Master of Science in School Psychology Preventing Depression in School-Aged Children 2019

The American Psychological Association has recently described a ground-breaking new school-based program that is seeking solutions to the rising rates of depression in children. Todays children have a 9% risk of experiencing major depression before the age of 14 and a 20% chance of experiencing at least one episode of major depression before they graduate from highschool. Professionals with a Master of Science in School Psychology are concerned about these statistics due to their future implications. A child who has experienced major depression is further at risk for struggling with major depression as an adult. To combat this common cold of mental health, psychologists are using the discipline of school psychology to teach thinking habits in schools that will prevent depression. Research from psychology graduate schools has pointed to the value of being positive in thinking and problem-solving skills. Professionals of school psychology chose to teach these skills to students at risk for major depression. Students in the new school-based program were taught to identify negative thinking patterns and replace them with positive thoughts. Areas that were targeted include self-image, thoughts about others, and thoughts about the world in general. Students were also taught assertiveness and relaxation techniques. .u7d7ad6a562350f057eb94f94e4087d28 { padding:0px; margin: 0; padding-top:1em!important; padding-bottom:1em!important; width:100%; display: block; font-weight:bold; background-color:#eaeaea; border:0!important; border-left:4px solid #34495E!important; box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -moz-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -o-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -webkit-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); text-decoration:none; } .u7d7ad6a562350f057eb94f94e4087d28:active, .u7d7ad6a562350f057eb94f94e4087d28:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; text-decoration:none; } .u7d7ad6a562350f057eb94f94e4087d28 { transition: background-color 250ms; webkit-transition: background-color 250ms; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; } .u7d7ad6a562350f057eb94f94e4087d28 .ctaText { font-weight:bold; color:inherit; text-decoration:none; font-size: 16px; } .u7d7ad6a562350f057eb94f94e4087d28 .post Title { color:#000000; text-decoration: underline!important; font-size: 16px; } .u7d7ad6a562350f057eb94f94e4087d28:hover .postTitle { text-decoration: underline!important; } READ Making a Difference with Payroll AccountingAfter the training, the professionals of school psychology followed up with the students six months and two years later. At the six-month point, children who had learned the new skills had fewer symptoms of depression and better behavior in the classroom than children who had not learned the skills. At the two-year point, children who had learned the prevention skills had a 22% rate of moderate to severe symptoms of major depression, whereas children who had not learned the skills had a 44% rate of moderate to severe major depression. The program used in the study period is now in effect at multiple locations in honor of the original psychology graduate school that conducted the research. School systems in California, New Jersey, Texas, Minnesota, New York, and Illinois are using the program to improve mental health and classroom behavior of students. This program serves as one of the many successes in the profession of school psychology. Psychology graduate schools such as Capella University are producing qualified graduates to continue to make advances in the discipline of school psychology. Students interested in pursuing a career in school psychology may visit College-Pages.com for an extensive list of available programs and additional resources. .u071624f99da2279fdd3bf5afe2ef97ee { padding:0px; margin: 0; padding-top:1em!important; padding-bottom:1em!important; width:100%; display: block; font-weight:bold; background-color:#eaeaea; border:0!important; border-left:4px solid #34495E!important; box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -moz-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -o-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -webkit-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); text-decoration:none; } .u071624f99da2279fdd3bf5afe2ef97ee:active, .u071624f99da2279fdd3bf5afe2ef97ee:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; text-decoration:none; } .u071624f99da2279fdd3bf5afe2ef97ee { transition: background-color 250ms; webkit-transition: background-color 250ms; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; } .u071624f99da2279fdd3bf5afe2ef97ee .ctaText { font-weight:bold; color:inherit; text-decoration:none; font-size: 16px; } .u071624f99da2279fdd3bf5afe2ef97ee .post Title { color:#000000; text-decoration: underline!important; font-size: 16px; } .u071624f99da2279fdd3bf5afe2ef97ee:hover .postTitle { text-decoration: underline!important; } READ Mechanical Engineering BS Degree Online NanotechnologyRelated ArticlesEducational Psychology Academic-Minded Psychology Students Wanted in the Field of Educational PsychologyObtaining a Teaching DegreeWith a Psychology Degree, Coalition Fights for Expanded Scope of Practice for Healthcare ProfessionalsFind Online Education and Teaching Degree ProgramsTake the Steps Today to Become a School Teacher TomorrowBachelors Degrees in Teaching Online

The Great Depression Essay - 858 Words

The economic crisis of the 1930s prompted a major reassessment of the relationship between the state and the economy in the United States. Franklin D. Roosevelts New Deal (1933–1941) expanded welfare provision, orchestrated a massive program of public works, introduced a swath of new agencies, and greatly empowered organized labor. This was a period of highly noticeable political and ideological adjustment, but it was an adjustment characterized by paradox, ambivalence, and uncertainty, particularly in relation to the politics of consumption. The collapse of the U.S. economy following the Wall Street Crash in October 1929 was sudden and shocking. By mid-1930, the economy was at a virtual standstill. As David Kennedy explains, when†¦show more content†¦Alan Brinkley reports that by the mid-1940s, the New Deal state, having largely retreated from the more radical proposals to restructure the U.S. economy it had countenanced in the early 1930s, was committed to a consumer-oriented approach. This strategy involved combining modest use of Keynesian fiscal management with a commitment albeit limited in comparison to those of Scandinavian and some western European nations to the welfare state. Thereafter, doubts about the capacity of the market and of large-scale capitalist institutions to deliver prosperity which had been significant during the early New Deal did not resurface for a generation, with the onset of malaise and stagflation in the 1970s (Anthony, pp. 87). The Great Depression was an age of fear and insecurity. Innovations in consumer credit and the rise of the chain store meant that in the 1920s, more Americans than ever before had experienced the benefits of mass production. When it came, then, the Great Depression delivered a particularly hard blow to middle-class Americans who were encouraged by social engineers and by the burgeoning marketing and advertising industries, were increasingly defining themselves in terms of their ability to consume. Rather than rebelling, however, the dominant response to the collapse of the consumer culture of the 1920s was a mixture of self-blame, escapism, and conformity, notes Robert McElvaine. What is remarkable about the 1930s, in fact, is the degree to which patternsShow MoreRelatedThe Depression Of The Great Depression1223 Words   |  5 Pagesfar-reaching consequences as the Great Depression. This experience was the most extended and severe depression of the Western world. It was an economic downturn that began in 1929 and lasted until 1939. A large amount of America’s labor force lost their jobs and suffered during this crisis. During the nation’s financial disaster, Franklin Delano Roosevelt became president and made extensive changes to America’s political structure. The effects of the Great Depression had lasting consequences that areRead MoreThe Depression Of The Great Depression1232 Words   |  5 Pagespeople think that the stock crash was to blame for the Great Depression but that is not correct. Both the crash and depression were the result of problems with the economy that were still underneath society s minds. The depression affected people in a series of ways: poverty is spreading causing farm distress, unemployment, health, family stresses and unfortunately, discrimination increases. America tended to blame Hoover for the depression and all the problems. When the 1932 election came peopleRead MoreThe Great Depression Essay1390 Words   |  6 PagesIntroduction: The world had faced two main economic problems. The first one was the Great Depression in the early of 20th Century. The second was the recent international financial crisis in 2008. The United States and Europe suffered severely for a long time from the great depression. The great depression was a great step and changed completely the economic policy making and the economic thoughts. It was not only an economic situation bit it was also miserable making, made people more attentionRead MoreThe Great Depression1292 Words   |  6 PagesBefore the crash Before the start of the great depression the United States was a country of great economic wealth, with new technology being invented and a boom in industry. Due to a boom in America’s Industry because of World War One the economy was at an all-time high with a tremendous amount of prosperity. Following the end of world war one the industrial might that America had was being used for peaceful, domestic purposes instead of being used for violence and war. New technologies like carsRead MoreThe Depression Of The Great Depression2071 Words   |  9 PagesPaul Von Hindenburg appointed Adolf Hitler Chancellor on the 30th January 1933. The Depression did play a vital role in this, however other factors such as the Nazis propaganda, the resentment of the Weimar republic and the political situation of 1932-1933 also contributed to his success. Before the Great Depression, the Nazis gained 12 seats and 2.6% of the vote in the May election of 1928. Despite this, by July 1932, Hitler gained 230 seats and 37.3% of the vote in the Reichstag. This is a dramaticRead MoreThe Great Depression1731 Words   |  7 PagesThe 1920’s was a decade of discovery for America. As mentioned in â€Å"who was roaring in the twenties? —Origins of the great depression,† by Robert S. McElvaine America suffered with the great depression due to several factors but it managed to stay prosperous at the end. In â€Å"America society and culture in the 1920’s,† by David A. Shannon there was much more to the great depression. It was a time of prosperity an economic change. Women and men were discovering who they were and their value to societyRead MoreThe Great Depression1551 Words   |  6 PagesThe Great Depression was one of the most devastating events recorded in history. The nation as a whole plummeted in one econ omic downfall. Few individuals escaped the effects of the depression. The hardship of unemployment and the loss of homes and farms were a large portion of the pain caused by the economic crisis. Through all of these sufferings, women had a large impact on society. Women faced heavy discrimination and social criticism during the Depression Even though through research it is provenRead MoreThe Great Depression1186 Words   |  5 Pagesfriends is the true definition of of what the Great Depression really was. It was a time that most people want to never remember or ever happen again. You would think the United States would have learned from their mistakes but it seems we are going down the same road once again without even taking a step back and realizing it. When people talk about the Great Depression not a single person will have anything good to say about it. It caused families a great deal of pain that they will never forget. WithRead MoreThe Great Depression1368 Words   |  6 PagesAfter WW1 the Great Depression had a very late impact on the major film companies in France, when it did, it unfortunately caused several film studios to go bankrupt, then in the late 1920’s to 1930’s many small film companies and groups emerged giving birth to the tendency called poetic realism. Because the large companies who made films with a focus on making money were gone the filmmakers and artists were able to concern themselves with the art of film, they often took poetic innovations thatRead MoreGreat Depression7197 Words   |  29 PagesGreat Depression From Wikipedia, the free encyclopedia {draw:frame} Dorothea Langes Migrant Mother depicts destitute pea pickers in California, centering on Florence Owens Thompson, age 32, a mother of seven children, in Nipomo, California, March 1936. The Great Depression was a severe worldwide economic depression) in the decade preceding World War II. The timing of the Great Depression varied across nations, but in most countries it started in about 1929 and lasted until the late 1930s

Bal-A-Vis-X Free Essays

Trying to minimize which program is the most effective lies in the opinion and experience of the teacher under the policies of each school district. Currently, my professional peers use Brain Gym, Go Noodle, Move It or some form of a self-designed kinesthetic curriculum in their classroom as a management technique to reduce or minimize undesirable behaviors and create healthy environments. Another reason to incorporate movement is to engage multiple areas of the brain and to use both sides of the brain. We will write a custom essay sample on Bal-A-Vis-X or any similar topic only for you Order Now Exercise increases blood flow and oxygen to the brain resulting in improve academic performance. There is a plethora of programs designed to accomplish this concept with integrating kinesthetic lessons into education.It has been proven and evidence supports that movement using multi-sensory techniques increases cognitive functions of the brain. Ultimately, this is the desired outcome or goal for the educator and student.Hubert, Bill.  Cues for Learning and Teaching in Flow. Wichita, KS: Bal-A-Vis-X, 2014. Print.   Bal-A-Vis-X was developed by a teacher in Wichita, Kansas named Bill Hubert. Bill Hubert uses cognitive exercises which encompass the integration of balance, auditory, and vision exercises using racquetballs, balance boards, hand-sized sandbags and various complexity of rhythmic exercises. The exercises focus on rhythm, patterning, balance and visual teaming. The combination of 300 various exercises increase in complexity as the student masters the fundamental skills. The exercises can be reduced to accommodate the student with varying disabilities. The program is designed to help individuals who struggle with academics, post-traumatic stress, physical and social impairments. (Hubert, 2007)Bill Hubert suggest the lack of flow within a person can trigger the stressful occurrences which may cause the cognitive debilitation of an individual. (Hubert, 2007). He further explains what he believes are the series of physical and developmental movement which occur and how this movement contributes to the cognitive aspects of the individual to perform a required task.In Bill Hubert’s book Bal-A-Vis-X Rhythmic Balance/Auditory/Vision/eXercises for Brain and Brain-Body Integration, he mentions neurophysiologist Carla Hannaford. She wrote an excerpt about how the brain and body worked which inspired him: A most fundamental and mysterious aspect of the mind, thought, creativity and intelligence are not processes of the brain alone, but the whole body. Sensations, moments, emotions, and brain integrative functions are grounded in the body. The human qualities we associate with the mind can never exists separate from the body, it is our movements that express knowledge and facilitate greater cognitive function as they increase in complexity. (Hubert 2014) The principals of the program are to introduce midline crossings in three dimensions which are designed to follow steady rhythm using the whole mind-body system creating the flow with in the student aligning the mind with the body. The idea is to listen to the rhythm of the sound of the balls bouncing or the sandbags being passed while simultaneously integrating patterned movement involving the whole body.†Making an Intervention Report.†Ã‚  WWC | Find What Works!  US Department of Education, n.d. Web. 14 Mar. 2018. One reliable intervention resource for Special Education teachers is the website, What Works Clearinghouse created by the Department of Education. The information presented on this website shares interventions which are research based with data which has been proven to be effective and reliable across multiple categories. Another resource is the National Intervention Institute in Florida. They have collected and presented a multitude of research supporting the Response to Intervention tiered System academically and behaviorally. I did not find any data on either of these websites for Bal-A-Vis-X. Searching for data and information seemed to come from the founder himself, testimonials of educators and parents, and other graduate students conducting their own research. I felt the information could be bias and not authentic or reliable. I questioned if Bal-A-Vis-X was possibly just another product to entice the movement program generation to incorporate it in their interventions in schools, nursing homes, care facilities and physical therapy centers. Several of the testimonials were extremely emotional and supportive that Bal-A-Vis-X is remarkable in its entirety. Web. 14 Mar. 2018.  Norsworthy, Francis, and Bill Hubert. The Illustrated Bal-A-Vis-X: Rhythmic Balance/auditory/vision Exercises for Brain and Brain-body Integration. Wichita, Kan.: Bal-A-Vis-X, 2009. Print.  The founder, Bill Hubert claims it takes approximately three years to master all the skills of the program. (Hubert, 2007) I started my project first with viewing the first disc in the series of three. Each disc is a video recording of the founder Bill Hubert and his students demonstrating the first foundational exercises. He demonstrates the target skill precisely. He then demonstrates variations of the skill with modifications to accommodate students who struggle with the skill. Bill Hubert strives for three main goals with the program First, it is important to test a student for visual tracking. This is very important for a student to be able to visually track. Starting from the beginning basic skills visual tracking is essential for the student to be able to follow with their eyes the direction of the bean bags or balls while engaging their body in various other movements simultaneously in multiple directions and abilities. The next goal is to have discipline parameters. Classroom management is necessary. Students must be paying attention to the instructor and responding to exactly what is being demonstrated exactly the way it is intended. The student must be able to hear the rhythm of the bean bags slapping, the balls bouncing, and feel the flow from all of the components of the program working together with the student similar to pendulum swinging. When mind and body are working together harmony will occur in the body and mind to create a sense overall balance. In conclusion of training elementary students in the basic skill activities of Bal-A-Vis-X, I have discovered intensive individualized instruction is needed for optimal results. My fidelity of the training was challenged in the setting I provided for the instruction to the participating students. The parameters of what was needed was comprised by instructing in a group setting for the initial training. In addition, I was unaware at first that I would be losing one training a week per grade level due to Keyboarding class at the same time. I had originally planned on the group training two days a week, for sixteen weeks, for fifteen minutes prior to their physical education class. In the beginning I randomly drew from a jar which had each student’s name printed on it from the targeted grade level fourth, fifth and sixth grades. One group would participate and one group would not participate in Bal-A-Vis-X skills. I administered all students an assessment an oral reading fluency probe and a silent reading comprehension probe. There were no significant positive results from the reading data which validated that Bal-A-Vis-X improved the students reading skills comparing from the beginning to end reading skills assessments. There were no significant differences comparing the Bal-A-Vis-X group to the non-Bal-A-Vis-X group either. Even though I did not get the intended results I was hoping for with this intervention program for reading, I did observe other positive outcomes. These observations were my personal observations from watching the students perform the skills. One observation example was a sixth grade girl with Autism. She is high functioning but just rebuts physical activity. She continually argued how all the skills were stupid or hard. I put her on the end to practice by herself or where I could be her partner. She repetitively could not perform the tasks asked without restarting several times, dropping of the beanbags or balls. She couldn’t balance herself on the board and refused to even try. Each time I worked with her I broke the task down in smaller increments of movements. Eventually, the complaining decreased and she willing participated. One day at recess, which she stands and typically watches her peers play a popular competitive speed basketball game of shooting hoops, she stepped forward and joined. Remarkably, she hit the hoop every time she attempted to hit the hoop. This was a very first for her. She was so excited and her peers even noticed and were awed by her success. This was the first time I saw her happy and excited to engage with her peers in a physical activity. There were a few other coordination observations I made during the sixteen weeks. In knowledge I have obtained from the results first hand from this program, I have decided to peruse professional development of this program so I can teach it more reliably next year. I would like to teach it one on one to my special needs students. Many of the skills taught on the CD disc I personally struggled with performing them myself. I received as much satisfaction from inter personal learning as I did from learning from the students as they were performing the skills. Over all, I cannot say at this time in my personal opinion, observation, and results from reading assessments that Bal-A-Vis-X will improve a student’s reading performance. However, I have not determined that it is not effective either. I will need more time and specific measurable obtainable data implementing the program in a individualized specialized setting for the best results. How to cite Bal-A-Vis-X, Papers

The French And Indian War As A Cause Of The Americ Essay Example For Students

The French And Indian War As A Cause Of The Americ Essay an Revolution At the outset of the eighteenth century, the Ohio Valley can identified as the main catalyst in triggering open hostilities between the French and the Americans. The French occupied parts of Canada but also wanted a stake in America. Its means to do this was through the Ohio Valley it maintained. However, the colonists were bound to permeate this area in their push towards the west. And as they did, competition for the lush lands flared up and came to a breaking point. This directly lead to the French and Indian War with the Indians, for the most part, siding with the French against Britain. The events and sentiments that took place during and immediately after the French and Indian War (1754-1763) were extremely important in contributing to the outset of the American Revolution. By looking at the perspectives of the two diverging peoples, it is evident there is a strong contrast, which lead to increasing tensions. The intermingling of arrogant British redcoats and the proud colonial militiamen precariously produced a strong mutual dislike and contempt. The majority of British officers hated colonial service and took great care to avoid it. After all, America was a strange wilderness to them. The West Indies specifically were infested with disease-carrying pests, and fevers were known to kill hundreds of men. Britains found the colonists uncooperative and very reluctant to serve for their country. Religious minority groups especially opposed to war could play hell with appropriations. (Chidsey) For example, the Quakers absolutely would not fight to protect their very own homes and refused to be taxed for a war because they thought, according to their religion, it was sinful. Most colonists altogether refused to contribute money. It was not until William Pitt offered to reimburse them a share of the money did they render some wealth, though not much (Bailey 98). When American recruits finally dribbled in, they were primitive in military customs. Some even deserted camp, and when they were seized and brought back to camp, they were whipped. British General Braddock went so far as to forewarn his soldiers of a penalty of hanging for the next that deserted him. The colonists, having always thought the British militia to be noble and indomitable, were shocked at their behavior. The almighty Redcoats were actually running and hiding in battle times when they should have proved valorous. The British were probably embarrassed too over a childish rivalry between English generals William Johnson and Governor William Shirley at Fort Albany. Competition arose because of Shirleys greed for Indian allies, and neglecting Johnson simultaneously. They immaturely wrote secret letters about each other, getting others involved and annoyed. A factor also contributing to the disappointment of the colonists is how the British consistently fought a European war instead of a new style war, particularly guerrilla warfare (based on sneak attack and using camouflage), which limited their success and sometimes determined failure. Impressment prevailed for part of the war, adding insult to outrage. Impressment refers to the British sending press gangs from their warships to bring in mariners to serve in the British ships. They received little to no pay, and about 900 of the seamen died leaving their families bereft and embittered (Reeder). With both the Americans and the English referring to each other as cowardly dogs, conflict became more personal between people than just between two land areas. Although still disunited, the colonies were beginning to melt this hindrance, sometimes without knowing it, to realize they shared more in common with each other than with those of the mother country. The disunity that had predominated since the founding of the colonies can be accounted for and understood because of geographical barriers like rivers and lack of roads, diverse religions, mixed nationalities, various governments, boundary disputes, social classes, different currencies at altered worths in each colony, and jealousy. As British Sir Winston Churchhill said, They were united in distrusting the home government but in little else. However, steps were being taken, sometimes not even purposely, to promote rapport among the colonies. Newspapers, for instance, not only covered the war effort, but they also promoted a unity of consciousness for the colonies. .u47c843b06fb2ea70ecfd1d175f430688 , .u47c843b06fb2ea70ecfd1d175f430688 .postImageUrl , .u47c843b06fb2ea70ecfd1d175f430688 .centered-text-area { min-height: 80px; position: relative; } .u47c843b06fb2ea70ecfd1d175f430688 , .u47c843b06fb2ea70ecfd1d175f430688:hover , .u47c843b06fb2ea70ecfd1d175f430688:visited , .u47c843b06fb2ea70ecfd1d175f430688:active { border:0!important; } .u47c843b06fb2ea70ecfd1d175f430688 .clearfix:after { content: ""; display: table; clear: both; } .u47c843b06fb2ea70ecfd1d175f430688 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u47c843b06fb2ea70ecfd1d175f430688:active , .u47c843b06fb2ea70ecfd1d175f430688:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u47c843b06fb2ea70ecfd1d175f430688 .centered-text-area { width: 100%; position: relative ; } .u47c843b06fb2ea70ecfd1d175f430688 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u47c843b06fb2ea70ecfd1d175f430688 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u47c843b06fb2ea70ecfd1d175f430688 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u47c843b06fb2ea70ecfd1d175f430688:hover .ctaButton { background-color: #34495E!important; } .u47c843b06fb2ea70ecfd1d175f430688 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u47c843b06fb2ea70ecfd1d175f430688 .u47c843b06fb2ea70ecfd1d175f430688-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u47c843b06fb2ea70ecfd1d175f430688:after { content: ""; display: block; clear: both; } READ: Performing Arts Analysis Essay Through these reports and therefore awareness, the English were warned of French troops moving southward from Canada and of the French master plan to capture the continent in 1753. The Albany Plan of Union was a positive step in achieving union. The ingenious Benjamin Franklin proposed a layout of .