Category: Essays

• Research in Play Therapy
Resources
• Research in Play Therapy Scoring Guide.
• Research in Play Therapy Scoring Guide
• Due Date: End of Unit 9.
Percentage of Course Grade: 5%.
Research in Play Therapy Scoring Guide Grading Rubric
Criteria Non-performance Basic Proficient Distinguished
Include at least one article that concerns multicultural and marginalization issues, and at least two articles related to outcomes research related to the chosen theory.
14% Does not include at least one article that concerns multicultural and marginalization issues, and does not include at least two articles related to outcomes research related to the chosen theory. Does not include at least one article that concerns multicultural and marginalization issues, and includes at least one article related to outcomes research related to the chosen theory. Includes at least one article that concerns multicultural and marginalization issues, and at least two articles related to outcomes research related to the chosen theory. Includes at least one article that concerns multicultural and marginalization issues, at least two articles related to outcomes research related to the chosen theory, and demonstrates substantive understanding regarding own biases.
Analyze research methodologies common to the study of play therapy.
14% Does not analyze research methodologies common to the study of play therapy. Partially analyzes research methodologies common to the study of play therapy. Analyzes research methodologies common to the study of play therapy. Analyzes and evaluates research methodologies common to the study of play therapy.
Evaluate common themes in current research in play therapy.
14% Does not evaluate common themes in current research in play therapy. Identifies common themes in current research in play therapy. Evaluates common themes in current research in play therapy. Thoroughly evaluates common themes in current research in play therapy and provides connections to current practices.
Analyze culturally embedded practices and beliefs in current research literature.
14% Does not analyze culturally embedded practices and beliefs in current research literature. Explains culturally embedded practices and beliefs in current research literature. Analyzes culturally embedded practices and beliefs in current research literature. Analyzes and evaluates culturally embedded practices and beliefs in current research literature.
Evaluate effectiveness of play therapy research.
14% Does not evaluate effectiveness of play therapy research. Describes effectiveness of play therapy research. Evaluates effectiveness of play therapy research. Evaluates and analyzes effectiveness of play therapy research and provides connections to current practices.
Apply APA style to citation.
14% Does not apply APA style to citation. Partially applies APA style to citation. Applies APA style to citation. Applies error-free APA style to citation.
Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the psychological professions.
16% Does not communicate in a manner that is scholarly, professional, and consistent with expectations for members of the psychological professions. Communicates in a scholarly manner, but writing has some APA errors and inconsistencies. Communicates in a manner that is scholarly, professional, and consistent with expectations for members of the psychological professions. Communicates in a manner that is scholarly, professional, and consistent with expectations for members of the psychological professions. Supports writings with scholarly sources outside of required readings.
•
• Capella Graduate Online Writing Center – APA Style and Formatting.
• iGuide: ePortfolio.
• Capella University Library.
• Capella Graduate Online Writing Center.
• Annotated Bibliography.
• PSY5246 Library Guide.
• Learner Guide APA Writing Rubric.
• APA Writing Feedback Rubric
In this assignment, you will develop an annotated bibliography comprising 3–5 research articles that are related to the work of the play therapy theory you chose in Unit 1 and the child client you used in the case study for the Unit 7 assignment.
u01d5: Topic Selection; Psychoanalytic Play Theory: Cynthia Courtneyu01d5: Topic Selection; Psychoanalytic Play Theory: Cynthia Courtney
Collapse

Total views: 20 (Your views: 4)
Psychoanalytic Play Theory
Abstract
Play therapy conceptualizes the natural and non-simulated problem-solving techniques that communicate patient’s experiences and the plausible healing processes. As a self-guide to personal acceptance and knowledge, play therapy helps solve psychosocial problems by integrating growth and development with the constructs of social dynamics. The psychoanalytic theory of play on the other hand, stresses out the desire aspects that are functional in the evaluation of play therapy, by analyzing its therapeutic value on satisfaction of attainable goals. In this case, play therapy acts as the cellar foundation while the psychoanalytic theory co-creates the aspects of building the therapy itself. That is, the evaluation of the theory on the basis of knowledge; its strengths and weaknesses, how it responds to clients’ needs and the appealing aspects, forms the functional analysis of the play therapy.
The psychoanalytic theory of play finds its strengths on the flexibility aspects whereby it promotes learning by defining roles and identity for self-regulated acceptance behavior(s). As the natural mode of expression, the theory supplements the play therapy by helping children define and monitor their motor skills in a symbolic and fantasy-based environment (Giordano, Landreth & Jones 2005).
The theory is appealing more so in the separation of developmental phase(s) whereby, for instance, the sphere stage addresses the formal and/or informal ego adjustments to the world. The microsphere stages attempt to redefine the mastering process based on the internal feelings about toys and the external environment, and the final stages where the child is introduced to the world; observing the play behavior of others and learning social rules (Badenoch, 2008).
Initially, I used to think that play therapies could apply only to cases that require formal and systematic operational settings, but integration with the informal settings is fruitful too. For instance, Cooper and Alfille (2011) observed that by symbolizing desires through play(s), the theory responds well to the clients’ needs by allowing them adjust to the external demands of reality through the incorporation of the theory’s cathartic potential; eliminating theory’s perceived weaknesses.
Conclusion
Psychoanalytic play theory plays a major role of supplementing play therapy by providing structured and unstructured approach strategies, and by offering reflective and flexible methods of analysis. In addition, the combination of cognitive and functional environmental conditions promotes the implementation of the play therapy by coordinating the material set-up in relation to personalities and the degree of satisfaction (O’Connor & Braverman, 2009).

References
Badenoch, B. (2008). Being a brain-wise therapist: A practical guide to interpersonal neurobiology. New York: W.W. Norton & Co.
Cooper, J., & Alfille´, H. (2011). A guide to assessment for psychoanalytic psychotherapists. London: Karnac Books.
Giordano, M., Landreth, G. L. & Jones, L. (2005). A practical handbook for building the play therapy relationship. Lanham: Jason Aronson.
O’Connor, K. J., & Braverman, L. D. (2009). Play therapy theory and practice: Comparing theories and techniques. Hoboken, N.J: John Wiley & Sons.
Play Therapy Practice

Play Therapy Practice
Introduction
According to Bratton, Ray, Rhine & Jones (2005), play therapy is one of the widely used methods by psychologists to treat behavioral and emotional problems among children. This is because of the responsiveness of the therapy to the unique developmental needs of the children. The therapy uses play as a vehicle of communication between the therapist and the patient (Bratton et al., 2005). The therapy has been demonstrated to be very effective for various emotional and behavioral problems of both adults and children. For instance, Lawver & Blankenship (2008) successfully applies play therapy to the treatment of a six-year-old patient with oppositional defiant disorder. Ray (2008) also investigates the impact of play therapy on parent-child relationship and finds that play therapy significantly altered the parenting stress index. Therefore, play therapy is an effective method of treating various psychological disorders among patients.
However, play therapy only focuses on the non-stimulated and natural problem-solving skills in order to communicate the experience of the patients and to develop the healing process. Therefore, there is a need for the application of psychoanalytic theory of play by evaluating the therapeutic value on patient satisfaction (Waldron, Scharf, Hurst, Firestein & Burton, 2004). In other words, psychoanalytic theory provides the knowledge, the strengths and the weakness of a given play therapy. Based on play therapy and psychoanalytic theory of play, this paper will apply the later to a play therapy session for a child with a debilitating anxiety and persistent school absenteeism. The paper develops a play therapy session for the patient and applies various intervention mechanisms as per the theory of psychoanalytic play therapy. In addition, this article provides the legal, ethical and multicultural issues that might arise during the play therapy session for the child
Psychoanalytic Therapy Session and Interventions
A child name Patricia was referred to a psychotherapist. The child aged seven years old had a debilitating anxiety and persistent school absenteeism. Patricia was reported to have been staying at home frequently instead of going to school. When staying home, the child suffers from nausea, fever and vomiting. In caes, Patricia went to school; a child could leave school very early due to stomach-ache. Despite these symptoms, family doctor and paediatrician have found the girl to be of good health. Further medical history from Patricia’s parents indicates that the girl shows other signs such as alienation from other children, withdrawn, easily irritated and always taking the defensive side. Patricia’s teachers reported that the child was always mood, less jovial and had a low academic performance.
From the descriptions by the teachers and Patricia’s parents, it is evident that the child is very unhappy, alienated and lives an increasingly inhibited life. The traits of the child are also easily manifested during the psychoanalytic therapy session with a therapist. The child’s sitting position was suggestive of the psychological problems that the girl went through. For instance, Patricia sat stiffly without any form of expression, and when there was any smile, it was a nervous one. Further, the girl could not allow her mother to leave the therapist’s office. This was clearly demonstrated when the girl panicked whenever her mother moved towards the door of the therapist’s office. Upon asking, Patricia acknowledged that she often feel pain in her stomach and therefore did not want to go school. However, the child refused to give ears to the therapist who gave suggestions of the methods that could help her situations
Based on the problems that Patricia faces, the first intervention will be to create a safe and an accepting environment for the child. Patricia feels that her problem cannot be solved by the therapist and declines to hear any suggestions during the first therapy session. One of the ways of doing this is by telling the child that although the therapy would be painful and hard, it will be of great help to her situation. As argued by Porter, Hernandez-Reif & Jessee (2009), the creation of an accepting and safe environment ensures that the child feels ‘at home’ and cared for. This initial step also ensures that the child develops a sense of belonging and appreciates the importance of the therapy. Creating a safe and accepting environment also ensures that the therapist upholds the child in a similar manner that the mother would have done. In doing so, the psychoanalytic therapist strives to hold the child therapeutically and absorbs the distress and excitement that mind and body of a child could not bear. Being the initial intervention, creating a safe and accepting therapy environment ensures that the child comes for the other therapy sessions and that the needs of the child are met. In this case, the therapist can start by allowing Patricia’s mother stay in the next room or at the door to ensure that Patricia is safe and that her needs are met.
Following the successful initiation of the first intervention, the therapist can then move to the second intervention which involves the creation of an empathic atmosphere. In this case, the therapist is expected to empathise with Patricia by ensuring that he empathically listens to the child and responding promptly to her questions. This ensures that the child is deeply understood and that her perspectives are hard. As highlighted by Cooper & Alfille´ (2011), this ensures that the child is the one who drives the therapy session and not a therapy. Therefore, the child feels encoursaged and enjoys the remaining sessions of the therapy. In addition, empathy is reparative and facilitates the clinical interventions meant to accurately meet the patients at the point where the patient is neither falling fat or overwhelming emotionally. Showing empathy and not sympathy to Patricia will ensure that she takes control of the session and therefore feel part of the interventions proposed by the therapist. One of the major problems with Patricia at the start of the session was the blatant refusal to hear the proposals of the therapist. Another problem was the possible refusal to attend the therapy itself, creating an empathic atmosphere not only solves these problems but also motivates Patricia into appreciating the role of the therapist in changing her psychological state.
The creation of a safe, accepting and empathic atmosphere lays the foundation for the next intervention which involves solving the psychological problem of unhappiness. As was indicated in the medical history, Patricia often seemed unhappy with little joy if any. Developing a play mechanism that will alleviate this problem is, therefore, critical to the success of the psychoanalytic therapy. One of the ways of achieving this is by having Patricia draw pictures of happy-go-lucky children on the beaches, colourful fields of trees, butterflies and flowers. Drawing this will be very easy for Patricia because the initial interventions had adequately prepared her for this. Patricia now feels in charge and in control of the therapy and will, therefore, use the pride to draw this pictures. The pictures are very critical to the psychological development of the child in realizing the happier and friendly side of life. Children who play at the beach, flowers on plants and butterflies are symbols of happiness that can trigger Patricia into accepting the happiness that comes from life.
In addition, drawing the ‘happy pictures’ as a form of play therapy provides the child with an opportunity to express her thoughts. It is expected that the initial drawings that Patricia will make will not be ‘happily coloured, but continuous drawings will be more colourful painted. This will be an indicator of the psychological development of the child in terms of happiness. The drawings will also ensure that the child express her difficulties. Considering the psychological conditions of the child, drawing problems will be associated with the difficulties the child undergoes. Some of these difficulties can be identified by the therapist and therefore respond to them promptly. Having Patricia draw other children playing in the beach will also make her appreciate that other children are happy, and her being a child should also be happy. In general, this intervention is very important to the modification of the child’s perception about happiness and to modifying her behaviors, clarity of her own concepts of happiness and in building healthy relationships.
The next intervention will be dealing with the pains that the child often feel. The theory of psychoanalytic play therapy requires the therapist to deal with the pains that the children undergo along with helping them discover themselves. This principle of psychoanalytic theory of play will guide the interventions meant to relieve Patricia of her stomach-ache, nausea, fever and vomiting in school and at home. One of the ways of doing this is by asking the child about the stomach-aches. One of the expected outcomes is nervousness characterised by shaking, helplessness and teary. This will guide the therapist into understanding that the pain might not be physiological but rather psychological.
One of the reasons why the child should be asked about the pains and not doing laboratory diagnosis of the condition is that reports from the family doctors and paediatricians had found nothing wrong with Patricia. In order to alleviate the pain, the therapist can continuously ask the child to point where it hurts hour after hour. This should be done gently to avoid evoking emotions in the child. In Patricia’s case, the child can be asked to show where it hurts and explain the uncomfortable pains that she suffers. A continuous questioning of the pains and an explanation of the same is should provide the patients with relief and bring her back to ‘life.’ As explained by Giordano, Landreth & Jones (2005) asking a child such questions evokes good cheer, energy and a break-through from the fear and tensions that torment a child.
Finally, the last intervention for Patricia focuses on the overall psychological outcome of the therapy meant to improve Patricia’s school attendance, alleviates the pains and promotes happiness and social interactions. The theory of psychoanalytic play therapy requires the outcome of the session to reflect the patient satisfaction with the therapy outcome. In this session, the satisfaction of the patient can only be reflected in terms of school attendance by Patricia. One of the issues expected to arise during the therapy sessions is that Patricia may be reluctant to talk about her school absentee. As the therapy continues in the next two months or so, Patricia is expected to start talking about her school attendance more easily without any reservations. This can be an indicator of the success of the therapy. In summary, these interventions are meant to allow the child to put her pains, conflicts and problems to a symbolic arena without fear of being reprimanded. The expressions of these feelings free the child and therefore permits the child with a forum where she can face herself, her conflict and other people in a psychologically safer distance.
Legal, Ethical and Multicultural Issues
As highlighted by Carmichael (2006), play therapists provide their services to minor children and are, therefore, faced with circumstantial legal, ethical and multicultural issues. The application of the professional code of ethics, culture and the laws that applies to a certain population of people might affect the decisions made during a therapy session. Similarly, there are certain issues that can arise from the psychoanalytic therapy session for Patricia. For instance, the code of ethics in play therapy requires therapist to be competent, provide safety and make therapeutic agreements between him and the patient (Carmichael, 2006b). However, in this session it was difficult to make a formal agreement regarding the therapeutic sessions because Patricia was reluctant to undergo the therapy at first. The paly therapist can, however, make agreements with the child’s parents regarding the revisions to be made during the session. Carmichael (2006) also explains that some cultural issues might interfere with the therapy session as well as the outcome of the session. In this therapy session, for instance, some cultures might not believe the success of play therapy to the management of Patricia’s anxiety and school absentee problems.
References
Bratton, S. C., Ray, D., Rhine, T., & Jones, L. (2005). The Efficacy of Play Therapy With Children: A Meta-Analytic Review of Treatment Outcomes. Professional Psychology: Research and Practice, 36(4), 376–390. doi:10.1037/0735-7028.36.4.376
Carmichael, K. D. (2006a). Cultural Issues in Play Therapy,. British Journal of Social Work, 36(5), 876–878. doi:10.1093/bjsw/bcl076
Carmichael, K. D. (2006b). Legal and ethical issues in play therapy. International Journal of Play Therapy, 15(2), 83–99. doi:10.1037/h0088916
Cooper, J., & Alfille´, H. (2011). A guide to assessment for psychoanalytic psychotherapists. London: Karnac Books.
Giordano, M., Landreth, G., & Jones, L. (2005). A practical handbook for building the play therapy relationship. Lanham: Jason Aronson.
Lawver, T., & Blankenship, K. (2008). Play therapy: a case-based example of a nondirective approach. Psychiatry (Edgmont (Pa.?: Township)), 5(10), 24–8. Retrieved from http://www.pubmedcentral.nih.gov/articlerender.fcgi?artid=2695756&tool=pmcentrez&rendertype=abstract
Porter, M. L., Hernandez-Reif, M., & Jessee, P. (2009). Play therapy: a review. Early Child Development and Care, 179(8), 1025–1040. doi:10.1080/03004430701731613
Ray, D. C. (2008). Impact of play therapy on parent–child relationship stress at a mental health training setting. British Journal of Guidance & Counselling, 36(2), 165–187. doi:10.1080/03069880801926434
Waldron, S., Scharf, R. D., Hurst, D., Firestein, S. K., & Burton, A. (2004). What happens in a psychoanalysis? A view through the lens of the analytic process scales (APS). International Journal of Psychoanalysis, 85(2), 443–466. doi:10.1516/5PPV-Q9WL-JKA9-DRCK

Refer to the Theory-Based Play Therapy course project description for a complete description of what is expected for this assignment.
In Unit 10, you will post your annotated bibliography to share with your colleagues.
Note: Your instructor may also use the APA Writing Feedback Rubric to provide additional feedback on your academic writing. The writing feedback rubric does not affect your assignment grade, but its feedback may factor into the grading criteria, if professional communication and writing is a course competency. Evaluate your own work using this rubric. Refer to the Learner Guide for instructions on viewing instructor feedback.
Portfolio Prompt: You are required to save this learning activity to your ePortfolio.
Assignment Requirements
To achieve a successful project experience and outcome, you are expected to meet the following requirements.
• Written communication: Written communication is free of errors that detract from the overall message.
• APA formatting: Resources and citations are formatted according to APA (6th Edition) style and formatting.
• Number of resources: 3–5 scholarly resources.
• Length of paper: 3–5 typed double-spaced pages.
• Font and font size: Times New Roman, 12 point.
• Badenoch, B. (2008). Being a brain-wise therapist: A practical guide to interpersonal neurobiology. New York, NY: W. W. Norton & Company. ISBN: 9780393705546.
Giordano, M. A., Landreth, G., & Jones, L. (2005). A practical handbook for building the play therapy relationship. Lanham, MD: Rowman & Littlefield. ISBN: 9780765701114.
O’Connor, K. J., & Braverman, L. D. (2009). Play therapy theory and practice: Comparing theories and techniques (2nd ed.). Hoboken, NJ: Wiley. ISBN: 9780470122365.

Use the order calculator below and get started! Contact our live support team for any assistance or inquiry.

[order_calculator]

Each evaluation should be at least one typewritten/printed page long (double-spaced) and no more than three
pages. Remember, it is not how much you write, but what you write that counts.
1. Include a copy of a newspaper or magazine article published within the last year. This article should
concern a topic of interest to psychologists (and to you!). It is acceptable to get the article from the internet, but
please print directly from the site, so that the publication information is included in the printout (please don’t
“cut and paste”).
2. On the copy, highlight the statement you intend to evaluate on the basis of research evidence.
3. In your paper, introduce the topic by discussing the highlighted statement in terms of the context of
the article and in terms of the interest to psychologists.
4. Describe at least one specific research study from your text or one that was discussed in lecture
which directly relates to the statement you are evaluating. Make specific reference to the text page number or
lecture date and identify the study.
5. Discuss the implications of the study results, including your evaluation of:
a. Existence and/or appropriateness of controls
b. Generalizability from the subjects in the study
c. Relationship between the variables studied and the variables in the statement you are
evaluating.
6. Specify the independent and dependent variables (where applicable) and indicate what specific
inference can be made from the evidence (e.g., can you infer that one variable causes another to change?).
7. Evaluate the original statement on the basis of the research you have discussed

Use the order calculator below and get started! Contact our live support team for any assistance or inquiry.

[order_calculator]

Research the topic of compassion fatigue, caregiver burnout, and related issues. Evaluate your sources to make sure they are academically sound and useful to your study. Compile concepts and resources to help yourself when facing burnout as you care for patients.
Summarize your findings. Be sure to include the following:
1. Identify the warning signs for at least five concepts of compassion fatigue.
2. Present the nature of the problems and their causes.
3. Explain the physical, emotional, and spiritual needs of the caregiver.
4. Finally, give examples of coping strategies and resources you can use to help you, the caregiver.
Demonstrates integrative comprehension and thoughtful application of concepts surrounding health care provider compassion fatigue and circumstances involving application in real-world situations.

Use the order calculator below and get started! Contact our live support team for any assistance or inquiry.

[order_calculator]

In what way is Toni Morrison’s The Bluest Eye linked to Martin Luther King’s 1963 political speech I have a Dream?
Please, PARAPHRASE this paper so it could go through my school’s plagiarism checker.
Please also keep the same writing style.

Don’t forget that the question of the research paper is: In what way is Toni Morrison’s The Bluest Eye linked to Martin Luther King’s 1963 political speech I have a Dream?

Use the order calculator below and get started! Contact our live support team for any assistance or inquiry.

[order_calculator]

1.with Part 2 of the Human Dimension of the programme, using theories and models from your research
2.• Critically appraise and evaluate the two selected and their relationship to Organisational Behavior.
3.The assignment should be in report format and written in a persuasive style that includes critical analysis from relevant literature and research.
4.All references to both academic literature and other published sources must be attributed using the Harvard referencing system, which must be used accurately.

Use the order calculator below and get started! Contact our live support team for any assistance or inquiry.

[order_calculator]

How realistic is it to expect health care workers to model mental, physical, and spiritual health? If Americans tend to be overweight, underactive workaholics who experience burnout, why should health care workers be any different?

Use the order calculator below and get started! Contact our live support team for any assistance or inquiry.

[order_calculator]

The middle grades are a crucial time for girls in making decisions about how
or if they want to follow science trajectories. In this article, the authors report
on how urban middle school girls enact meaningful strategies of engagement
in science class in their efforts to merge their social worlds with the worlds of
school science and on the unsanctioned resources and identities they take up
to do so. The authors argue that such merging science practices are generative
both in terms of how they develop over time and in how they impact the
science learning community of practice. They discuss the implications these
findings have for current policy and practice surrounding gender equity in
science education.
KEYWORDS: case study, girls, identity, science education, urban
During a unit on “how nature provides us with food,” the students in Mr.
M.’s 6th-grade life science class were learning about decomposition,
nutrient recycling, and organic matter. The students made a class compost
box as part of the larger investigation into “how nature provides us with
food.” On the day when Mr. M. brought the red wiggler worms to class for
the compost, he designed his lesson plan and management approaches to
foster student participation while minimizing the number of disruptions
he anticipated live worms would generate. For example, he had the students
draw up a sense chart, which is a box with space for the five senses that they
were to use to fill in their observations of the live worms before they were
placed in the compost, a heuristic used frequently across the school year. He
also made it clear by reminding the students of his rules several times that
they could not roam about the classroom, yell, throw, or in any way disrespect
the worms, or the activity would end. This was typical of Mr. M. While
American Educational Research Journal
March 2008, Vol. 45, No. 1, pp. 68 –103
DOI: 10.3102/0002831207308641
© 2008 AERA. http://aerj.aera.net
Downloaded from http://aerj.aera.net at UNIV OF GEORGIA LIBRARIES on February 2, 2011
Hybrid Spaces
69
a very hands-on teacher, he was also a rather strict disciplinarian. He had
real ability to keep student excitement up while keeping students on task.
He was especially particular during this lesson because another class had
made the compost bin just before, and it was rather chaotic with everyone
walking around.
After distributing the worms, the class erupted into the expected squeals
and groans. Students were picking up the worms, urging them to move on
their tables or in their hands. Some students were commenting on how disgusting
worms are, while others excitedly tried to figure out which end of
the worm was which. Students also talked with one another about their
observations. Statements like “The pointed part, it’s the head I think” could
be heard throughout the room.
In the middle of all of this, Amelia, a student whom Mr. M. had described
during the first weeks of school as a “troublemaker” and a “weak” science
student, was handling a worm that defecated, with the excrement falling
onto her notebook.1 Amelia appeared both disgusted and proud and shouted
loudly, “Look! The worm pooped in my notebook! The worm pooped in
my notebook!” She then left her seat with her notebook and ran toward the
teacher who was standing at another table to show him the specimen. She
shouted loudly to him, “Mr. M., look the worm pooped in my notebook!” She
called to him a few times before he gave her his attention and said “Good
Amelia, you are the only one with worm poop on your notebook. Circle it
and write worm poop next to it.” She circled the specimen with loud groans
and called to her classmates to come look at her worm poop. She then got
up again to walk around the room showing her worm poop to each of the
groups in class while also socializing with her peers. Mr. M. did not stop her
ANGELA CALABRESE BARTON is an associate professor at Michigan State University
in the College of Education, 329 Erickson Hall, East Lansing, MI 48823;
e-mail: acb@msu.edu. Her research focuses on issues of equity and social justice in
urban centers, with primary attention on understanding the learning experiences of
low-income youth. Drawing primarily from feminist and sociocultural theories, she
is deeply committed to researching with teachers and youth to build equitable and
place-based learning environments and opportunities to gain access to and learn science
in ways that support who youth are and want to be.
EDNA TAN is a postdoctoral fellow at Michigan State University in the College of
Education, 326 Erickson Hall, East Lansing, MI 48823; e-mail: tane@msu.edu. Her
research focuses on urban girls’ identity development from feminist and sociocultural
perspectives. Her work has grown out of her experiences teaching life science to
urban girls and her efforts to design pedagogical practices that draw upon students’
life worlds.
ANN RIVET is an assistant professor at Teachers College, Columbia University,
412 Main Hall, New York, NY 10027; e-mail: rivet@exchange.tc.columbia.edu. Her
research grows out of her experiences in curriculum development. She draws from
cognitive theory and is interested in how teachers and students learn to take up a
reform-based science curriculum.
Downloaded from http://aerj.aera.net at UNIV OF GEORGIA LIBRARIES on February 2, 2011
Barton et al.
70
from taking these actions even though he had stated several times that students
could not get out of their seats.
During a whole-class discussion of the worm observations that followed
the group activity, Amelia was the central participant. She volunteered many
of her observations, such as “They’re wet and slimy. . . . One’s 3½ inches
long. . . . They smell like soil,” and Mr. M. repeatedly made reference to her
worm poop as “nature’s way of recycling nutrients,” one of the main aims of
the lesson.
Our attention was called to this event because Amelia was deeply
engaged in making sense of worms and because her engagement seemed to
be related not just to the worm observations themselves but to how she was
able to negotiate a new kind of participation in class—indeed, a new kind
of authority. Not only did Amelia manage to break Mr. M.’s participation rules
successfully; instead of getting in trouble, which would be a typical outcome
in this particular learning space, she was encouraged by the teacher and
guided in extending her thinking.
Amelia’s worm poop was a precious commodity because it concretely
illustrated many key terms Mr. M. wanted to bring across in that lesson. Yet,
Amelia’s worm poop was also an important commodity because its value, as
a science object, seemed to enable Amelia a greater degree of social freedom
in the classroom, something that was important to Amelia on a daily basis.
While Amelia used the worm excrement to move around the classroom, her
conversation with peers easily shifted between the science of worm observations
to social matters. By her words and actions, it appeared that Amelia was
excited about her worm’s poop and took ownership over it. When recognized
by the teacher, Amelia’s ownership over the worm poop served as an entry
point for Amelia to more deeply engage in the activity, as can be seen by her
seriousness in discussing her observations later in class that day.
We begin our article with this short vignette because it raises questions
for us about how, when, and why girls take up science in school in ways that
support who they are and who they want to be while at the same time pushing
them along to become more central participants in their science learning
communities. The questions that guide our research include the following:
• How do girls create new spaces for deeper engagement in science, and what
do these spaces look like?
• What resources and ways of being do girls take up in science class to support
their own deeper engagement in science?
These questions are important because they respond to recent calls for
deeper, more rigorous, and longitudinal approaches for understanding how
and why some girls pursue and succeed in science (National Academies,
2007). In an effort to answer these questions, we offer a framework of hybrid
spaces in support of science engagement and its implications for policy and
practice efforts to work toward “science for all.”
Downloaded from http://aerj.aera.net at UNIV OF GEORGIA LIBRARIES on February 2, 2011
Background
Gender and Science Learning
Recently, it has been argued that the “problem” of girls and science, and in
schooling more generally, has been solved (Conlin, 2003). For example,
Business Week’s cover story in May 2003 (Conlin, 2003) reports that girls drop
out of school less often and receive higher grades than boys. National trends
reveal that the academic success of girls in most areas of science now equals
or exceeds that of boys at the 8th- and 12th-grade levels (National Center for
Education Statistics, 2004). Like others, we herald these advances for all girls
in science. However, we are also deeply troubled by the continuing trends
in girls’ identification with and participation in science that receive scant
notice. Despite relative equal achievement in science education, girls tend
to not identify with science, and this impacts their movement along science
trajectories (Brickhouse, Lowery, & Schultz, 2000; Brickhouse & Potter, 2001;
Carlone, 2004). The problem grows in size the further girls progress along
their potential science trajectory. In 2007, the National Academies reported
that women who are interested in science and engineering careers are lost
at every educational transition. Furthermore, the report continues, the problem
is not simply the pipeline:
Women are very likely to face discrimination in every field of science
and engineering. . . . A substantial body of evidence establishes that
most people—men and women—hold implicit biases. Decades of cognitive
psychology research reveals that most of us carry prejudices of
which we are unaware but that nonetheless play a large role in our
evaluations of people and their work. An impressive body of controlled
experimental studies and examination of decision-making processes in
real life show that, on the average, people are less likely to hire a
woman than a man with identical qualifications, are less likely to
ascribe credit to a woman than to a man for identical accomplishments,
and, when information is scarce, will far more often give the benefit of
the doubt to a man than to a woman. (National Academies, 2007, p. 3)
While the National Academies report targets women in the academic science
and engineering pipelines—from undergraduate education to university
faculty—these concerns are relevant to youth in K-12 education. The past
15 years have revealed insights into the barriers girls face in their quest to
express interest and participate in all of the science subject areas (American
Association of University Women, 1999; Howes, 2002; Parker & Rennie,
2002; Reid, 2003; Sungur & Tekkaya, 2003). The barriers that girls face in
engaging with and succeeding in school science range from school and societal
attitudes that portray science as masculine and girls as incapable of meeting
its challenges to a lack of equity-minded curricula, pedagogical strategies,
and professional development tools.
Research in urban science education shows that girls living in highpoverty
urban communities face additional barriers to equitable science
Hybrid Spaces
71
Downloaded from http://aerj.aera.net at UNIV OF GEORGIA LIBRARIES on February 2, 2011
education. In high-poverty urban schools in the United States, students lack
access to rigorous and high-level science courses; science equipment; appropriate
role models; and certified, qualified teachers (Oakes, 1990, 2000).
Middle and elementary schools in high-poverty urban communities tend to
be greatly impacted by curricular and pedagogical practices driven by highstakes
exams in mathematics and literacy, often leaving little time for science
instruction (Tate, 2001). Youth in these schools are also more likely to bring
to the classroom discursive practices and experiences not valued in highstakes
assessments and to face teachers who do not have the knowledge or
skills to effectively bridge school knowledge with out-of-school ways of talking,
knowing, and doing (Brickhouse & Potter, 2001; O. Lee & Fradd, 1998).
However, we also know that African American girls from low-income urban
communities are outperforming boys, and we want to know what might
some of the reasons be for this trend (Lopez, 2003).
Middle school is an especially crucial time to examine how girls, like
Amelia, take up science in the classroom in ways that matter to them and
that allow them to merge their in- and out-of-school identities. Middle school
is a time when girls’ choices for peer groups, mentors, grades, and afterschool
programs play a pivotal role in the high school trajectories they pursue
and in the support they seek to become and remain engaged in science
(American Association of University Women, 1999; J. Lee, 2002; Malcolm,
1997; Orenstein, 1994). Middle school is also a time when girls’ attitudes
toward science and achievements in science drop precipitously (Atwater,
Wiggins, & Gardner, 1995).
Yet, research is also needed that moves beyond girls as a homogeneous
population and beyond achievement as the only marker of success. Our
research is keenly focused on how cultural and socioeconomic contexts
frame girls’ science experiences. We have chosen to focus our efforts on
urban girls who attend high-poverty schools, because we are particularly
interested in those girls who have been most underrepresented in the sciences.
Clear understandings in this area may lead to more powerful programs
and pedagogies for supporting high-poverty urban girls in science.
Hybrid Spaces for Science Learning
Sociocultural studies in science education have taught us much about the culture
of school science and how, for many youth, learning science is as much
about becoming a legitimate participant in the science learning community as
it is about learning the content of science (Aikenhead & Jegede, 1999; Seiler,
Tobin, & Sokolic, 2003). For some authors (i.e., Aikenhead & Jegede, 1999),
this process involves learning to cross borders between cultures, while for
others, it is more about learning how to apply resources within new fields
appropriately (Seiler et al., 2003). Despite these differences, these studies are
grounded in the belief that the science classroom is its own subculture, with
particular ways of knowing, talking, and doing that do not always clearly align
with the social worlds that youth bring to learning science.
Barton et al.
72
Downloaded from http://aerj.aera.net at UNIV OF GEORGIA LIBRARIES on February 2, 2011
Hybrid Spaces
73
Aikenhead and Jegede (1999), among others (i.e., Varelas, Becker, Luster,
& Wenzel, 2002), write about how learning to participate in the subculture of
school science is often treated as a process of assimilation rather than enculturation.
In this view, science instruction is at odds with students’ worldviews,
and successful science learning forces students to “abandon or marginalize
their life world concepts and reconstruct in their place new scientific ways of
conceptualizing” (Aikenhead & Jegede, 1999, p. 274). The challenge raised by
this stance is to consider how science teaching and learning might look if
students were to be supported in becoming fluent in the subculture of school
science while not simultaneously abandoning their life worlds.
Some scholars have taken up hybridity theory to describe how teachers,
students, and others in school settings establish new forms of participation
that merge the first space of school science with the second space of the home
to create a third space that has elements of both. This third space is described
as a hybrid space because it brings together the different knowledges, discourses,
and relationships one encounters in ways that collapse oppositional
binaries, allowing them to work together to generate new knowledge, discourses,
and identities (Moje et al., 2004). In conceptualizing the third space,
Moje et al. (2004) draws from hybridity theory, which “posits that people in
any given community draw on multiple resources or funds to make sense of
the world” and that being “in-between several different funds of knowledge
and Discourse can be productive and constraining in terms of one’s literate,
social, and cultural practices” (p. 42).
Moje et al. (2004) show that three different, although related, views on
third space have been taken up in education research. One view defines the
third space as a bridge between academic and traditionally marginalized
knowledges and discourses (e.g., Gutiérrez, Baquedano-López, & Tajeda,
1999). A second view defines the third space as a navigational space, or a way
of crossing and succeeding in different discourse communities (e.g., C. D. Lee,
1993; New London Group, 1996). Finally, the third space has been defined as
a space of cultural, social, and epistemological change where competing
knowledges and discourses challenge and reshape both academic and everyday
knowledge (e.g., Moje, Collazo, Carrillo, & Marx, 2001). Moje argues that
all three views are important contributions because they shed light on how
youth cross borders in school settings, allowing them to maintain or build
upon their knowledges and identities from outside of school while finding or
creating ways to succeed within the school setting.
Similarly, Roth (2006) describes hybridity in terms of the “diasporic experiences”
that youth bring to learning science. He argues that when confronted
with differences, individuals continuously engage in what he refers to as
“cultural bricolage,” or “taking from here and there to make do,” producing
new, heterogeneous, hybrid knowledges and identities (p. 6). Roth speaks to
how the lens of diaspora helps us to see how culture and identity are always
heterogeneous—always a hybrid of practices. He argues that everyone enacts
hybrid practices all of the time, but that some youth are marginalized because

Use the order calculator below and get started! Contact our live support team for any assistance or inquiry.

[order_calculator]

BooToo Assignment
3000 word report
BooToo is a startup company that hopes to become the biggest online fashion retailer.They have acquired large modern premises in Chelmsford that will act as their Head Office and IT centre. The warehousing and distribution functions will be sited at numerous world-wide locations. You have been appointed as the project manager for installation of the HQ IT systems. This is quite an opportunity as you are not a very experienced Project Manager.
Task 1 (1200 words 28%)
One way of trying to ensure a successful outcome from a project is to follow a formal methodology. This has proven not to be the sole factor to ensure success as the number of large failed IS projects demonstrates. You have been informed however that a key to a successful project outcome is to identify five key critical success factors (CSFs).
Research into what is meant by a CSF. You will find that different authors identify different factors. As the previous statement suggests it is beneficial to find a number of sources and not rely on a single one. In order to be beneficial the CSFs chosen for a project must align with the project; different types of project will have different CSFs.
Briefly explain what is meant by a CSF and indicate the range of CSFs identified by different authors.
Using the knowledge that you have gained during the course of the module identify five CSFs which you think would be appropriate for this scenario with a brief justification of each.
Task 2 (800 words 28%)
As a new startup there will be pressures on budget and time. There will be a temptation to cut QA corners to ensure that a system is produced quickly so that money from sales come in as quickly as possible.
Explain what sort of QA steps you would intend to take and explain why it is important to ensure a proper QA regime. Your answer will need to demonstrate the potential costs of not properly adhering to good QA practice.

Task 3 (equivalent to 1000 words 28%)

As part of your initial report to the stakeholders of BooToo you produce a Work Breakdown Structure,Gantt Chart and Network Diagram. (Note that you must use Microsoft Project Management application to create and design the network diagram)
The three tools should represent a project where there is an initial analysis of the requirements (38 days)
that can be done at the same time as a site survey (27 days). Once the requirements have been agreed by the project board then it is possible to develop a logical topological design (12 days) which will need to be approved by the project board. When the logical topology has been agreed then a physical topology (14 days) can be designed utilising the site survey which should have been completed by this
point. Once the logical design has been completed it is also possible to start an analysis of the server requirements (18 days). This again will need to be approved by the project board. Once the server 16 requirements have been agreed then servers can be procured (21 days) and a plan can be created (7 days) to configure, test the servers It is expected at this stage that these are likely to take about 17 and 15 days respectively. The plan will need to be agreed by the project board.
Once the plan has been agreed and the servers have been acquired the plan can be put into action.
Once physical topology have been agreed then the networking kit can be acquired (38 days) and a plan for the installing of the cabling and networking devices (21 days) drawn up. The plan will need to be agreed by project board. Once the cabling has been acquired the cabling can be installed (75 days) according to the agreed plan. Once the network devices have been acquired then the process of
configuring (24 days) and testing (28 days) them can be started. In order to assist in the configuration process for the network devices are simulated (29 days) . The simulation can be commenced as soon as the logical topology is completed. Once the simulation and physical topology are completed then the network can be modelled to ensure there are no compromising bottlenecks (12 days). The configuring of the physical devices should not be commenced until the modelling is completed. The final acceptance test is expected to take 5 days once the server once everything else has been completed.
The Project is intended to get underway on the 12th October 2014. Determine suitable days for the project board meetings mentioned above and an expected end data.
Presentation (16%)
The report you produce will need to be submitted electronically following the instructions in Section 5. It should be well structured and written with proper referencing throughout. Note that this document is to be read by senior management in BooToo so you would want to make a very good impression. This means exemplary layout,, style, spelling and grammar. Leave plenty of time for writing the report as there will need to be some thought about how to present the Gantt chart and network diagram in the required single word or PDF document.

Notes
The first sentence of the assignment actually says that it is an ‘on-line’ fashion retailer. Therefore one would expect to have a website and Sales Order Processing system. The assignment brief does not say whether these will be using ‘Cloud Services’ or in-house nor what the servers are going to be used for, say; users’ accounts, or Information Systems? This is possibly to give you an opportunity to make your own inferences. Do the planning for and apply techniques to the outline by activity as described in Task 3.
There are two distinct parts to this project: –
The infrastructure: (networks, Datacomms, servers, printers, ancillaries and all related technology).
The Applications: (Sales Order Processing, web-site, Finance, stores, HR (Human Resources), e-mail system etc.). Some of these like HR and Payroll could be out-sourced (run by an external company). In the real world all these Information systems could be done either; in-house or external developers employed and sometimes buying ‘off-the-shelf’ applications. Indeed a combination of all three at times.
But what the examiner wants to see is how you manage the project rather than the details of the technical solution.
The steps to get to the above: –
Requirements (this is where quality checks should start. It is very important to be unambiguous, concentrate on stakeholders’ values not simply on functions and users but all those that may be related to the business) these include the Law and other regulatory bodies.
Architecture (this is an overview of how it is going to be implemented and can sometimes have two or three possible solutions). In practice one would need to work out the impact of each proposed solution on; resources and the system as a whole.
Plan, Do, Study, Act cycle
Use scales to challenge project sponsors and technical authorities.
Critical Success Factors (CFS’s) – See what the; record, past, goal and what is tolerable. Also do comparisons with what is the record say on TV Teleshopping, shops, advertising etc. As well as referring to other notes I have given you on the subject of CFS.
The assignment: apply; the techniques, tools, theory, principles and practice you have learnt to this project. The more things you consider and arguments put forward the better marks you get. But above all you need to show your; analytical, organisational, co-ordination, and presentation skills.

Use the order calculator below and get started! Contact our live support team for any assistance or inquiry.

[order_calculator]

As a health professional, it is important to understand the theories and models that underlie your work. They can be indispensible in guiding your decisions and actions. In this Discussion, you will apply a health theory or model to the levels of influence in the social ecology of health model.

To prepare for this Discussion:

• Review the models and theories from Chapter 4 of the text and Part 2 of ” Theory at a Glance.”
•
Review the social ecology of health model with its associated theories by completing the following exercise: http://mym.cdn.laureate-media.com/Walden/HLTH/2110/04/mm/hlth2110_seh_model_2.html
•
Select one model or theory that you studied this week that coincides with one of the five hierarchical levels in the social ecology of health model.
•
Reflect upon how the model or theory explains a health condition associated with the previously Healthy People assigned focus area

. Post a comprehensive response to the following:

• In your own words, describe one way that the chosen theory explains your Healthy People assigned focus area ( MY FOCUS AREA – CIRRHOSIS OF THE LIVER). Use terms from the model or theory in your explanation, and be sure to cite your sources appropriately.
Now state the hierarchical level or levels (i.e., interpersonal, intrapersonal, organizational, community, and society) in the social ecology of health model that corresponds with your chosen theory. Please explain why it is related to the hierarchical level(s).

• Learning Resources
Required Resources

Media

•
•
•
Interactive Exercise: Laureate Education, Inc. (2010). The social ecology of health model: Theories and models. Retrieved from http://mym.cdn.laureate-media.com/Walden/HLTH/2110/04/mm/hlth2110_seh_model_2.html

This interactive exercise will deepen your understanding of general health theories and how they correspcorrespond to the levels of the social ecology of health model. It requires you to drag a theory associated with the model to its corresponding level in the hierarchy.
Readings
• Course Text: Social and Behavioral Foundations of Public Health
•
o Chapter 4, “Behavioral and Social Science Theory”

This chapter explains health theories and models that are dominant in the field. It also maps each theory or model to a level of the social ecology of health model. Key concepts in social science research and practice are also addressed.
o Chapter 6, “The Social Environment and Health”
The social environment (human groups, social systems, and institutional settings) is analyzed in the context of the social ecology of health model.
• Article: National Cancer Institute, National Institutes of Health, U.S. Department of Health and Human Services. (2005). Theory at a glance: A guide for health promotion practice. Retrieved from http://www.cancer.gov/cancertopics/cancerlibrary/theory.pdf

This week, read “Part 2: Theories and Applications” (pp. 9–31).

• Article: Pasick, R. J., Burke, N. J., Barker, J. C., Joseph, G., Bird, J. A., …Guerra, C. (2009). Behavioral theory in a diversesociety: Like a compass on Mars. Health Education and Behavior, 36(Suppl. 1). Retrieved from the Walden Library databases.

This purpose of this study was to test behavioral theory constructs (perceived benefit, perceived susceptibility, self-efficacy, intention, and subjective norms) to investigate the use of mammography in the context of five ethnic groups.
Optional Resources

Readings
• Article: Loerzel, V. W., & Bushy, A. (2005). Interventions that address cancer health disparities in women. Family and Community Health, 28(1), 79–89.

Note: From the link, please click on Walden 360 for a full-text version of the article.
Websites
• Center to Reduce Cancer Health Disparities, National Cancer Institute
http://crchd.cancer.gov

Use the order calculator below and get started! Contact our live support team for any assistance or inquiry.

[order_calculator]

Reading required:
Kimmel, Michael. Angry White Men (I have PDF book, I could send to your email)
<<Angry White Men>>
Write on Angry White Men, the topic is “aggrieved entitlement.” Begin by reading two short excerpts I have not previously assigned: from the Preface begin on the bottom of page xi with the line, “Surely the arc of history points towards…”and read through to the end of the Preface on page xv; from the Introduction I want you to read the section entitled, “The Political Psychology of Aggrieved Entitlement” on pages 21-25.
Assignment: What does Kimmel mean by the “aggrieved entitlement” felt by many straight, white males today? Why does it result in anger? How does he use the concept of “aggrieved entitlement” to explain white male anger in three chapters (your choice)of the book? What specific form does entitlement take in each of these chapters? What similarities are there across the three chapters?

Course Description:
An investigation in the contemporary US of the experiences of men and the social construction of masculinities, as they emerge in various realms of experience (family, work, college, sexuality, imprisonment) and in conjunction with other constructed relations of (social class, race, ethnicity, sexual orientation, etc.). Its about a range of feminist theories that have been used and adapted for analysis of men and masculinities.

Use the order calculator below and get started! Contact our live support team for any assistance or inquiry.

[order_calculator]