply to group methods.

3.Ethical and Cultural Issues (2??"3 pages). To complete this section, you will:
?-?Recognize client characteristics relevant for ethical group placement in context of American Counseling Association (ACA) and Association for Specialists in Group Work (ASGW) Standards.
?-?Recognize appropriate client preparation for group participation.
?-?Recognize appropriate utilization of clinical supervision to address ethical and cultural issues.

4.Group Development (2??"3 pages). To complete this section you will:
?-?Identify models of group development as applied to the treatment of compulsive and addictive behaviors.
?-?Address how the theories covered in the theoretical analysis portion of the project affect group development.
?-?Important note: You will not submit this section separately but rather as part of the final paper in Unit 10.

5.Personal Model - (democratic Style) (2??"3 pages). Create a personal model for group leadership based on your individual approach and leadership style. Present your conceptual map and summarize how it represents all of the components of your personal model of group therapy and the treatment of compulsive and addictive behavior.

Address the ethical issues unique to group therapy and how these issues compare to those from individual counseling. Discuss why a therapist would choose group therapy over individual counseling, or vice versa. Use a minimum of 10 empirical articles to support the readings. For the final part of the paper--the only part where first person is acceptable--discuss leadership qualities and assess approach to group therapy. In addition, discuss what ethical challenges you face. This paper is to be 12-15 double-spaced.

References to be used!

Gumpert, J. and Black, P. (2006). Ethical Issues in Group Work: What Are They? How Are They Managed?, Social Work with Groups, 29 (4), 61-74.

Hodgson, J. and Weil, J. (2012). Talking about disability in prenatal genetic counseling:A report of two interactive workshops. Journal of Genetic Counseling,21: 17-23.

Holland, L. and Ousey, K. (2011). Inclusion and exclusion-recruiting black and minority ethnic community individuals as simulated patients. Ethnicity and Inequalities in the Health and Social Care, 4 (2), 81-90.

Klontz, B. (2004). Ethical practice of group experiential psychotherapy. Psychotherapy: Theory, Research, Practice, Training, 41 (2), 172-179.

Macnair-Semands, R. (2007). Attending to the spirit of social justice as an ethical approach to group therapy. International Journal of Group Psychotherapy, 57 (1) 61-66.

Mangione, L., Forti, R., and Iacuzzi, C. (2007). Ethics and endings in group psychotherapy: Saying good-bye and saying it well. International Journal of Group Psychotherapy, 57 (1), 25-40.

Morawska, A. and Sanders, M. (2011). Parental use of time out revisited: A useful or harmful parenting strategy? Journal of Child Family Study, 20:1-8.

Mosalanejad, L. and Koolee, A. (2012). Looking at infertility treatment through the lens of the meaning of life: The effect of group logotherapy on psychological distress in infertile women. International Journal of Fertility and Sterility, 6 (4), 224-231.

Scott, C. (2000). Ethical issues in addiction counseling. Hammill Institute on Disabilities and Sage: Rehabilitation Counseling and Bulletin, 43: 209-214.

Street, L., and Luoma, J. (2002). Control groups in psychosocial intervention research: Ethical and methodological issues. Ethics & Behavior, 12 (1), 1-30.

There are faxes for this order.

Customer is requesting that (Writ
There are faxes for this order.

Customer is requesting that (Writ
There are faxes for this order.

Customer is requesting that (Writ
There are faxes for this order.

Customer is requesting that (Writergrrl101) completes this order.

Answer the following short answers questions 2 Paragraphs each


1. According to social judgment theory, how deeply invested you are in a particular issue can effect how you perceive and respond to persuasive claims related to that issue. Explain what the terms latitude of acceptance and latitude of rejection refer to. Use them to explain how someone might respond to a government report proposing increased funding for urban playgrounds as away of addressing child obesity, depending on their position on the issue.
2. Many of the theories of persuasion highlight the ways in which we tend to protect ourselves from ideas, perspectives, or values that challenge us. Identify 3 theories that suggest this, and explain what exactly is being protected and how . Then indicate how each theory suggests the ways in which attitudes can change , despite these protective tendencies .
3. In the materials you discussing the implications of the NYC soda ban and its strategy, the idea of choice architecture was discussed. Explain this idea, and how it describes the strategy of the soda ban. Then choose one theory of persuasion from the textbook , and explain either how it is similar or how it is opposed to that theory and how it understands persuasion.
4. The National Communication Association proposed nine principles as part of the ir Credo for Ethical Communication . Choose one that you think is most important for the particular kinds of communication challenges that group collaborations face. Use one theory or concept from Chapter 8 to explain why the principle you chose is important not just ethically, but also for successful group work.
5. Prof. McLeod and the article by Lehrer argued that participants in a group task sometimes fail to share relevant information with their group. Identify and clearly explain 3 reasons why this is. Then identify, from the available research, one tactic a group leader might adopt to minimize one of these problems.
6. Both Quan-Haase and Niederer & Van Dijck are interested in how networked information technologies can organize the behavior of the people who are working together within large-scale organizations. But they come to different conclusions about the impact of those technologies . Explain one way in which they agree and one way in which they disagree, about how technologies get used to guide collaboration.

There are faxes for this order.

SOURCES NEEDED HAVE BEEN UPLOADED.

we will pay $180.00 for the completion of this order.

Please send me all the rough calculations,rough drafts,sketches and everything in minute details whatever has been used for preparing the paper and all calculations preferably should be using MS Ex-cel.The assignment consists of Task 1 and Task 2.Use data from my sheet number-285.Do not use data from any other sheet .Use of wrong data will lead to award of zero mark.Task 1 consists of 70% of marks and Task 2 consists of 30% of marks.Task 2 is a report and wordlimit for the report is 500 words. Managing Through Information

Statistical Assignment

BACKGROUND INFORMATION

Erehwon is an island in the Mediterranean. Like many similar islands Erehwon is a tourist destination. The island is quite small, approximately 20 kilometers north to south by about 5 kilometers east to west. There are three main towns on the island, Erehwon Town, Lazzeville and Brashville (see appendix for a map). There are a large number of small villages scattered over the island.

Erehwon Town is the capital of the island and the only port on the island. The town is the commercial centre of the island with all the local government administrative offices based there. The port provides a focus for the small ship repair industry and is the main link with the outside world. Around the port area are a number of light engineering businesses, several food processing plants and a winery. Virtually all tourists pass through the port as there is no airport but very few actually stay in Erehwon Town.

Lazzeville used to be a fishing port but the tourist trade has since taken over the town. This has reduced the fishing industry to a fraction of its former size. The fishermen have now turned to running day cruises around the smaller islands around the coast. Despite these changes the fishing harbour is still a big attraction with the area being the location of many fish restaurants. The nightlife is subdued and focused around restaurants and bars. The restaurants are generally good and the different bars cater for different clientele. As a tourist resort Lazzeville attracts mainly couples over 25 years old and some families. The accommodation is mainly self-catering apartments and studios with several pensions and a few top class hotels. The tourist season runs from April to September.

Brashville is a new resort built around a wide bay at the end of a valley. Its location and prevailing winds make it one of the best places for windsurfing in Europe. There is very little of the original fishing village left, most of the buildings have been turned into accommodation for tourists and no fishing boats operate from the quay now. Here the ex-fishermen operate fish picnic or pirate cruises. The restaurants are a mix of fast food outlets and international food restaurants with a very few good restaurants. The bars are aimed at people under the age of 25 who wish to have a good time. Bars seem to compete on the length of their list of potent cocktails and how late they close. The accommodation is mainly on a room only basis or self-catering, although very few tourists seem to cook anything. The tourists are predominantly young and mainly travelling in single sex groups. The Brashville is marketed as a young and lively resort. The tourist season runs from May to August.

The infrastructure of the island is quite poor. There is only one major road that runs from Erehwon Town through Lazzieville to Brashville. A network of minor roads connects the scattered villages of the island. The bus service is geared up to take people to work in a morning and bring them back in the afternoon. The vast majority of tourists do not use the buses. Taxis are available but they mainly operate within the towns with only a few willing to undertake journeys beyond their own towns. Those that do, have a reputation for overcharging. Car hire is widely available but expensive and journeys off the main road are not recommended because of the poor quality of the roads.

SPECIFIC INFORMATION

In an attempt to develop the tourist industry of Brashville, Theodoras Spyridos, the head of the Brashville tourist board obtained the results of a survey done of tourists who stayed in Brashville last year. The survey results are contained in appendix 3.

Theodoras would have preferred to have initiated the survey himself but believes the data obtained could be useful if properly analysed.


APPENDIX 1




APPENDIX 2 - Glossary of Terms Used

Self catering

This is accommodation with cooking facilities and refrigerator. The number of beds varies from two to six. This type of accommodation is aimed at families or groups of friends depending on the type of resort.

Pensions

These are small, family run hotels usually providing bed and breakfast. The number of rooms varies from 5 to 20. Older couples usually take this type of accommodation.

Room only basis

This is when no food or cooking facilities is provided. The accommodation is similar to Pensions in that it is small and usually family run. Young couples who can not be bothered to get up early or cook food usually take this type of accommodation.

Fish picnic

A boat trip to a beach where food is cooked on the beach. Usually a large amount of alcohol is consumed.

Pirate cruise

This is the same as fish picnic without the food but more alcohol.

Young and lively

A resort aimed at young single people who intend to have a good time. A good time usually being defined by the consumption of alcohol and the company of the opposite sex. The nightlife goes on until dawn and breakfast is served in the bars from 10 am until 3 p.m.

International Food

This is food catering to the lowest common denominator of international taste with no reference to the cuisine of the local country. Essentially chips with everything type of meals.

APPENDIX 3 - Survey data

See accompanying EXCEL file entitled MTI-data.

Be aware that you will each be using separate individual data. If you use the wrong data you will score one mark.

Below is a list of which data set to use.

Surname First Name Sheet
Ahmed Syed Bilal 205
Aijieenthan Sampasivamoorthy 206
Basha Abdul Mahaboob 207
Brar Jaspreet Kaur 208
Broniewska Evelyn Anne 209
Cao Xuhui (Jack) 210
Chen Kai (Ken) 211
Cheng Jie 212
Cong Tiedi (Subway) 213
Dattaray Debopriyo 214
Dhliwayo Moses 215
Fu Jin (Don) 216
Gandla Srinivas 217
Ganjihal Sharad Kumar 218
Gao Ting (Mike) 219
Ge Wenbo (Joey) 220
Gu Zongwei (Iris) 221
Govindaraj Subathra Devi 222
Hussain Farhat 223
Jiang Hongtao (Tony) 224
Kaur Bains Aurndeep 225
Khan Jahanzeb Imtiaz 226
Kondaveeti Sateesh 227
Kong Chen 228
Krishnan Dinesh 229
Kuganab-Lem Ursula 230
Kumar Pradeep 231
Lam Lai Yinei (Phoebe) 232
Li Guang Yao (Ray) 233
Li Han Rui (Vivi) 234
Li Hong Ming (Luke) 235
Li Yongliang 236
Liu Sheng (Paine) 237
Lu Shuang (Selina) 238
Ma Ying (Margaret) 239
Mahalingam Divyalakshmi 240
Mai Stewart 241
Maier Monika 242
Malik Umer Iftikar 243
Maryala Venugopal 244
McHardy Alistair 245
Mediwake Keerthi 246
Mitra Ipshit 247
Mohammed Muqayyar Yazdani 248
Mu Yudong 249
Mullapudi Sundeep Audie 250
Nagendram Thavakumar 251
Nair Kaithakkattu Purushothaman Ajit 252
Narra Rohini Kumar 253
Punukullu Phani Kumar 254
Qaiser Asim 255
Rampally Rajesh Chakravarthy 256
Ray Mainak 257
Sadasivan Hari 258
Schanz Jessica 259
Shahid Aseer 260
Singh Pawan Jeet 261
Singh Ramnik 262
Su Jie 263
Sun Dong Xu (Sam) 264
Sun Kai Wei (Kevin) 265
Tweats Emma 266
Wang Ying (Do Do) 267
Wang Yongheng (Lily) 268
Watanabe Ryosuke 269
Wickramaratne Gumunadee Kalani 270
Withanage Don Nishan Gunawardana (Don) 271
Wu Yiheng (Evonne) 272
Xi Quan 273
Xu Huan 274
Yang Di (Jo-Jo) 275
Yang Wan Jun (Simon) 276
Ye Chunhua (Jane) 277
Yuen Chee Wai Richmond Victor 278
Zhang Chun (Sophia) 279
Zhang Lei 280
Zhang Li Ping (Anna) 281
Zhang Wei Dong (David) 282
Zhang Xia 283
Zhu Xudong (Peter) 284
Swain Sarada Prasad 285
Onitri Babalola 286
Asamaz Hatice 287
Taylor Kwamena 288
Reserve 289
Reserve 290
Reserve 291
Reserve 292
Reserve 293
Reserve 294
Reserve 295
Reserve 296
Reserve 297
Reserve 298
Reserve 299
Reserve 300
Reserve 301
Reserve 302
Reserve 303
Reserve 304



ASSIGNMENT TASKS

Task 1 (70 marks)

From the data supplied calculate the following:

(a) For the group expenditure (total spend) for each nationality:
mean
standard deviation of the sample
standard error
an interval estimate of the population mean

(b) Repeat the above calculations for the individual expenditure (total expenditure for the group divided by the number of people in the group).

(c) Assess the difference in means of the group expenditure for each pair of nationalities.

(d) Repeat the above calculations for the individual expenditure

(e) Calculate a regression equation for numbers in the group against group expenditure for each nationality. Assume that people cause expenditure.

(f) Calculate the r2 for the regression equation and the t-statistic for the intercept and slope coefficient for each nationality.

(g) Estimate the family expenditure of a group of 2 adults and 2 children for each nationality.

(h) Using chi-square assess if there is a difference in opinions on the four different aspects within each nationality.

(i) Using chi-square assess if there is a difference in opinions on the four different aspects between each nationality.

Note: Use a 95% confidence limit throughout. You are to comment on the statistical significance of any results.

TASK 2 (30 marks)

Write a report for Theodoras Spyridos explaining the above results and make any recommendation you think appropriate.

NOTES:

1) This assignment must be your own individual piece of work.
2) The word limit on task 2 is 500 words.
3) One copy is to be submitted
4) Hand in date 09/01/08 - (before 4.00 pm).

FORMAT OF YOUR ASSIGNMENT ANSWER

Your answer should consist of three main sections.

Section One

This is the answer to Task 1. You must submit your answer using the pro forma contained on the next four pages this document. Failure to use this pro forma will result in a reduction in your marks.

Section Two

This will be the answer to Task 2. This task is about interpreting the results from Task 1. Merely restating the results will not gain any marks.

Section Three

This will be an appendix of your calculations for Task 1



ASSIGNMENT PRO FORMA

STUDENT NUMBER
(this does not start with two letters, that is your e-mail number)
SHEET NUMBER
(the number of the sheet which contained the data)








Task 1(a) Group Spending

British German French Italian
Mean
Sample Standard Deviation
Standard Error

Estimate of Mean
Upper Limit
Lower Limit

Comments






Task 1(b) Individual Spending

British German French Italian
Mean
Sample Standard Deviation
Standard Error

Estimate of Mean
Upper Limit
Lower Limit

Comments







Task 1(c) Difference in Means of Group Spending

Standard Error British German French Italian
British
German
French
Italian


Z-score British German French Italian
British
German
French
Italian

Comments






Task 1(d) Difference in Means of Individual Spending

Standard Error British German French Italian
British
German
French
Italian


Z-score British German French Italian
British
German
French
Italian

Comments







Task 1(e) - Regression

British German French Italian
Intercept
Slope

Comments






Task 1(f) - Correlation

British German French Italian
R2 coefficient
Standard Error of intercept
Standard Error of slope
T statistic of intercept
T statistic of slope

Comments






Task 1(g) Estimate for the spending of a family of five

British German French Italian
Estimate

Comments







Task 1(h) Difference of opinions within nationalities

British German French Italian
Chi-square value

Comments






Task 1(i) Difference of opinions between nationalities

Overall Accommodation Location Food
Chi-square value

Comments








Plagiarism Warning

Summary

Plagiarism occurs if you use somebody else's work in an assignment or exam answer, but fail to state where you got the material from.

It can happen in any type of assessment where you are given the questions or tasks in advance.

If another student uses your work in their answer(s), both you and they will be punished when caught.

Punishments for committing plagiarism can be very severe.

25-30 students get caught in the Business school every year.


The details

Plagiarism is a form of cheating in which students use the work of others and present it as their own. The University publishes a fully detailed description of what the term plagiarism means on the Universitys main web-site under the heading Procedures for dealing with suspected cases of academic dishonesty. We strongly recommend that you go and read the full document at the above address. Meanwhile, here is an extract of some of the relevant content. You will have committed plagiarism and may be caught, reported and punished (as described below) if you:

Copy extensively from the work of others (from sources such as books, magazines, journals, web-sites for example) and submit the work as your own. NB It is acceptable to refer to the work of others as long as you do not use too much, and reference your sources properly. If you do not know how to do this, please follow the guidelines given in the document entitled Adding quotations and references to your written work at this web-site address:
http://www.staffs.ac.uk/schools/business/bsadmin/staff/s3/jamr.htm

Copy another students work and submit it for assessment under your own name.

Allow another student to copy your work and they then submit it for assessment under their name

This last item is of particular importance; few students seem to understand what it means. If, for example, you allow another student to borrow your work and they subsequently copy some that work and present it as their own, you and they will both be punished even though someone else copied your work.


The risks of working with other students

Some assessment tasks are explicitly designed for group work, and it will be made clear that a group answer is expected from you. All other tasks are intended as an assessment of your individual comprehension and performance, and group answers are not permitted. In individually assessed forms of assessment your work must be different from that of every other student. Plagiarism can occur in assignments and any examination where the questions are issued to students in advance. In both cases it is possible for you to ask other people about how best to answer the questions or complete the necessary tasks

You should be aware that different modules and subjects may have different requirements. In some subjects, answers to questions may, for example, require every student on a module to employ or refer to the same diagram(s), concepts and the like in order to construct an acceptable answer. You should note, however, that even in these circumstances your explanations of what the diagrams mean, and any other writing referring to any common diagrams and concepts should all be in your own words. Moreover, the situation may be very different on other modules, where the submission of work that has a very similar structure, or the use of very similar materials such as concepts, diagrams, quotations and the like, to that of another student, may lead to you being accused of plagiarism.

The picture is complicated and, unfortunately, it is not possible to give advice that is directly relevant to every module you study. If you are unsure about how to avoid plgiarism in any specific module, then rather than hoping and guessing, you should ask for guidance from the member of staff who delivers that module.

Our overall advice is straightforward; by all means discuss how best to answer questions or complete tasks with your colleagues, but when it comes to actually writing your answers - DO IT ALONE!

What happens if you get caught?

Contrary to some student rumours, getting caught and being punished for committing plagiarism is not an extremely unusual student offence. The Business School typically uncovers and reports for disciplinary action 25 to 30 students each year for plagiarism
Examination Boards may punish offending students in any manner that they deem fit. Typical punishments Boards may choose range from reducing grades, making students re-sit modules, through to failing students on a module or an entire award. The University regards this form of cheating as a serious offence. Full details of the range of likely punishments can be found on the Universitys web-site under the heading Procedures for dealing with suspected cases of academic dishonesty.

Please consider yourself warned!


There are faxes for this order.

I work in a rehab that is supposedly in a budget crisis, but arent they all? During the summer, I took 9 days vacation and when I got back to work I found out I only received 30 hours vacation pay, yes I work 10 hour shifts three days but usually work 18 hours on Saturdays making it 38 hours a week. Well, that was only 8 hours difference but it is the principle of it that bothered me. Two weeks earlier we had a nurse who hurt her back and a couple call in sick so I picked up extra time and worked about 74 hours that week. The following week which was also in the same pay period I was sick and missed a 10 hour shift. I put it in the exception book and was told that I had worked more than full time hours and they dont give you sick time on top of that!!! We use PTO and I have 190 hours of accrued time, but my nurse manager has decided that I was paid "enough."
And when my fellow coworkers heard of the situation they were outrageous.
1. Describe this nurse manager in her professional role?
2. Based on the previous scenario describe the situation.
3. Define her leadership style in application to the situation.
4. Describe the type of power she utilizes in the situation.
5. Describe the receptiveness of staff/group to manager=s leadership style in the situation.
6. Give your personal critique of how the situation was accepted/rejected by the group. What strategies style would you employed to improve the change/outcome.

format
5 pages
APA format
Use the journal article that was faxed or refer to the one follow.
Thank you

1st Article:
143 NURSING ECONOMIC$/May-June 2007/Vol. 25/No. 3
MANY AUTHORS HAVE examined
the pervasive phenomenon
in the practice
of nursing that is widely
known as nurses eating their
young. The literature reports that
a staggering number of registered
nurses are leaving professional
nursing practice due to feelings of
stress, inadequacy, anxiety, oppression,
and disempowerment, often a
result of horizontal violence
(Baltimore, 2006; Boswell, Lowry,
& Wilhoit, 2004; Duchscher, 2001).
This theme in nursing is characterized
by such dysfunctional behaviors
as gossiping, criticism, innuendo,
scapegoating, undermining,
intimidation, passive aggression,
withholding information, insubordination,
bullying, and verbal and
physical aggression (Baltimore,
2006, p. 30). Other trends in todays
acute care hospital settings such as
low morale, a general apathy regarding
professional collegial support,
heavier workloads, reduced
resources, and higher patient acuity
can contribute to job dissatisfaction,
poor work performance, and
may be putting positive patient
health outcomes at risk.
It is imperative that these
issues be resolved in order to retain
nursing staff, and to reinstate effective
health care in todays acute
care environments. Short-term initiatives
such as those that focus on
recruitment and retention issues
The Role of Nursing Leadership
In Creating a Mentoring Culture
In Acute Care Environments
JILL M. G. BALLY, MN, BScN, BA, RN,
College of Nursing, University of
Saskatchewan, Saskatoon, SK, Canada.
NOTE: The author reported no actual or
potential conflict of interest in relation to
this continuing nursing education article.
ACKNOWLEDGMENT: The author thanks
Dr. J. Gajadharsingh and C. Peternelj-Taylor
for their support.
Executive Summary
 High rates of retirement among
older nurses and horizontal
violence among younger
nurses heighten the importance
of mentoring in the context
of overall organizational
stability and performance.
 Viewing the essentials of mentoring
in the context of organizational
culture and leadership
as a long-term commitment
and solution rather than a
short-term task will lead to
improved staff retention, satisfaction,
and, ultimately, patient
outcomes.
 Using Basss four leadership
initiatives, a culture for mentoring
can be achieved through
inspirational motivation, individualized
consideration, idealized
influence, and intellectual
stimulation.
 Alignment of organizational
and mentoring goals is essential
to a successful approach
given that the qualities associated
with leadership and
mentorship are closely aligned.
 Mentoring cultures also depend
upon elements of a stable
infrastructure such as
managerial and executive
support, scheduling flexibility,
incentives, and recognition.
 Transformational leadership
practices are key to achieving
the sustainable effects of
mentoring programs that are
rooted deeply in organizational
culture.
may not be sufficient tools if utilized
on their own. Long-term, evidence-
based solutions such as
those strategies aimed at fostering
collegial relationships, enhancing
nurses sense of self, promoting
professional development, and encouraging
feelings of professional
worth are required. The Canadian
Nurses Association (CNA, 2004)
states that mentoring programs are
exciting avenues for stimulating
professional growth, career development,
staff morale, and quality
within nursing workplaces (p. 53).
To address these issues, mentoring
can be utilized as an effective strategy
and can be implemented
through positive nursing leadership.
Leadership must be seen as a
collective venture, and a professional
responsibility. It is one that
is shared by nursing administration,
and by RNs working together
and on their own. Indeed, all RNs,
regardless of their position, are
leaders, and they have the ability to
remedy this current and challeng-
Jill M. G. Bally
CNE Objectives and Evaluation Form appear on page 149.
SERIES
NURSING ECONOMIC$/May-June 2007/Vol. 25/No. 3 144
ing trend in health care. However,
to establish an appropriate environment
in which effective mentoring
can be achieved, RNs must
acquaint themselves with an organizational
culture that fosters mentoring
within the acute care environment,
and understand how to
promote mentoring through transformational
leadership.
The information presented in
this article will demonstrate the
importance of the interrelationships
among the concepts of mentoring,
organizational culture, and
nursing leadership. In addition,
RNs in acute care settings can utilize
this knowledge to implement
Basss (1994) four leadership initiatives:
inspirational motivation,
individualized consideration, idealized
influence, and intellectual
stimulation in developing a culture
within this setting. These initiatives
can enhance mentoring,
and as a result, improve professional
nurses level of confidence
as well as their feelings of selfworth,
and ultimately promote
professional nursing practice.
Successful Mentoring: The
Essential Dimensions
Mentoring. Nursing administration
within the acute care hospital
environment must support fundamental
solutions that are geared
toward the current and increasingly
worsening decline in nursing
staff collegiality, morale, and support.
The resulting detrimental
effects are seen in poor staff performance,
and in unsatisfactory patient
care outcomes. In addition,
the changing demographics within
the acute care hospital setting, and
the rapidly changing health care
environment, demand that efforts
be made to support and encourage
new and senior nurses in order to
retain competent nursing staff.
Recent literature addressing this
area of nursing supports the idea
that mentoring is one important
strategy that can be utilized in this
endeavor (Carroll, 2004; Hurst &
Koplin-Baucum, 2003; Verdejo,
2002).
be transitioning to a new area
(Marquis & Huston, 2006). The
relationship between the mentor
and the mentee seems to be one of
the determining factors of the success
of mentoring, and it is dependent
on the effective fulfillment of
the roles and responsibilities
within the relationship. Snelson et
al. (2002) and Hurst and Koplin-
Baucum (2003) maintain that
essential mentoring responsibilities
include teaching, counseling,
confirmation, accepting, friendship,
protection, coaching, and
sponsorship. The relationship that
is developed based on these characteristics
is one that is intended
to achieve safe and competent
nursing practice through influencing
the form, quality, and outcome
of the career path of both the
mentee and the mentor (Greene &
Puetzer, 2002).
In addressing the mentoring
relationship between the mentor
and the mentee, and by understanding
the roles that the mentor
must fulfill within this relationship,
it seems that leadership and
mentorship are not mutually exclusive.
The mentoring responsibilities
outlined previously are
clearly consistent with leadership
behaviors. It is, therefore, essential
that staff nurses and nursing management
support mentoring within
the professional practice of
nursing. To support mentoring,
staff nurses must assist in creating
and maintaining a culture that
will both promote and sustain
mentoring.
Organizational Culture
Organizational culture includes
the norms, values, and rituals that
characterize an organization, and
serves as a social control mechanism
that sets expectations about
appropriate attitudes and behaviours
of group members, thus guiding
and constraining their behaviours
(Sleutal, 2000, p. 55).
Factors that are influential to a
healthy organizational culture
include (a) providing opportunities
for autonomous clinical practice
Defining mentoring has been
difficult, and it is further compounded
by the use of interchanging
terms such as coach, preceptor,
and teacher (Butterworth,
Faugier, & Burnard, 1998; Milton,
2004). Some writers maintain that
mentorship is a research-based
intervention that addresses the
improvement of nurses confidence,
promotes professional development,
and encourages lifelong
learning (Jakubik et al.,
2004). The CNA (2004) states,
Mentoring involves a voluntary,
mutually beneficial and usually
long-term professional relationship.
In this relationship, one person
is an experienced and knowledgeable
leader (mentor) who
supports the maturation of a lessexperienced
person with leadership
potential (mentee) (p. 24). In
addition, mentoring can be
viewed as an informal or formal
process. Informal mentoring is
characterized by a shared agreement
between the mentor and the
mentee to establish a relationship
in an unstructured manner, and is
based on the realization of career
goals for the mentee. Formal mentoring,
however, involves structure,
both in terms of defining
purposes and in the longevity of
the relationship (Tourigny &
Pulich, 2005).
If one were to include organizational
culture as an integral
aspect of mentoring, the mentor,
then, can be defined as an experienced
individual who guides a
novice members transition to a
new culture and the expectations
of a new role (Snelson et al.,
2002). Greene and Puetzer (2002)
state that the mentor may introduce
the new staff nurse to the
philosophies, goals, policies, procedures,
and professional developmental
challenges within a new
work environment. Conversely,
the mentee is one who has unique
developmental and socialization
needs such as new nurses, international
nurses, student nurses,
and nurses who are undergoing
role status changes, and who may
The Role of Nursing Leadership in Creating a Mentoring Culture in Acute Care Environments
SERIES
145 NURSING ECONOMIC$/May-June 2007/Vol. 25/No. 3
and participative decision making;
(b) being valued as a practicing professional
registered nurse throughout
the organization; (c) continued
learning; and (d) supportive relationships
with their peers, physicians,
and management. These factors
are seen as influential to job
satisfaction, and if they are present
within an organization, a healthy
organizational culture may exist
(Apker, Ford, & Fox, 2003;
Neuhauser, 2002; Newhouse &
Mills, 2002; Wooten & Crane,
2003). Angelini (1995) found that
expectations, rewards, value conflicts,
recognition opportunities,
and support within the acute care
hospital setting were all factors that
enhanced or hindered mentoring
interactions. Although there is very
little evidence in the literature that
specifically addresses the impact
that organizational culture may
have on mentoring, it is possible
that mentoring can be influenced
by the organizational culture within
which it exists.
Nursing leadership. Formal
nursing management must understand
the connections between
mentoring and organizational culture,
and emphasize the importance
of mentoring in their work
environments. Mentoring can then
be established, and RNs, as frontline
workers, will be in an excellent
position to embrace and foster
positive leadership to support a
culture that will enhance mentoring.
Through collective leadership
such as this, the oppression of
nurses by other nurses through
criticism, gossip, devaluing one
another, intimidation, etc., can be
eradicated. Staff nurses can initiate
this change by utilizing mentoring
to strengthen nurse-tonurse
relationships, empower one
another, and develop support systems
for those who are vulnerable.
To create a culture which is supportive
of mentoring, staff nurses
need to adopt a visionary leadership
style that will engender
inspiration, motivation, trust,
empowerment, and collaboration.
The qualities and practices adaptmore
probable that intervention
will take hold and have significant
impact on the organization (p.
26). In addition, RNs can assist
with incorporating mentoring into
various aspects of organizational
life. For example, developing a
mission statement for the work
environment that will incorporate
and guide mentoring activities
should make mentoring language
commonplace. Learning and evaluation
committees, which focus on
and are highly committed to mentoring,
must be established.
Meetings should take place regularly,
and should include all parties
who are involved in mentorship.
Once this perspective is
understood and implemented, professional
nurses can utilize Basss
(1994) four leadership initiatives
to enhance mentoring in the organizational
culture within which it
exists. The four dimensions of
transformational leadership proposed
by Bass (1994) are inspirational
motivation, individualized
consideration, idealized influence,
and intellectual stimulation.
Inspirational Motivation
This initiative places strong
emphasis on inspiring all nurses in
the work environment to understand
and utilize mentoring. By
using this initiative, nurse managers
together with staff nurses,
will articulate and communicate an
understanding of the values and
goals that are associated with mentoring,
and share these with colleagues.
Providing a clearly articulated
vision of what mentoring can
achieve will not only provide guidance,
but may inspire other nurses,
encourage a sense of purpose, and
foster the attachment of that purpose
to their work. However, vision
development is not a solitary leadership
effort. As Callahan and
Ruchlin (2003) state, The broader
the buy-in, the greater the chances
for success. Successful alignment
requires effective communication
that encompasses ongoing rather
than one-time efforts (p. 296).
Communication for this purpose
ed from transformational leadership
provide an appropriate framework
for implementing a culture
that positively supports mentorship.
Basss (1994) approach is
particularly relevant as it focuses
on aligning internal structures to
reinforce values, morals, and
ethics specific to the organizations
culture.
Leadership Initiatives for
Developing a Mentoring Culture
To implement Basss (1994)
leadership style effectively, the
nursing leadership must first
understand the whole picture by
recognizing the close interrelationships
among leadership, mentorship,
and organizational culture. It
is important to consider the
premise that the organizational
culture in the acute care hospital
environment is the center of the
organization. Sleutel (2000) states
organizational cultures can be
conceptualized as a normative
glue, preserving and strengthening
the group, adhesing its component
parts, and maintaining its equilibrium
(p. 55). Although, organizational
cultures may differ within
each hospital setting, they do
explain how people relate to one
another in a particular setting, and
assist in understanding what the
groups values are, and how the
members aspire to achieve goals.
The effectiveness of implementing
a leadership practice will not work
if there is no understanding of the
organizational culture specific to
each hospital, or unit setting, and if
it does not fit with the organizational
culture within which it is to
be implemented and maintained.
As leaders in the acute care setting,
professional nurses should
ensure that mentoring is embedded
in the culture within which it
is to exist, such that mentoring
goals and values are aligned with
the organizational values. As stated
by Schneider (2000), the more
an intervention or practice adapts
to the epistemology, or central way
of knowing and understanding,
appropriate to the core culture, the
The Role of Nursing Leadership in Creating a Mentoring Culture in Acute Care Environments
SERIES
NURSING ECONOMIC$/May-June 2007/Vol. 25/No. 3 146
entails informing and enlisting
interested, motivated, and valuedriven
individuals whose cooperation
is essential in achieving the
vision. It involves building collaborative
partnerships that are necessary
to implement the vision.
Motivation and inspiration are the
aids for overcoming barriers to successful
implementation of mentoring,
and for gaining employee
commitment (Geijsel, Sleegers,
Leithwood, & Jantzi, 2003).
The dissemination of research,
based on positive outcomes of
mentoring, mentoring activities,
characteristics of mentoring, and
informing staff about ways to get
involved, will assist in making
mentoring visible and will create
excitement about mentoring. Focusing
on positive staff outcomes
of mentoring, such as individual
growth, collaboration, staff retention,
and satisfaction, and ultimately
enhanced patient care, are
surely goals with which all RNs
can identify and strive to attain.
Values and goals can be reinforced
through training and socialization.
Wooten and Crane (2003) believe
that the most critical stage of
socialization is the first year of
employment. The first year is the
staff nurses best opportunity to
mold the newcomer into a team
player and help that individual
adapt to the organizations culture
(p. 277). The organizations
goals and values, such as patient
safety and valuing nursing staff,
can be related to newcomers
through the telling of stories,
nurse-of-the-month awards, coffee
parties that highlight staff achievements,
and staff meetings that
reinforce important values and
communicate cultural assumptions.
It is essential that seasoned
nurses be brought into this practice
as they are the ones who have
the wisdom, the knowledge, and
the experience that can be shared
with other nurses. By communicating
and passing on cultural values
and goals, new and current
nursing staff will appreciate the
means and methods for achieving
needs, abilities, and variables that
are conducive to staff satisfaction
(Kerfoot, 1997, p. 644). This information
will be helpful in formulating
methods for implementing successful
mentoring objectives within
the hospital setting. Consequently,
this information will aid
in developing a structured information
system for assisting potential
mentees and mentors with appropriate
matches between the mentor
and the mentee, and will therefore
enhance the mentoring relationship
and its success. Nurses can
then develop methods for simply
relating information regarding
potential matches to qualified mentors
and potential mentees, as voluntary
participation can contribute
to mentoring success.
Taking the time to identify
each nurse as important and integral
to the process of mentoring
gives the nurse manager the
opportunity to demonstrate that
individual staff members are vital
and important to the health care
setting in which they are employed.
Talking to each member of
the mentoring community on an
ongoing basis is a function of the
successful creation of an organizational
culture that respects and
cares about the staff. It provides an
opportunity to share learning experiences,
honor achievement,
reinforce the cultural values of the
organization, and expand knowledge
about mentoring. This can
also be achieved through the display
of banners and posters, a
mentoring showcase, or via email.
Another strategy that can be
utilized is verbalizing thankfulness
and gratitude for individual contributions,
suggestions, and input.
Feedback and reward systems are
key components of a successful
motivational program (Newhouse
& Mills, 2002). Celebrating big and
small milestones and recognizing
achievements can foster feelings
of acceptance, value, and pride.
Utilizing this leadership initiative
allows nursing management, as
well as RNs, to develop a sense of
belonging and involvement among
those goals. This will serve as a
foundation for mentoring, and in
the future, the memories and stories
of success will provide for a
historical and meaningful support
system for mentoring.
Lastly, a transformational organizational
culture is one that visualizes
all group members as being
responsible for its success (Wooten
& Crane, 2003). Therefore, as a
collective obligation, nurse managers
and RNs must ensure that all
nurses are empowered by utilizing
participative decision-making
processes. Owens (2004) states
that in participative decision
making, all organizational members
have a right to be heard, to
have their views considered, to
express feelings, and to offer
knowledge and information (p.
309). When nursing staff are
empowered by taking part in decision-
making processes, they do so
by enhancing their knowledge
base, and therefore, they experience
growth in both personal and
professional dimensions. Feelings
of empowerment, and of inclusion
in decision-making processes,
result in staff members who are
energized and committed to put
forth their best efforts and skills.
Moreover, empowerment generates
support for organizational
goals and momentum for change,
initiatives for autonomy, and for
the encouragement of staff member
involvement in ways that promote
learning and professional
development. The end results are
staff nurses who are more knowledgeable,
and who are committed
to mentoring.
Individualized Consideration
The nurse leader should also
utilize techniques that can be
adapted from Basss (1994) concept
of individualized consideration. It
is essential that each RN in a real or
prospective mentor dyad be treated
in a unique manner to determine
her/his issues, needs, and interests.
By establishing a program of
cultural listening, the leader can
obtain a good perspective about the
The Role of Nursing Leadership in Creating a Mentoring Culture in Acute Care Environments
SERIES
147 NURSING ECONOMIC$/May-June 2007/Vol. 25/No. 3
all registered nurses. The consideration
of each individual ensures
that everyone has a voice, and this
creates feelings of trust and caring.
The individuals who are involved
will feel that their contributions are
acknowledged and valued. Ultimately,
it is hoped that this will
maximize staff participation, contribution,
and interest in mentoring.
Idealized Influence
Wooten and Crane (2003) state
a leader exemplifies the vision and
values of the organization since
they are role models for the other
members (p. 277). To enable the
nursing staff to achieve the organizations
goals regarding mentoring,
all RNs should commit to role modeling
these goals and values in all
endeavors so that they can share
experiences, best practices, and
encourage mentoring excellence.
However, for role modelling to be
effective, registered nurses must
establish credibility within the
work setting, and develop trust
among staff members. Studies of
culture within successful organizations
indicate that an environment
where staff are helpful and supportive
of one anther, trust each other,
and have friendly, open relationships,
emphasize credibility and
attentiveness. Being authentic and
treating people with respect and
dignity are all characteristics that
nurses can demonstrate to achieve a
sense of trust (Dixon, 1999;
Newhouse & Mills, 2002). Trust
relates to open communication
channels, which in turn enhances
feedback at all levels. Requesting,
receiving, and providing feedback
are integral to the success of mentoring,
and essential for providing
adequate support and a challenging
environment, and for maintaining
the organizations vision.
This initiative promotes the
utilization of interpersonal communication
skills and active listening.
By utilizing these leadership
skills, RNs can create an organizational
culture that is seen as safe;
one that will enhance the feedback
cycle and the evaluation of the
tiality and to foster positive analysis.
Of particular importance is the
understanding that to be effective,
mentoring training and education
must be available in different
forms, in different venues, and on
an ongoing basis. Making recent
literature about mentoring available
on the nursing unit, organizing
mentoring workshops, scheduling
meetings or information sessions
at convenient times suitable
for the nursing staff, and presenting
mentorship successes at staff
meetings, are all activities that can
be utilized in this endeavor.
Intellectual stimulation also
provides an initiative for professional
nurses to promote a better
understanding of mentoring, such
as the roles of the mentor and
mentee, the relationships that
need to be formed, the matching
strategies, and the processes involved
in mentoring. Hopefully,
this will enhance interest, commitment,
and participation, and it
will increase personal and professional
growth and development.
Thus, it seems possible that by
utilizing the practices and qualities
adopted from the transformational
leadership approach, nurse
managers together with staff nurses
can enhance the organizational
culture within the acute care hospital
setting to create and maintain
mentorship practices. However,
without the support from middle
management and organizational
administration, it is very difficult
to implement or sustain such a
venture. The literature indicates
that administrative support is
demonstrated through financial
incentives, staffing and scheduling
flexibility, and title and leadership
recognition (Greene & Peutzer,
2002). Therefore, an organizational
infrastructure that supports
mentoring must be in place.
Although this is not necessarily a
responsibility of the staff nurse,
identifying whether or not such a
structure is present, and recommending
and assisting with creating
such an investment, is certainly
achievable. The CNA (2004)
mentoring relationship and
process; and one that will create a
collaborative environment which
will sustain mentoring, staff satisfaction,
and retention (Neuhauser,
2002; Newhouse & Mills, 2002;
Wooten & Crane, 2003).
Intellectual Stimulation
Intellectual stimulation requires
collective leadership between formal
nursing management and staff
nurses to support the professional
growth and development of each
member in the organization. To
achieve this goal, continuous mentoring
education and training
opportunities should be integrated
into the work environment to
increase the general awareness of
mentorship in that setting. This collective
leadership can provide
valid, relevant, and up-to-date
mentoring information for staff
nurses that is in tune with the values
and goals of the organization.
The organizational culture should
be resilient and emphasize creativity
and goal achievement. Specific
educational strategies could focus
on exploring the role of relationship-
building; reviewing positive
and negative experiences of staff
nurses relative to the environment;
and upgrading the awareness level
of career transitioning and the facilitation
of the career process for staff
nurses (Angelini, 1995, p. 95).
Registered nurses can also
assist in creating and maintaining
support groups and mentoring
task forces which provide skills
training, foster the exchange of
best practices, and promote peer
learning. This can also provide a
forum for feedback, evaluation,
and problem solving in order to
foster creative input and generate
new ideas. In addition, it is also an
opportunity to reflect on what has
been tried and tested, and what is,
and is not true. Continual learning
and development gained from
identifying mistakes is essential to
implementing new and improved
initiatives and ideas. During meetings
such as these, it is important
to maintain appropriate confiden-
The Role of Nursing Leadership in Creating a Mentoring Culture in Acute Care Environments
SERIES
NURSING ECONOMIC$/May-June 2007/Vol. 25/No. 3 148
suggests that the sponsoring organization
shall provide an administrative
structure and the resources
for effective development (p. 32).
Tasks such as recruitment and
retention programs that value
mentoring and provide appropriate
learning resources including
funding are essential. Together,
these can assist in building the
organizational scaffolding that
will support mentoring ventures.
Conclusion
An essential task for nursing
leaders today is to create a sustainable
nursing workforce in a health
care system that is currently undergoing
significant changes including
the loss of experienced nurses to
retirement, and new graduates to
horizontal violence. Mentoring is
one method that can enhance staff
satisfaction, and therefore, can
reduce the feeling among nurses that
they are being devalued, discriminated
against, and disempowered by
their own peers. In utilizing mentoring
to enhance staff development, to
assist nurses to adapt to new and different
roles, and to increase staff satisfaction,
nursing leadership must
understand that mentoring is influenced
by the organizational culture
within which it exists. That is, staff
nurses and nurse managers alike
must recognize and understand the
interrelationships among mentoring,
organizational culture, and leadership
for the optimal development of
effective mentoring. As a means of
achieving success in this endeavor,
professional nurses must align the
organizational culture with appropriate
leadership and mentoring
strategies. By utilizing principles
and qualities adapted from transformational
leadership, specifically
Basss (1994) four leadership initiatives,
registered nurses can assist in
creating an empowering, innovative,
and dynamic culture within which
successful mentoring can be developed
and sustained. Consequently,
this will lead to increased job satisfaction,
more effective nursing care,
and the promotion of quality health
care outcomes.$
Kerfoot, K.M. (1997). The people side of transformations.
Pediatric Nursing, 23(6),
643-644.
Marquis, B.L., & Huston, C.J. (2006). Leadership
roles and management functions in
nursing theory and application.
Philadelphia: Lippincott Williams &
Wilkins.
Milton, C.L. (2004). The ethics of personal
integrity in leadership and mentorship:
A nursing theoretical perspective.
Nursing Science Quarterly, 17(2), 116-
120.
Neuhauser, P.C. (2002). Building a high-retention
culture in healthcare: Fifteen ways
to get good people to stay. The Journal of
Nursing Administration, 32(9), 470-478.
Newhouse, R.P., & Mills, M.E. (2002).
Enhancing a professional environment
in the organized delivery system:
Lessons in building trust for the nurse
administrator. Nursing Administration
Quarterly, 26(3), 67-75.
Owens, R.G. (2004). Organizational behaviour
in education: Adaptive leadership
and school reform. Boston, MA: Pearson
Education, Inc.
Schneider, W.E. (2000). Why good management
ideas fail: The neglected power of
organizational culture. Strategy and
Leadership, 28(1), 24-29.
Sleutel, M.R. (2000). Climate, culture, context,
or work environment? Organizational
factors that influence nursing
pratice. The Journal of Nursing
Administration, 30(2), 53-58.
Snelson, C.M., Martsolf, D.S., Dieckman, B.C.,
Anaya, E.R., Cartechine, K.A., Miller, B.,
et al. (2002). Caring as a theoretical perspective
for a nursing faculty mentoring
program. Nurse Education Today, 22,
654-660.
Tourigny, L., & Pulich, M. (2005). A critical
examination of formal and informal
mentoring among nurses. The Health
Care Manager, 24(1), 68-76.
Verdejo, T. (2002). Mentoring: A model
method. Nursing Management, 33(8),
15-16.
Wooten, L.P., & Crane, P. (2003). Nurses as
implemented of organizational culture.
Nursing Economic$, 21(6), 275-279.
ADDITIONAL READINGS
Bassi, S., & Polifroni, E.C. (2005). Learning
communities: The link to recruitment
and retention. Journal for Nurses in Staff
Development, 21(3), 103-109.
Faut-Callahan, M. (2001). Mentoring: A call to
professional responsibility. AANA
Journal, 69(4), 248-251.
Hensinger, B., Minerath, S., Parry, J., &
Robertson, K. (2004). Asset protection:
Maintaining and retaining your workforce.
The Journal of Nursing Administration,
34(6), 268-272.
Shaffer, B., Tallarica, B., & Walsh, J. (2000).
Win-win mentoring. Nursing Management,
31(1), 32-34.
REFERENCES
Angelini, D.J. (1995). Mentoring in the career
development of hospital staff nurses:
Models and strategies. Journal of
Professional Nursing, 11(2), 89-97.
Apker, J., Ford, W.S., & Fox, D.H. (2003).
Predicting nurses organizational and
professional identification: The effect of
nursing roles, professional autonomy,
and supportive communication.
Nursing Economic$, 21(5), 226-232.
Baltimore, J.J. (2006). Nurse collegiality: Fact
or fiction? Nursing Management, 37(5),
28-36.
Bass, B.M. (1994). Improving organizational
effectiveness through transformational
leadership. Thousand Oaks, CA: Sage
Publications.
Boswell, S., Lowry, L.W. & Wilhoit, K. (2004).
New nurses perceptions of nursing
practice and quality patient care.
Journal of Nursing Care Quality, 19(1),
76-81.
Butterworth, T., Faugier, J., & Burnard, P.
(1998). Clinical supervision and mentorship
in nursing. Cheltenham, UK:
Stanley Thornes Ltd.
Callahan, M.A., & Ruchlin, H. (2003). The
role of nursing leadership in establishing
a safety culture. Nursing Economic$,
21(6), 296.
Canadian Nurses Association (CNA). (2004).
Achieving excellence in professional
practice a guide to preceptorship and
mentoring. Ottawa, Ontario: Author.
Carroll, K. (2004). Mentoring: A human becoming
perspective. Nursing Science
Quarterly, 17(4), 318-322.
Dixon, D.L. (1999). Achieving results through
transformational leadership. The
Journal of Nursing Administration,
29(12), 17-21.
Duchscher, J.E.B. (2001). Out in the real
world: Newly graduated nurses in acutecare
speak out. The Journal of Nursing
Administration 31(9), 426-439.
Geijsel, F., Sleegers, P., Leithwood, K., &
Jantzi, D. (2003). Transformational leadership
effects on teachers commitment
and effort toward school reform. Journal
of Education Administration, 41(3),
228-256.
Greene, M.T., & Puetzer, M. (2002). The value
of mentoring: A strategic approach to
retention and recruitment. Journal of
Nursing Care Quality, 17(1), 63-70.
Hurst, S., & Koplin-Baucum, S. (2003). Role
acquisition, socialization, and retention:
Unique aspects of a mentoring program.
Journal for Nurses in Staff Development,
19(4), 176-180.
Jakubik, L.D., Grossman, M.B., Daly-Parker,
M.O., Gaffney, L.M., Strauss, K.A., &
Mars, P.A. (2004). Clinical and professional
role development among experienced
pediatric nurses: The pediatric
medical nursing certificate program.
Journal for Specialists in Pediatric
Nursing, 9(4), 113-122.
The Role of Nursing Leadership in Creating a Mentoring Culture in Acute Care Environments
SERIES
149 NURSING ECONOMIC$/May-June 2007/Vol. 25/No. 3
The Role of Nursing Leadership in Creating a Mentoring Culture in Acute Care Environments
SERIES
Answer/Evaluation Form:
The Role of Nursing Leadership in Creating a Mentoring
Culture in Acute Care Environments
COMPLETE THE FOLLOWING:
Name:________________________________________________________________________
Address:______________________________________________________________________
City: ________________________________________State: __________ Zip: ____________
Preferred telephone: (Home)_____________________ (Work)________________________
? Check Enclosed ? American Express ? Visa ? Mastercard
Credit Card Number: _____________________________________ Exp. Date ___________
Registration fee: Nursing Economic$ Subscriber: $10.00
Nonsubscriber: $15.00
Strongly Strongly
Evaluation disagree agree
2. By completing this activity, I was able to meet the following objectives:
a. Discuss the essential dimensions of 1 2 3 4 5
successful mentoring.
b. List characteristics of organizational culture. 1 2 3 4 5
c. Describe leadership initiatives for developing 1 2 3 4 5
a mentoring culture.
3. The content was current and relevant. 1 2 3 4 5
4. The objectives could be achieved using 1 2 3 4 5
the content provided.
5. This was an effective method 1 2 3 4 5
to learn this content.
6. I am more confident in my abilities 1 2 3 4 5
since completing this material.
7. The material was (check one) ___new ___review for me
8. Time required to complete the reading assignment: _____minutes
I verify that I have completed this activity: _____________________________
Comments______________________________________________________________
_______________________________________________________________________
This test may be copied for use by others.
NEC J0705
Answer Form:
1. If you applied what you have learned from this activity into your practice,
what would be different?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
CNE Instructions
1. To receive continuing nursing education
credit for individual study after
reading the article, complete the
answer/evaluation form to the left.
2. Photocopy and send the answer/evaluation
form along with a check or
credit card order payable to Anthony J.
Jannetti, Inc. to Nursing Economic$,
CNE Series, East Holly Avenue Box 56,
Pitman, NJ 080710056; or visit
www.nursingeconomics.net
3. Test returns must be postmarked by
June 30, 2009. Upon completion of the
answer/evaluation form, a certificate
for 1.4 contact hour(s) will be awarded
and sent to you.
This independent study activity is provided
by Anthony J. Jannetti, Inc. (AJJ).
AJJ is accredited as a provider of continuing
nursing education by the American Nurses
Credentialing Center's Commission on
Accreditation (ANCC-COA).
Anthony J. Jannetti, Inc. is a provider
approved by the California Board of
Registered Nursing, Provider Number, CEP
5387.
This article was reviewed and formatted for
contact hour credit by Connie R. Curran,
EdD, RN, FAAN, Nursing Economic$
Editor; Alison P. Smith, BSN, RN, Nursing
Economic$ Assistant Editor; and Sally S.
Russell, MN, RN, CMSRN, Anthony J.
Jannetti, Inc., Education Director.
Objectives
This continuing nursing educational
(CNE) activity is designed for nurses
leaders and other health care professionals
who are interested in understanding
the role of nursing leadership in creating
a mentoring culture. For those wishing to
obtain CNE credit, an evaluation follows.
After studying the information presented
in this article, the nurse leader will be
able to:
1. Discuss the essential dimensions of
successful mentoring.
2. List characteristics of organizational
culture.
3. Describe leadership initiatives for
developing a mentoring culture.

2nd article
Making a Difference with Combined Community Assessment
and Change Projects
Roberta Mansfield, MSN, ARNP; and Cleda L. Meyer, PhD, RN
AbstrAct
Nursing students value projects
that enable them to make a difference
in the lives of others. Two major group
projets, assessment of an identified
community and completion of a leadership
change project, required during
their last semester were combined
to provide a meaningful experience
for students. In addition to discussing
ways to combine these projects, this
article shares methods to build team
cohesiveness.
Todays nursing students value
the ability to make a difference,
particularly in their communities.
Involvement in volunteer
activities during high school stimulates
increased interest in service activities
during higher education (Des
Marais, Yang, & Farzanehkia, 2000;
Engle, 2004). Baccalaureate students
at Baker University School of Nursing
concurrently take courses in community
health and in leadership and
management during their final semester.
To meet outcomes for community
health, students complete a comprehensive
community assessment
to identify health needs of a selected
population. Students work in teams
to collect data, analyze community
capacities, and derive community-level
nursing diagnoses, but no means
existed for student teams to make a
difference by actually addressing the
problems identified.
As a requirement for the leadership
and management course,
student teams complete a focused
assessment of a community or organization
to conduct a change project.
The emphasis of this assignment is
application of continuous quality improvement
(CQI) to guide the planning,
implementation, and evaluation
of change. With two major projects in
separate courses involving a considerable
amount of group work, students
felt overwhelmed. They had difficulty
recognizing the role of nursing process
in addressing community and organizational
concerns. Combining the
assignments to create a single population-
focused change project now allows
students to conduct an intervention
based on needs identified during
the community assessment and to
render a service to the community.
The purpose of this article is to share
information with others interested in
trying a similar approach.
Nurses as Part of the
community
Desired outcomes for baccalaureate
nursing graduates include the
ability to practice professional nursing,
incorporating the roles of care
provider, manager, and member of a
profession in acute and community
settings (American Association of Colleges
of Nursing, 1998). To increase
awareness of the nurses role in the
community, students participate
in various local community-based
clinical opportunities. For example,
students help with blood pressure
screening clinics, nurse-run centers
providing basic care to individuals of
lower socioeconomic status, adolescent
pregnancy programs, and health
fairs. During the senior semester, students
also provide case management
services to an individual or family
in the community. Although student
feedback demonstrates their understanding
of the community health
nurses role in providing care to specific
individuals and families outside
of the hospital setting, students fail
to grasp that a single nursing unit
or a child care center is a community
with possible needs for change. As a
result, students often fail to recognize
opportunities to improve the health of
populations and provide service to the
community at large.
Nurses as change Agents
The purpose of requiring students
to complete a change project is to
demonstrate the ability of nurses to
make a difference in various settings
and to experience the leadership role
in this process. Although individual
students put leadership and management
into practice by delegating and
coordinating clinical care, they often
have limited effects on health care
practices and procedures that could
be changed or improved. The change
project allows students to incorporate
CQI principles in developing worthwhile
projects while improving their
Received: December 10, 2004
Accepted: August 29, 2005
Ms. Mansfield is Assistant Professor and
Dr. Meyer is Associate Professor, Baker University
School of Nursing, Topeka, Kansas.
Address correspondence to Roberta Mansfield,
MSN, ARNP, Assistant Professor, Baker
University School of Nursing, Stormont-Vail
Healthcare, Pozez Education Center, 1500
SW 10th Street, Topeka, KS 66604; e-mail:
[email protected].
E D U C A T I o N A l I N N o v A T I o N
132 Journal of Nursing Education
EDUCATIoNAl INNovATIoN
effectiveness as team members. Continuous
quality improvement requires
careful collection and assessment of
data to identify the underlying process
of an actual or potential problem
(Briscoe & Arthur, 1998; Schroeder,
1994). A review of the literature or
benchmarking with other institutions
guides team members in developing
a plan to address the identified problem.
once implemented, the plan is
evaluated and modified, if necessary,
to achieve a long-term solution to the
problem.
Guidelines for combining the
Projects
Although both the community assessment
and change projects are
considered important in preparing
nurses to become leaders in their
communities, faculty became aware of
potential overlap in the assignments.
Both assignments require assessment
and identification of community-level
problems of concern to nurses. Consequently,
faculty made modifications
to combine the projects, giving
students the opportunity to apply the
nursing process by serving as population-
based change agents.
To combine these projects, students
were directed to select one population
with which to work for both courses.
Students used the definition of a population
as a group of people occupying
an area or sharing one or more
characteristics (Allender & Spradley,
2005). Recognizing that populations
become communities when meaningful
interactions occur, students were
advised to carefully define the population
or community they selected.
This allowed students to choose from
a variety of settings affecting health,
including hospitals, outpatient or
surgical settings, community clinics,
schools, child care centers, retirement
communities, and other organizations.
They could also choose a geographical
community to assess, such
as a rural community.
The combined project begins with
a comprehensive assessment of the
selected population or community,
using a modified tool (Hitchcock,
Schubert, & Thomas, 2002) to generate
and organize data related to the
people, place, health care systems,
and other social systems. Students
work in teams of four to six members
throughout the project and make at
least one site visit during the assessment.
Student teams access existing
information about the population or
community and often conduct surveys
or interviews to gather primary data.
Assessment data are analyzed to identify
the strengths, areas of concern,
and health problems of the population
or community. Each team formulates
five community-level nursing diagnoses
and selects a priority diagnosis
that forms the basis for the change
project. They meet with key leaders
and members of the selected community
throughout the assessment,
planning, and implementation of the
change. This allows those affected by
the change to become involved in the
change process.
As students clarify the priority
problem, they are challenged to use
CQI principles to view the problem
from a multidisciplinary perspective.
A review of the literature enables
them to select evidence-based interventions
to accomplish the change.
Working with people both within and
outside of the nursing profession,
students learn to apply leadership
principles as partners in improving
the health of the community (Cox &
Miranda, 2003). Emphasis on developing
the vision of transformational
leaders helps students motivate those
affected by the change (Johns, 2004).
Traditional CQI projects may take
12 to 18 months to complete, so some
student projects serve primarily as pilot
projects in an organization. As the
value of the project is demonstrated,
unit directors or other key community
members are empowered to develop a
final project based on the tudents
work.
strategies for success
one of the first strategies that
help students succeed is providing
clear expectations and outcomes for
the combined project. This includes
guidelines for how to systematically
collect data and arrive at nursing diagnoses
for the selected community.
For the change project, the focus is on
choosing a problem from the community
assessment that can be undertaken
during the semester. Students
are given examples of tools, such as
problem-solving charts from The
Team Handbook (Scholtes, 1996), to
further identify the underlying problem.
Given the challenges inherent in
team or group work, several strategies
help students build successful teams.
Classroom discussion and scenarios
address effective and ineffective team
roles and provide conflict resolution
methods. Students are asked to select
a team logo, name, and mission statement.
For example, a team working
to address safety concerns at the
Boys and Girls Club chose the name
Nurses 911 and developed the following
mission statement: To improve
the safety of all individuals within
the Boys and Girls Club, focusing on
fire, tornado, and first aid preventive
measures. Their team rules included
Be open and communicate with each
other, Have individual assignments
done on time, and Have fun, to promote
cohesiveness.
Students share responsibility for
team work by dividing tasks based
on each members expertise. Developing
a timeline and keeping minutes
of team meetings enable students to
track their progress. Some members
of the Nurses 911 team wrote letters,
sent e-mails, and made telephone
calls to obtain donations of smoke
alarms and first-aid supplies from
area merchants. other team members
contacted the fire department to
present information about fire safety
and arranged for a meteorologist to
discuss tornado tracking. Throughout
the project, the Nurses 911 team
worked closely with the director of the
organization.
sharing success
At the end of the semester, students
share their results with their
fellow students through a formal
presentation that highlights the community
assessment findings and the
needs identified. They invite academic
and health care colleagues to
March 2007, Vol. 46, No. 3 133
EDUCATIoNAl INNovATIoN
attend a poster presentation that describes
the change project and how it
relates to the community assessment.
Some student teams incorporate creative
techniques, such as skits, songs,
or videos, to add interest to their presentation.
Students also share their
notebook containing team minutes,
team rules, data from the community
assessment, articles supporting the
change project, and strategies used
for stress relief. As a requirement
for the leadership and management
course, each team submits a written
paper summarizing key components
of the community assessment and selected
change project.
Some team members express reluctance
to engage in team projects due
to difficulties in managing conflicting
schedules and obligations, as well as
concerns that work may not be completed
equally by members. Methods
for overcoming team problems include
giving individual members the
opportunity to rate the performance
of their own team members and requiring
students to write a brief individual
paper evaluating the potential
effects of group process on their future
nursing careers. Faculty review team
meeting minutes and other evidence
of team participation to support individual
team ratings.
Outcomes: successful change
Projects
During the five semesters since implementation
of the combined project
format, student teams have completed
several worthwhile projects. Student
accomplishments include setting
up a pharmacy assistance program
for clients at a clinic for underserved
individuals, increasing nursing clinic
hours at a center for homeless individuals,
and translating assessment
questions into Spanish for staff admitting
families to a hospital birthing
center. The Nurses 911 team was able
to mobilize community partners to
provide safety programs for the local
Boys and Girls Club. They arranged
for the fire department to bring their
mobile classroom to simulate fire hazards
and evacuation procedures, and
as part of the educational segment
conducted by the meteorologist, the
student team conducted a tornado
drill. Through these combined community-
level change projects, nursing
students were given an opportunity
to provide real service to a population
at risk for health problems related
to safety. The students established a
helping relationship with the organization
and the larger community
to meet the needs of a specific population.
Although some projects may
serve only as pilot projects, many lay
the foundation for ongoing change.
For example, the director of the Boys
and Girls Club is eager to have students
return to further implement
programs enhancing the health and
safety of youth. The student team has
many ideas for how other students can
provide service to this population.
The combined assessment and
change projects have increased student
awareness of problems at the
organizational and community levels
for which they can make a difference.
Students assessing a Native American
child care facility found that 99%
of the childrens parents were above
the recommended body mass index.
The team recognized the importance
of family nutrition to the child care
center population and the need to address
the problem at the community
level. With this awareness, students
participated in a tribal health fair to
educate the families about nutrition,
using reduced-fat traditional recipes.
Students were excited to be an important
part of a community-level intervention
and to make a difference in
the larger population. Because of the
positive response from the families
attending the community event, students
were invited to participate in
future tribal health fairs.
The appreciation expressed by
the community confirms the value of
these learning experiences. Students
complete their final semester and enter
the nursing profession with confi-
dence that they can assume leadership
roles and promote positive change in
the health of not only individuals but
also populations, organizations, and
entire communities.
references
Allender, J.A., & Spradley, B.W. (2005).
Community health nursing: Promoting
and protecting the publics health.
Philadelphia: lippincott, Williams &
Wilkins.
American Association of Colleges of Nursing.
(1998). The essentials of baccalaureate
education for professional nursing
practice. Washington, DC: Author.
Briscoe, G., & Arthur, G. (1998). CQI
teamwork: Reevaluate, restructure,
renew. Nursing Management, 29(10),
73-78, 80.
Cox, l.S., & Miranda, D. (2003). Enhancing
student leadership development in
community settings. Nurse Educator,
28, 127-131.
Des Marais, J., Yang, Y., & Farzanehkia,
F. (2000). Service-learning leadership
development for youths. Phi Delta Kappan,
81, 678-680.
Engle, S. (2004). Political interest on the
rebound among the nations freshmen,
UCLA survey reveals. Retrieved May
26, 2004, from the Graduate School of
Education and Information Studies,
UClA, Web site: http://www.gseis.ucla.
edu/heri/03_press_release.pdf
Hitchcock, J.E., Schubert, P.E., & Thomas,
S.A. (2002). Community health nursing:
Caring in action (2nd ed.). Albany,
NY: Delmar.
Johns, C. (2004). Becoming a transformational
leader through reflection. Reflections
on Nursing Leadership, 30(2),
24-26, 38.
Scholtes, P.R. (1996). The team handbook
(2nd ed.). Madison, WI: Joiner Associates,
Inc.
Schroeder, P.S. (Ed.). (1994). Improving
quality and performance: Concepts,
programs, and techniques. St. louis:
Mosby-Year Book.
134 Journal of Nursing Education


There are faxes for this order.

Reference
Brown, H. Douglas (2007). Teaching by Principles: An Interactive Approach to Language Pedagogy ( 3rd ed.) Pearson Longman Publications: New York City

Please answer using summarizing from these chapters in two pages using linguistic terminology.

1. What are some potential advantages of group work, especially for the ESL student? Are there any drawbacks? If so, how might one minimize them? (Chap 14. Sustaining Interactive with Group Work)

2. What is the potential importance of self-awareness of style, and how can ESL teachers foster such self-awareness? (Chap 16. Strategies Based Instruction, pp 261- 268)

3. What makes listening so difficult for ESL students? (Chap 18. Teaching Listening)

4. When and how should teachers correct ESL speech errors in class? Explain. (Chap 19. Teaching Speaking)

5. What are effective reading strategies that intermediate and advanced ESL students use,

and how can teachers encourage them? (Chap 20. Teaching Reading)

6. What challenges does writing pose to ESL students? Why do almost all second-language scholars recommend that teachers teach writing as a process? (A good answer here will define the writing process briefly). (Chap 21. Teaching Writing)

7. To what extent should language teachers use form-focused instructional activities, and should that instruction be explicit or implicit? (Chap 22. form-focused instructional activities )

The project should be no more than 12 pages in length (not including title, reference pages, or appendixes) and with APA formatting. (No abstract is required.) Do not refer to yourself in the first person; rather, refer to yourself as the group leader. The following guidelines should be utilized for completing your project using each sub-heading (must be in the order listed below).

Develop a six session Christ-centered psycho-educational process group program with these elements:
a. Purpose ??" Briefly state the purpose of your program in 1 or 2 sentences (e.g., this program is designed to)
b. Population ??" Now be specific. Tell for whom this group is intended. Include age range of group members, gender, developmental aspects, and identifying characteristics or criteria. Do not include material from the theoretical approach.
c. Rationale ??" What is the focal problem? Define and explain. Why is there a need for some form of treatment for this population and problem? Why is the group approach a more viable form of treatment than individual therapy?
d. Theoretical Approach ??" What approach(s) will you use in your program? Be specific. Describe the reason(s) this choice is a good one.
e. Integration ??" What techniques, activities, formatting, etc. will you use to incorporate Judeo-Christian themes, values and purpose into the group?
f. Recruitment ??" How will you get the word out about your group? What time frame will you use to fill slots (how long will you recruit).
g. Screening ??" How will you select (or de-select) members for your group? Indicate any format you will use. Include a copy of any pre-test, intake form, or any other form in the Appendix.
h. Structure ??" State the day and time, duration (# of hours and sessions), open/closed, and frequency of the group meetings. Include the size of the group and where you suggest this group should meet.
i. Pre/Post Group Meetings ??" Indicate your plan for pre- and post-group meetings. Include date, time, and place. Specify what you plan to do in these meetings.
j. Goals ??" What are your goals for this group? It is important that you have goals in mind before you organize the group. Indicate whether you want members to suggest goals for the group in addition to your goals for the group and any individual goals they may have. Do not copy from text.
k. Ground Rules ??" What rules do you think need to be implemented to insure that the group functions to its highest potential? Will you establish the ground rules as the leader? Will group members have input into ground rules?
l. Ethical Issues ??" What ethical issues are inherent in your group work? How will you handle the issues of confidentiality, informed consent, parental permission, etc.? You must include a copy of any forms you will use in the Appendix. Are there ethical issues that are specific to your group (population) or to techniques that you may use?
m. Multicultural Issues ??" What multicultural issues can you anticipate? How do you plan to address any issues that arise? How will you handle diversity? Are there specific issues that might arise in your group given the problem and the population you have chosen?
n. Group Leader ??" What is the role of the group leader? What qualifications are necessary? What style of group leadership best suits the group (e.g., active? non-directive? etc.).
o. Risks and Benefits ??" What are the potential risks and benefits of group work in general and of your group specifically?
p. Evaluation ??" How will you evaluate the efficacy of the group experience? An evaluation form is mandatory. Include a copy of your evaluation form in the Appendix.
q. Group Sessions ??" For each session describe: What are the goal(s)? Describe what you might expect as problems or strengths. List the discussion topics. (You do not need to develop the lessons, just the outline). Describe the activities ??" techniques you will employ.
If the above guidelines and subheadings are not utilized within the project, the project will be graded accordingly.

PLEASE DO NOT WRITE QUOTES, PHRASES OR SENTENCES FROM WHERE THE THE INFORMATION COMES FROM. ANSWERS ARE TO BE IN YOU OWN WORDS. 1. Identify and define the five stages of group development.

2. Briefly discuss the differences between the following three types of group: task groups, self-help groups, and psych educational groups. Give an example of each.

3. Consider a group that which is open and ongoing. What will the group facilitator need to attend to at each group session?

4. Consider a closed, time limited therapy group. What will the group facilitator need to attend to at each group session?

5. Alissi (1082) has defined what he referred to as a "reaffirmation of essentials" regarding group work method. It remains a useful platform from which to look at group work methods. Identify and discuss the three essential elements that distinguish social work with groups from other group methods.

6. Discuss Brown's list of eleven specific techniques that fall up under the three major subheadings.

7. Refer to Chapter 19 - Group Work with Offenders sent via e-mail. You are a social worker in a medium security woman's prison. Choose one of the common themes that are found in this chapter. Discuss what specific issues you need to consider before beginning the group and what to expect from the group. Are there any specific issues that need to be considered? If so, what?

8. Refer to Chapter 23 - Group Work with Victims of School and Community Violence sent via e-mail. A. Discuss briefly the different issues that can be addressed in groups when working with these groups. B. Explain the seven phases of Critical Incident Stress Debriefing and how it applies to working with these groups.

9. Refer to the Case Study Tanya pages 350-358 sent via e-mail. Elizabeth Kenny and Kathleen Belanger's study of Tanya illustrates the importance of social (and social work) support for multi-problem families. What are the social supports that bolster these children's chances for a better life than the one they experienced with their mother? What strengths does Tanya possess that make her ultimate success more likely?
PLEASE DO NOT WRITE QUOTES, PHRASES OR SENTENCES FROM WHERE THE THE INFORMATION IS FOUND. ANSWERS ARE TO BE IN YOU OWN WORDS.
Thanks,
Brian
There are faxes for this order.

Answer these questions-
1. A small group, which meets 3 times a week in person, tries to continue their contact in a cyber group on yahoo. However, the cyber group seems to break down communication instead of increasing it. List at least 3-5 suggestions to make the cyber group work. Why do you suppose that a group gets along well face to face has trouble working together online.
2. In a small town, the town legislatures have decided to divide all town members attending town meetings according to the following scenario: 1 group for those who never wear deoderant or perfumes, 1 group that occasionally wears them, and one group who is wearing them the night of the meeting. This act is to help those with allergies and asthma caused by scents to be able to sit in a "clean environment". You have been hired as a consultant to evaluate this plan. How will this seperation affect the communication? How can this seperation cause conflict and how might power issues be involved. What are some potential problems in terms of good communication if this plan continues? How does smell influence communication?
3. List at least 15 possibilities where small groups can
and are utilized. Pick 2 and create a scenario for each where a consultant might be necessary. Analyze each scenario and argue how you , as a consultant, might help. In at least one, use focus groups to help your scenario. Expalin why focus groups are useful.

I need a 2 page Personal Reaction Paper on Ethical Issues in Group Counseling (including Diversity Competence.

NOTE: I have provided the references at the end of these directions.

This paper should be written in FIRST PERSON "I" using the following guidelines.

Use the following questions as guidelines for determining what to write in the reactions paper. You do not have to write about everything that has been covered. I have also included some references to go by below.



Provide your personal thoughts and reactions to the readings. For example, are the concepts presented in the readings congruous with your personal philosophy of therapy and/or theoretical orientation? How do they fit or not fit?

Are the clinical interventions and techniques presented in the readings or experienced in your out-of-class experience interventions that you would want to use/ or be able to use in your clinical practice, if yes, how? If not, what was bothersome? Can you explain what it is that leads you to disagree or agree with leader interventions? Were there any ethical concerns? If yes, what and how would you address the issue? What were the cultural considerations for the group?

If there is other information you wish to include in your reaction papers feel free to do so, as long as it is relevant to group work/group psychotherapy.

The Association for Specialists in Group Work Best Practice Guidelines provide a clear overivew of what is expected in group work. These are listed in Groups: Process and Practice. You can also view these at:

http://www.asgw.org under "Best Practices".

Asgw is also a good source for exploring diversity issues in group work. They list the diversity competencies at:

http://www.asgw.org/diversity.htm

You might also consider the American Group Psychotherapy Association (AGPA's) ethical guidelines at:

http://www.agpa.org/group/ethicalguide.html

Consider looking at these in relation to APA's Code of Ethics. Other professional organizations also have codes of ethics.

If your interest is in Industrial-Organizational Psychology check out:

http://www.siop.org

The purpose of this assignment is the development of skill in analyzing a group work practice experience and understanding how theory guides practice. The exercise involves identifying, studying, and generalizing the actions of the social worker in the group in a specific helping situation. Approximately 4 separate consecutive interventions should be discussed (this is a very important in the paper). In this paper you are going to write about a group experience you observed (I hope the write could make up the observation based on the information I will be sending to complete this paper.)

Please include the following outline for the introduction piece of the paper:



Student name: Jose Rodriguez

Agency type (Do not use real names): The Department of Social Service (DSS) is the Massachusetts state agency charged with the responsibility of protecting children from child abuse and neglect. DSS is committed to protecting children and strengthening families. When children are abused or neglected by the people responsible for caring for them, DSS will intervene to ensure the safety of the children.
DSS responds to reports of abuse or neglect 24 hours a day. DSS becomes involved if there are any concerns that caretakers, parents, step-parents, guardians or other persons responsible for caring for children may be abusing or neglecting these children.
Whenever possible and appropriate, DSS attempts to keep families intact. DSS reviews all the reports of child abuse and neglect received by the agency. If it is determined that abuse or neglect has occurred, or if a child appears to be at risk of being hurt, or is being neglected, DSS takes action to protect that child.
The Department?s vision is to ensure the safety of children in a manner that holds the best hope of nurturing a sustained, resilient network of relationships to support the child?s growth and development into adulthood.
DSS Core Values
The DSS Core Values are anchors that ground their practice. DSS is committed to making these values more than words on paper. By strengthening the links between the Department, families and communities, DSS will move closer to service delivery systems that reflect the core values:
? Child-driven
? Family-centered
? Community-focused
? Strength-based
? Committed to Diversity and Cultural Competence
? Committed to Continuous Learning

Meeting time line: The DSS Family Group Conference is a Short Term ongoing group that meets once a month for four hours and has been in existence for three months.

Purpose of group: The purpose of the group is to empower families to make safe and appropriate decisions for their family. When there are issues of child safety or permanency planning, one means by which family members can decide what to do. This approach allows plans to be made by the family together with their relatives, friends, and other close supports. This group helps redefine family to include extended members and others the family considers important in making decisions about the best interest of their children. Family Group Conference can allow children who are in foster homes to remain connected to their families while increasing the number of caring adults in their lives. This group reinforces and expands the support networks that exist within all families and can prevent unnecessary out of home placements. This process provides kin with the opportunity to provide support, assist with case monitoring and if needed provide an alternative placement.

Members' gender, age range, cultural/racial/ethnic information, and/or any other significant information: The number of members varies each month from 5-15 depending on the family size and whom they invite as their support. It is the policy of this agency that both sides of a child?s family are represented at the meeting, but that each parent will be able to invite whom they want. The types of families come from a diverse culture and with difficult histories.

Leader(s)? significant identifying information: The group leader is a 35 years old American male, with an MSW from Salem State University. He has had several years of previous experience leading groups with family in hospitals, conferences and mental health agencies.

Context of excerpt (brief statement of relevant events, issues or themes surrounding the process
piece): The group has a unique character and format. The beginning of the group ?belongs? to the family. This is their time to affirm their ties and culture through an opening ceremony, or ritual or by arranging themselves in a way that is comfortable to them. The group leader makes sure that everyone is introduced by name and relationship to the children, knows the group process and ground rules (e.g., no violence, respect for others), and understands that the meeting is confidential, with two exceptions: 1. When a group member threatens the safety of himself or others and 2. If information of new issues of abuse is brought forward and that the group includes mandated reporters. The group leader tells the group why they decided to request a group conference. The social worker defines what issues need to be addressed by the family and any ?bottom lines? that exist. The social worker gives a brief summary of the family and the reasons that brought the family to the attention of the agency. Also provided is relevant information about systems issues such as court dates and pending legal proceedings as well as progress towards service plan goals. Individuals in the group identify things that are right and good in the family. What do individuals bring to the family that are valued? What strengths can the family use in reaching its goals? Then there is a shared social time between all group participants. After that, individuals in the group share their concerns for the child and the family. What are they worried about? What must be resolved if they are to reach their goal? The family then is given private family alone time where the professionals leave the family alone. The family deliberates and develops a plan to address the goal. The family and professionals come back together. The family presents the plan, which must be approved by the social worker. The plan is reviewed for clarity (who does what?) and plans for overseeing the plan and any contingencies are made at this time. Final decisions are documented and the final agreement is written up. Copies are given to all participants.
The following excerpt is taken from the meeting on Tuesday November 1st, 2005. There were 8 family members and present in the group 5 women and 3 men. The purpose of the meeting was __________________________ (state the purpose of the meeting here.)




1. Create (make up) (don?t mention in the paper that you made this up) a present a (process recording excerpt from the group meeting in which you have tried to provide specific help to your group members during a defined segment of the group session. The excerpt should be only one or two paragraphs long and should consist of 4 sequential actions by the leader. Underline the things the you (meaning the leader) said and did. Where silence was your response, use the margin to call attention to this as an action. (Do not use a paragraph where all of your activities were remaining silent.) Number all of your actions including those noted in the margin. (See example)

2. On attached pages, analyze each intervention (including the active silences) using the following format:

a. Stimulus. What happened in the group immediately before you responded (The stimulus could be internal or external to the worker.).

b. Interpretation of Stimulus. How do you think you interpreted the meaning of the behavior at the time? Include your affective responses where appropriate. Do you see it differently now?

Worker action: what you said or did.
(Repeat the statement from the process recording, underline and number as in the recording.)

c. Valued Outcome. At the time, what immediate result did you hope might result from your action? Do you see it differently now?

d. Underlying Propositions. What propositions support your analysis? If you understand the interaction differently now, remark on the new propositions that inform you.

The use of at least three relevant citations is required for each analysis. Make a connection between the idea cited and your action, that is, give a rationale for selecting each citation. Draw particularly from the course readings. Add readings related specifically to your group and its propose (located by further research). Citations should be diverse and represent a range of theoretical supports. You may include a few references from human behavior (re: systems, life cycle, issues of class, race, ethnicity, gender, etc.) and from clinical practice (re: defenses, transference, resiliency, etc.).

e. Include a brief (one paragraph) summary of your thoughts about each analysis. For example, you might want to comment on whether you would do things the same way again, or how you might do it differently.

3. Present a general summarizing statement about the worker's actions in this chosen process excerpt, including your feelings, insights, dilemmas, lessons learned, identified areas for further study, and/or professional development goals.

For all of the above see example I emailed (example format of the paper). i will also email articles you could use for the references.

Assignment #4
? This paper should be 8-10 pages, doubled spaced, standard 12 point font size, with correct APA (sixth edition) format. Process material should be incorporated into the text.
? This paper should contain at least seven data sources. Two of these data sources should not be from the syllabus.
Note: Integrate theory from readings and class discussions throughout your discussion. You can organize your paper in anyway that you wish, as long as you address the required content areas. You may also draw from literature
The purpose of this assignment is to give you a chance to dissect your thought processes and clinical interventions. It will allow you to break down a significant clinical moment from a group session and scrutinize it to further your self- awareness and learning from two perspectives. This assignment allows you to deepen and broaden your practice wisdom through self-reflection and application of concepts from theory and practice.
An intervention is defined as a statement or action made by a group worker or a group member that impacts group process and catalyzes changes in group dynamics. It is important to remember that interventions in group work that are made by group members are just as relevant as those made by practitioners.
You will be required to extrapolate from the literature and class discussions, and integrate theoretical concepts with your evolving understanding of your role as a facilitator, and your growing awareness of and appreciation for group latent and manifest content.
You may use a group from your current or past field placement, or the in-class experiential group.
Please include all of the following information:
1. A description of the group: that includes the following elements:
? community and setting in which the group functions,
? the purpose of the group,
? a brief description of the members of the group (gender, age, ethnicity, culture, presenting problems),
? structure of the group-as-a-whole (norms, roles, how members communicate with each other, etc.),
2. Include five excerpts of process to illustrate the chosen topic. Please present the five excerpts in script form and underline them in order to make them easily identifiable. This process vignette can illustrate a moment where the group members made a demand for work, the worker made a demand for work, or some combination of the two, that impacted group dynamics.
3. Take each intervention and discuss the following:
? what do you think was going on in the group before the intervention or event occurred;
? the group?s response,
? what sense you made of the group?s response;
? what you were thinking and feeling during this exchange, and how you responded to the group?s stimuli.
? If you were not the worker, please include how you made sense of the worker?s choices, and include some discussion of what you might have done differently if you were the worker during that moment.
? Please integrate relevant literature to support your discussion.
4. Explore one ethical dilemma that has arisen or could arise in this group. Define the ethical concern using the NASW Code of Ethics and the AASWG Standards for Social Group Work Practice (www.aaswg.org).
5. What have you learned from this group experience with regard to group process and yourself as a social group worker?

Literature Review: Your literature review should be a project or planning method and techniques. You may include a brief paragraph about the topic your project or program is addressing. However, the focus of your paper should be a review of the literature about ?how to plan programs or projects? that are similar to what you are doing. You need to include literature that presents a model of a program/project (or public awareness campaign) that you may want to follow in the implementation of your project. Your literature review should include three to five sources d be three to five pages in length.

For my project, I am educating adolescents in the community (at community centers) about rape and providing information that will enable these individuals to form healthy relationships.

This is my statement of intent (may help with writing the lit review)
Our group has chosen option 2, which involves the planning, implementation, and evaluation of a program with a social change goal. Due to resistance from the major system we would like to engage, the public school system, our program has evolved from educating adolescents about rape to providng information that will enable these individuals to form healthy relationships. While fundraising is a vital and valuable tool in the world of social work, we choose the more difficult option two in order to make a lasting impact on the community and the target population. We chose the subject of healthy relationships because we have noticed through both our past experiences and recent observations the negative and lasting effect of an unhealthy relationship in adolescence.

Our group has a strong commitment to the NASW Code of Ethics tenet of empowering individuals through education and we feel that our program will offer people a way to improve their choices and overall life experience. Another, less altruistic reason for choosing this option is to gain practical career experience in the area of planning and implementing a program to affect the social fabric of our future communities. This reason for choosing option 2 leads directly to what we hope to learn from this project. We hope that by planning and impolmenting a program for social change teach us more effective means of organizing and affecting communities. It is our theory that by having the opportunity to put course material to work in a real life setting will allow us to better understand and utilize the material. Through this project we hope to gain confidence in our own abilities as social workers and improve the way we function in group work settings.

Some sources of lit that may be relevant to use for the 5 pieces of lit:
1 TI: Adolescent sexuality and parent-adolescent processes: promoting healthy teen choices.
AU: Meschke-L.L; Bartholomae-S; Zentall-S.R
SO: Family-Relations. 49(2): 143-154, Apr. 2000.
WEBLH:
Complete Record
In Database: Social Work Abstracts 1977-2004/12.

2 TI: The effects of an abstinence-based sex education program on middle school students' knowledge and beliefs.
AU: Arnold-E.M; Smith-T.E; Harrison-D.F; Springer-D.W
SO: Research-on-Social-Work-Practice. 9(1): 10-24, Jan. 1999.
WEBLH:
Complete Record
In Database: Social Work Abstracts 1977-2004/12.

3 TI: The advantages of experimental designs for evaluating sex education programs.
AU: Metcalf-C.E
SO: Children-and-Youth-Services-Review. 19(7): 507-523, Nov. 1997.
WEBLH:
Complete Record
In Database: Social Work Abstracts 1977-2004/12.

4 TI: Trade-offs in designing a social program experiment.
AU: Dynarski-M
SO: Children-and-Youth-Services-Review. 19(7): 525-540, Nov. 1997.
WEBLH:
Complete Record
In Database: Social Work Abstracts 1977-2004/12.

5 TI: Sex education and abstinence: programs and evaluation.
AU: Besharov-D.J; Gardiner-K.N
SO: Children-and-Youth-Services-Review. 19(7): 501-506, Nov. 1997.
WEBLH:
Complete Record
In Database: Social Work Abstracts 1977-2004/12.

6 TI: Nonexperimental designs and program evaluation.
AU: Kisker-E.E; Brown-R.S
SO: Children-and-Youth-Services-Review. 19(7): 541-566, Nov. 1997.
WEBLH:
Complete Record
In Database: Social Work Abstracts 1977-2004/12.

7 TI: Using self reports to measure program impact.
AU: Sonenstein-F.L
SO: Children-and-Youth-Services-Review. 19(7): 567-585, Nov. 1997.
WEBLH:
Complete Record
In Database: Social Work Abstracts 1977-2004/12.

8 TI: Thinking through evaluation design options.
AU: Devaney-B; Rossi-P
SO: Children-and-Youth-Services-Review. 19(7): 587-606, Nov. 1997.
WEBLH:
Complete Record
In Database: Social Work Abstracts 1977-2004/12.

9 TI: Contraceptive health programs for adolescents: a critical review.
AU: Lagana-L; Hayes-D-M
SO: Adolescence. 28(110): 347-59, Summer 1993.
WEBLH:
Complete Record
In Database: Social Work Abstracts 1977-2004/12.


10 TI: Considering the adolescent's point of view: a marketing model for sex education.
AU: Campbell-T-A; Campbell-D-E
SO: Journal-of-Sex-Education-and-Therapy. 16(3): 184-93, Fall 1990.
WEBLH:
Complete Record
In Database: Social Work Abstracts 1977-2004/12.

11 TI: Utilizing a game for both needs assessment and learning in adolescent sexuality education.
AU: Shifman-L; Scott-C-S; Fawcett-N
SO: Social-Work-with-Groups. 9(2): 41-56, 1986.
WEBLH:
Complete Record
In Database: Social Work Abstracts 1977-2004/12.

12 TI: Another look at sex education in schools: an empirical analysis.
AU: Corcoran-K-J; Plante-C-J; Robbins-S-P
SO: School-Social-Work-Journal. 8(2): 98-107, 1984.
WEBLH:
Complete Record
In Database: Social Work Abstracts 1977-2004/12.

Part I
Skim over the reading assignment before attempting this discussion. The essay should reflect what?s learned from the readings, it should NOT be in the style of a journal or diary entry. This part of the assignment should consist of 3 pages (approx 750 word)

See the attached grading rubric for the standards against which assignment will be judged.

Disagreement is fine, even encouraged, but be respectful in all of your communication.


What's the appropriate role for an international NGO? Should they define their role for themselves, have it defined by the their host country's government, or something in between? How can they work most effectively with their host country?

Also look at youtube video:
Habitat for Humanities and Globalization
by bobby vanbibber an include this in part I discussion.

Part II consists of one page (it will be the fourth page however the answer has nothing to do with Part I.
Part II consists of the Pynes Slides in rescources.

Motivation is a highly scrutinized "component" of productive work in today's workplaces. Of the seven theories regarding motivation mentioned in Chapter 8 of Pynes (2009), which do you believe to be the most relevant today? Do these theories differ between sectors? Why?

As agencies move more toward team-based environments, do you think that they are improving the overall performance outcomes of the organization or taking away from traditional performance appraisal techniques that have worked for years? What are the positive and negative aspects of the ?new? group work and traditional methods?

Question: Describe what there is about your background and your experience that will contribute to the diversity of entering class and enhance the educational experience of other students?

OUTLINE:

A. Can contribute a lot through my background
1. Have lived in various places - Germany, Bangladesh, Tanzania
a.Bangladesh ? High School studies
b.Tanzania ? family lives there currently

2. Living at various places- opportunity to meet different people
a.People from various cultures ? acquired cultural knowledge
b.Able to understand their way of thinking and their needs

B. Used my background as an advantage in my college at University of Virginia
1.At UVA, involved with a lot of group work
-Oftenn groups were very diversified; Advantage since I could understand my group members
-Helped because often able to solve various issues and held the focus to getting the work done; group was more efficient
-Saw that group members got along because they could relate to me
-Group better off and everyone willing to contribute
-Was satisfied and felt good- even the shy group members speaking up

2.Used in my internships in Africa
-By living in Africa, was able to understand the African way of thinking; their culture
-Knew that they needed everything to be shown rather than letting them be inventive
-Realized that they would be better off with visual understanding
-Created presentations for them to understand the concepts; they were delighted to experience this form of learning cos they were used to usual continous speech.

C. In all my background and experience has give me a great understanding and ability to adapt to the needs of people around me
1.Have acquired people skills which makes experience in groups a lot of fun and brings out the best in me and everyone around me
2.Able to listen and understand others perspectives and it helps making the process more efficient
3.Have the people skills that I need to get the things done.

Assignment #3: Interview a group worker in the field.(Preferably a licensed SW)
In your conversation, please include some of the following content.
? How does this worker define group work?
? What modality of group treatment does s/he identify with?
? What is his/her philosophy about group process?
? How does s/he define latent and manifest content?
? Does s/he value content over process or vice versa?
? How does the agency setting and mission impact delivery of group services?
? What does s/he most want you to understand or appreciate about group work?
? Ask two questions not included in this inventory.
Please do not write a script of your conversation, summarize your key takeaways from the conversation and what you learned from your respondent that left you curious, thinking about your practice, or gave you ideas that you might like to apply in your group work practice.

PERSONAL autobiography should include:
1. NAME: Nan Wang, INTERNATIONAL STUDENT FROM CHINA, MALE.
2. HIGH SCHOOL IN AUSTRALIA, 2 YEARS IN SANTA MONICA COLLEGE(CA), 3 YEARS IN CAL state NORTHRIDGE.
3. MAJOR: FINANCE.
4. FOCUS ON UNIVERSITY STUDY, SUCH AS GROUP WORKS.
5. HAVE ONE YEAR EXPERIENCE IN AN ACCOUNTING FIRM: ANSWER PHONES; PUT DATA INTO COMPUTER; SALE ACCOUNTING BOOKS AND DVDS BECAUSE the firm has ACCOUNTING CLASS.
6. KNOW many COUNTRIES' CULTURE BECASUE I HAVE A LOT OF INTERNATIONAL FRIENDS.

This paper is to be a case study method. Following is the outline of requirements that was stated in syllabus so I typed it here for you:(do not write in outline form, but proper research proposal form). I answered what I have thus far.

I. INTRODUCTION

a. Background:

b. Statement of the problem/purpose/significance:
Language tends to be a barrier of confusion and misunderstanding between cultures, and art is an easy, non-obtrusive form of communication that can help therapists exercise more improved culture-sensitive practices.

c. Expectation/Anticipations about results and their usefulness:
I expect to learn new, useful methods of incorporating art experientials to other cultures. I anticipate this will increase my cultural sensitivity to their specific needs, wants, and biases and of the like. This will be useful because different cultures react to the same issues differently, as different people within the same culture react to the same issues differently. Therapists are prepared for the differences between clients to be based on their exact situation in life at a certain point in time. However, they are not sensitive to the consistent underlying influence cultural traditions have on how people think, perceive, judge, act, react, as well as understand their life situation at all times. This primary, innate characteristic is often an ignored, sometimes unnoticed factor in therapy.

d. The Research Question:
How do various ethnic cultures experience art therapy?

e. Limitations/Delimitations

f. Overview of procedures for researching the question (methods).
A case study method will be used. Although at various instances I felt an ethnographical approach was more appropriate, I chose to exercise the case study method because although I plan to study cultures, in which an ethnographical approach seems more logical, they can also be seen as the bounded system necessary to conduct a case study approach.

g. Definition of terms:

h: Anticipated procedures for verification of study (how will you judge the quality?)

i: Summary of chapter and what will follow in subsequent chapters


II. REVIEW OF THE LITERATURE
Read. Read. Read. What is known and not known. What are classic or landmaek studies on your topic? Charles suggests an organization of general to specific and from older citations to mroe recent. Use subheadings. As you read, what are inportant topics or categories you can use to classify the ideas you are encountering. Again you should have a summary paragraph to connect with the next chapter.

III. OVERVIEW OF THE PLAN OF DATA COLLECTION
and procedures of thie study. How do you intend to study this subject? This may include description of the setting, the population (subjects), and your plan for data collection. What you turn in is a plan, and I know it will bein the beginning stages.NOTE: for this assignment the "traditions? book listed will help you with further research methods of your proposed project. Te Creswell and Charles textx also have helpful chapters in describing general research methods of particular research traditions.

IV. Plan for analysis of data

V. Outline for the overall structure of the study and short closing summary.

MY RESOURCES

1-Cohen, Barry, M., Barnes, Mary-Michola, & Rankin, Anita B. (1995). Managing Traumatic Stress Through Art. Maryland: Sidran Press.

2-Furth, Gregg, M. (1988) The Secret World of Drawings. Boston: Sigo Press.

3-Gladding, Samuel T. (2003) Group Work, A Counseling Specialty, Fourth Edition. Ohio: Merrill Prentice Hall.

4-Jung, Carl G. (1964) Man and His Symbols. New York: Dell.

5-Landgarten, Helen. (1993) Magazine Photo Collage, A Multicultural Assessment and Treatment Technique. New York: Brunner/Mazel, Inc.

6-Malchiodi, Cathy A. (1998) The Art Therapy Sourcebook. Illinois: Lowell House.

7-McGoldrick, Monica., Giordano, Joe, & Pearce, John K. (1996) Ethnicity and Family Therapy, Second Edition. New York: Guilford Press.

8-Oster, Gerald D., & Gould, Patricia. (1987) Using Drawings in Assessment and Therapy, A Guide for Mental Health Professionals. New York: Brunner/Mazel, Inc.

9-Rubin, Judith A. (2001) Approaches to Art Therapy, Theory and Technique, Second Edition.

10-Samuels, Susan K., & Sikorsky, Susana. (1990) Clinical Evaluations of School-Aged Children: A Structured Approach to the Diagnosis of Child and Adolescent Mental Disorder, Second Edition. Sarasota: Professional Resource Press. 9.1

plan and play a game based on the idea of the classic prisoner's dilemma, and then write a paper with objective to

? Learn how individuals contribute to teamwork
? Experience some of the features of group work and teamwork
? Understand what managers and organizational developers do to transform groups into teams
? Articulate the tangible benefits (both quantitative and qualitative) of high-performing teams
? Finish with an interest in learning more about these concepts and techniques to apply what you learn
? Instructions
? the Big Five personality dimensions, and then consider the 3.1 Personality Insights inventory,

Write a 5 page analysis to address the following questions:

1. How well did the personality assessments reflect in the behaviors participants displayed during the game?
2. What do these assessments tell us about how we perceive ourselves versus how others perceive us?
3. What informal roles did participants assume during the game, and were they different from the planning portion from the playing portion of the exercise?
4. What did I learn about myself? For example, did the exercise show that you have characteristic ways of relating to others that are distinctive, or similar, to those the others? Did the exercise show that in a particular type of situation you acted in a particular way, or that when others acted in a particular way, you felt happy or anxious or angry, etc.?
5. What did I learn about someone else in the exercise? Did you see something new about them, such as "they seemed more capable than I imagined," or "inattentive when things were stressful?"
6. In playing your game, what could you have done to increase cooperative behaviors?
7. Based on your game experience, what are some of the key factors involved in gaining cooperation from people in a business setting?
8. How would you go about getting cooperation from a "difficult" co-worker? Give an example or scenario.