Author: A. Smith

papaer44004.docx
Create a PowerPoint presentation (a maximum of 20 slides with detailed speaker notes) for senior leadership in which four organizational leaders analyze the impact of a health care organization’s new safety and quality dashboard.

IMPACT OF STUDENT TRAUMA ON ACADEMIC ACHIEVEMENT 2
Impact of Student Trauma on Academic Achievement
Jalen McGhee
School of Education, Liberty University
Author Note
Jalen McGhee
I have no known conflict of interest to disclose.
Correspondence concerting this article should be addressed to Jalen McGhee
Email: [email protected]
Abstract
Student trauma is one of the most factor in one’s academic performance. This paper examines the multifaceted effects of trauma on students’ cognitive development including their emotional well-beings and social interactions. It emphasizes how trauma affects attention, memory which leads to challenges in learning and academic performance. This comprehensive approach is essential for creating equitable and inclusive educational assistances that supports all students from different backgrounds in achieving their full potential.
Impact of Student Trauma on Academic Achievement
Trauma is response to an event that is destressing. Students can experience different types of traumas such as neglect, abuse, violence, or death. Students who are exposed to some form of traumatic event in their lives often see a decline in their academic achievement leading to low standardized test scores, high rates of school dropouts, and an overall negative impact on their mental health. Stratford et al. (2020) state that the correlation between student trauma and low academic performance can be a sign of post-traumatic stress. Trauma can be a stressful experience that impacts those involved with the inability to process what they’ve experienced which hinders overall academic performance (Kraemer-Holland, 2020). In the United States, particularly in urban communities, some traumatic events can be sexual abuse, domestic abuse, gun violence, addiction, and natural disasters. Experiencing these events can start a chain effect of negative emotions and reactions that can last their entire lifetime when not addressed. Students don’t have to experience a traumatic event directly. For example, someone can witness a horrific event or watch a traumatic event on social media, or someone can tell horrifying details about a traumatic event. Unaddressed trauma affects the development of the brain especially in the areas of learning and memory. Traumatized students struggle with maintaining focus in the classroom which effects their ability to concentrate on their schooling (Berger, 2019). In terms of memory and comprehension, trauma impacts the ability to process new information making it hard for students to retain information.
Types of Traumas
There are many different types. For example, abuse and neglect. Abuse and neglect can be in forms of emotional and sexual abuse which is major source of trauma that students experience which can impact their self-worth. Student who are exposed to domestic violence at a young age can become problematic as they become older. Ramos-Salamanca et al. (2021) states that children who are exposed to domestic issues can lead to emotional problems and schools can be an outlet for students who are experiencing this specific trauma causing their academic performance to increase.From domestic violence, there is community violence. Students who live in an unsafe environment or witnesses’ violence can cause chronic stress which hinders their overall mental health. Another form of trauma that school leaders and teachers forget is the loss of a loved one or separation which can lead to feelings of guilt, and abandonment.
Addressing student trauma necessitates the implementation of frameworks and procedures. Research by Berger et al. (2020) indicates a lack of teacher training in assisting students who have experienced trauma. School leaders have developed strategies and established frameworks for creating trauma-informed schools. According to Anderson et al. (2021), in order for schools to be trauma-informed, they must prioritize positive student-teacher relationships, effective restorative justice procedures, and mental health resources for all members of the school community, including parents, teachers, and stakeholders. Collaborative efforts among school leaders, teachers, and students are crucial in creating a trauma-informed environment where students can thrive both in the classroom and in their communities. The establishment of a positive trauma-informed school environment depends on teachers receiving professional development training in the field. Such training equips teachers to create a trauma-sensitive atmosphere that promotes emotional safety for everyone involved. The transition to trauma-informed schools is vital in addressing students who have experienced trauma and has the potential to transform the school’s culture positively.
To be trauma-informed, schools must prioritize six principles: safety, trustworthiness, transparency, peer support, collaboration, and mutuality (Gray et al., 2024). The completion of professional development training by teachers on student trauma signifies a positive step (Morton, 2022). Providing students with a safe and supportive environment where students feel valued, have teachers collaborate with each other to create learning strategies to accommodate the needs for traumatized students.
Another essential step in addressing student trauma is establishing strong and positive classroom management. According to Miller et al. (2022), having clear and high expectations can reduce classroom disruptions, and teachers can also implement reward systems. Effective classroom management is beneficial for teachers and students alike, leading to more effective learning and increased academic achievement. Another key strategy is creating trauma-informed classrooms. Having trauma-informed classrooms means that teachers can create a student- centered environment. They can be mindful and become aware of the sensory needs of those affected by trauma. For example, providing headphones to cancel out noise, use dim lights and becoming cautious of loud noises. Teachers can also connect with their students on a deeper level. By doing this, teachers can consistently reinforce positivity and encourage students to express themselves inside the classroom and out the classroom. Lastly providing academic support can help increase academic achievement to everyone in the school. Tutoring programs can boost confidence and address student’s academic needs. Berger et al. (2020) states that providing mentorship programs in schools is an outlet for students to offer guidance have access to positive role models.
With implementing these practices, schools have seen positive changes in their student’s behavior. Encouraging of self-awareness skills and mindfulness has help students express themselves in a positive way. Kraemer-Holland (2020) states that when students are mindfulness, they embody an attitude that stops judgmental and creates compassion. In classroom, mindfulness can be yoga, meditation, and even brain breaks. The research question that aids this literature review is: What impact of student trauma have on academic achievement?
Definition of Key Terms
1. Classroom management – Strategies implemented by teachers and school leaders to create a positive and successful learning environment (Morton, 2022).
2. Mindfulness- State of spirituality, self-reflection, and compassion (Kraemer-Holland, 2020).
3. Motivation- State of having goal driven behavior (Saleem et al., 2021).
4. Racial stress- Effect of racism on ones mental and physical health (Saleem et al., 2021)
5. Trauma- A dangerous, or violent event that causes psychological harm to someone’s life (Kraemer-Holland, 2020).
6. Trauma-informed teaching- strategy used by educators and schools to better assist students who’ve experienced a traumatic event ((Miller et al., 2022)
Related Literature
School Counselors
With trauma-informed schools, comes the need for school counselors. Howard et al. (2021) suggests that to understand the work of school counselors must identify the different categories of practices and specific areas they would prioritize. For example, the role school counselors play into trauma-informed settings, and what strategies they need to engaged students. To better assist students who’ve experience trauma, school counselors can collaborate with school leaders and teachers to create positive school culture, help promote safe relationships with their peers, collaborate with community to create resources for students, and lastly promote a trauma-sensitive, policies and procedures for the entire school. A trauma-informed school is a school where everyone including students feel save and supported. With the guidance of school counselors, they can help create a school into a supportive and safe environment for all.
African Americans
African American students face challenges that can significantly impact their educational experiences. Racial discrimination and community violence are just a few events that affect the community and causes trauma. Understanding trauma that is experienced by African American students and the effects it has on their academic achievement is important with creating support systems.
Race-based traumatic experiences, particularly within the African American community, are often overlooked. This stress can be severe and lead to potentially fatal consequences or threaten one’s psychological well-being (Saleem et al., 2021). Racial trauma can also result in unfair treatment practices against students of color, especially in educational settings. Students dealing with racial trauma may experience symptoms of post-traumatic stress, such as depression, anger, and low self-esteem. Students from racially marginalized groups are at a higher rate of disproportionate exposure to adverse childhood experiences. According to Saleem et al. (2021), 62% of African American children reported to have at least one adverse childhood experiences in their life. African Americans and Latinx population are highly exposed to race related stress. With the combination of race related stress and trauma may increase the risks for psychological and academic mishaps from those in racially marginated groups.
In classrooms, there is a high number of African American boys causing disruptions, and teachers may not have the proper tools to address these behavioral issues, leading to students receiving office referrals and experiencing added stress. To handle the situation better, teachers should remain calm and use trauma-informed strategies to assist the specific student in need instead of resorting to disciplinary action.
Latinx Population
Like the African American population, the Latinx population is another large ethnic minority group has who experienced trauma. Ramos-Salamanca et al. (2021) states that Latinx youth especially boys are at higher risk of exposure to violence than their white peers. Community violence includes examples of robbery, shootings, stabbings, and physical assault. Being exposed to violence have led a downward spiral of emotional and behavioral difficulties. According to Ramos-Salamanca et al. (2021), 96% of children in Latinx population have been exposed to some form community violence. Furthermore, 87% have been witnesses to violence. Because of the unaddressed trauma in the Latinx population, Latinx youth has shown higher rates of high school dropout rates, low graduation rates and academic achievement.
In urban communities, the likelihood of being exposed to various risk factors is closely tied to the environmental conditions within the community itself. Specifically, factors such as unstable households and involvement in delinquent peer groups can significantly influence individual behavior, as it is widely recognized that most behavior is learned through social interaction. These social interactions, heavily influenced by cultural factors, play a crucial role in shaping an individual’s cognitive development.
Learning Theory Association
Student trauma has a significant impact on student learning, emotional well-being, and cognitive function. Coupal (2004) states Constructivist Learning Theory is the role of experiences shaping the understanding of learning through experiences. Constructivist Learning Theory has principles that helps with student learning environments.
Active Learning
With active learning, trauma can disorder student’s ability to interact actively with their learning environment. Constructivist theory explains the need for active engagement, but students who have trauma, find it hard to fully engage in the learning process.
Social Interaction
Social interactions are a major component in shaping one’s development. Social interactions can help students collaborate with each other in their communities and in the classroom. Students dealing with trauma, can find it hard to talk to their peers and maintain positive relationships (Miller et al., 2022).
B.F. Skinner
Using behavioristic strategies, can help students in the long run. Student who displays behavioral problems require more assistance especially those who’ve experienced trauma. B.F. Skinner’s behaviorism focuses on how individual learns through interactions with their environment (Schlinger, 2021). For children who’ve experienced or experiencing trauma, behaviorism strategies can be applied by using Positive Behavior Support which are strategies that help decrease behavioral problems in students. Teachers can use positive reinforcement. For example, teachers can praise students for doing what is right and other students can learn from what they’ve seen and mimic that behavioral. Teachers can also use negative reinforcement which can increase students’ motivation and reduces students’ stress (Bulathwatta & Lakshika, 2023). Though students learn behavior from interactions with their peers, they also learn from their culture.
Lev Vygotsky
It is important to remember that trauma intersects with culture, race, gender, and language in various ways. Cultural awareness and responsiveness are crucial in addressing student trauma. For instance, in urban communities with limited resources, there is often more gang and drug activity. Children growing up in these environments may imitate what they see. Lev Vygotsky believed that children’s cognitive development is greatly influenced by cultural and social factors, and that their community plays a vital role in their development (Ivich, 2024). As a result, students who have been exposed to community violence or gang-related activities may join these gangs because that is what they have seen in their culture causing to have negative impacts on their mental health and low academic achievement.
Gaps in Research
Despite the research how student trauma influences academic achievement, there is still more research that is needed to be done. Future studies should include the relationship between post-traumatic symptoms and students’ behavior across all grades (Cruz-López et al., 2024). Though schools are primary focus on violence, Southern states should focus on students who have experienced natural disasters. Studies should data on how natural disasters can impact student performance in the classroom. Howard et al. (2021) states that need for the school counselors is vital for students who’ve experienced some form of trauma. They continue to state that future research can investigate student trauma to further help school counselors become trauma informed.
Biblical Worldview
When teachers are equipped with comprehensive training to support students who are grappling with trauma, it not only enhances their educational experience but also fosters a deeper spiritual connection. This, in turn, can infuse newfound significance into their overall learning and lives. The King James Bible (1769/2017) states, “There was a man sent from God, whose name was John.” In a similar vein, teachers can be likened to John as they are entrusted with guiding their students and providing them with a sense of purpose. Teachers are driven by their “Why” – their purpose – and play an unparalleled role in society by imparting a sense of direction, setting the stage for success, and igniting inspiration within children.
Conclusion
It is evident that unaddressed student trauma can have far-reaching negative effects on a student’s well-being and academic success. Teachers play a vital role in trauma-informed schools by fostering positive relationships with their students and gaining a deeper understanding of their individual needs. These relationships are pivotal for students who have experienced traumatic events, as they seek to feel safe, supported, and welcomed in the educational environment. By nurturing such connections, teachers contribute to the development of a positive classroom culture, ultimately leading to the success of students in their academic endeavors. It is imperative for educators and educational institutions to recognize the significance of addressing student trauma and to prioritize the establishment of supportive relationships as part of creating a nurturing and conducive learning environment.
References
Anderson, K. M., Haynes, J. D., Ilesanmi, I., & Conner, N. E. (2021). Teacher Professional Development on Trauma-Informed Care: Tapping into Students’ Inner Emotional Worlds. Journal of Education for Students Placed at Risk, 27(1), 59–79. https://doi.org/10.1080/10824669.2021.1977132
Berger, E. (2019). Multi-tiered Approaches to Trauma-Informed Care in Schools: A Systematic review. School Mental Health, 11(4), 650–664. https://doi.org/10.1007/s12310-019-09326-0
Berger, E., Martin, K., & Phal, A. (2020). Dealing with Student Trauma: Exploring School Leadership Experiences and Impact. Leadership and Policy in Schools, 21(4), 780–790. https://doi.org/10.1080/15700763.2020.1836231
Bulathwatta, A., & Lakshika, R. (2023). Role of emotional creativity and achievement motivation on trauma symptoms among university students. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1203226
Coupal, L. V. (2004). Constructivist learning theory and human capital theory: shifting political and educational frameworks for teachers’ ICT professional development. British Journal of Educational Technology, 35(5), 587–596. https://doi.org/10.1111/j.0007-1013.2004.00415.x
Cruz-López, I., Evans-McCleon, T. N., Looby, E. J., Wei, T., & Gadke, D. L. (2024). Universal Behavioral Screening: inclusion of student’s trauma symptoms and hurricane exposure. Journal of Applied School Psychology, 1–21. https://doi.org/10.1080/15377903.2024.2353921
Gray, K., Marlotte, L., Aralis, H., Kaufman, J., Kataoka, S., Venegas-Murillo, A., Lester, P., Escudero, P., & Ijadi-Maghsoodi, R. (2024). Understanding and addressing the needs of students in special education through a Trauma-Informed Resilience Curriculum. Social Work in Public Health, 39(5), 405–421. https://doi.org/10.1080/19371918.2024.2316866
Howard, J., L’Estrange, L., & Brown, M. (2021). The School Counsellor’s role in Trauma-Aware Education. Journal of Psychologists and Counsellors in Schools, 32(2), 243–253. https://doi.org/10.1017/jgc.2021.32
Ivich, I. (2024). Lev S. Vygotsky (1896 – 1934). Kulʹturno-istoričeskaâ Psihologiâ, 20(1), 68–76. https://doi.org/10.17759/chp.2024200110
Kraemer-Holland, A. (2020). Addressing trauma and empowering students through school-based mindfulness practices. Contemporary Justice Review, 24(1), 107–122. https://doi.org/10.1080/10282580.2020.1819802
Miller, K., Stipp, K. F., & Bazemore-Bertrand, S. (2022). Student trauma, trauma-informed teaching, and self-care in preservice teachers’ clinical experiences. Teacher Development, 27(1), 55–74. https://doi.org/10.1080/13664530.2022.2146180
Morton, B. M. (2022). Trauma-Informed school practices: Creating positive classroom culture. Middle School Journal, 53(4), 20–27. https://doi.org/10.1080/00940771.2022.2096817
Ramos-Salamanca, L., Zax, A., & Gudiño, O. G. (2021). Exposure to violence, coping, and academic achievement in Latinx adolescents. School Mental Health, 14(3), 598–607. https://doi.org/10.1007/s12310-021-09484-0
Saleem, F. T., Howard, T. C., & Langley, A. K. (2021). Understanding and addressing racial stress and trauma in schools: A pathway toward resistance and healing. Psychology in the Schools, 59(12), 2506–2521. https://doi.org/10.1002/pits.22615
Schlinger, H. D. (2021). The impact of B. F. Skinner’s science of operant learning on early childhood research, theory, treatment, and care. Early Child Development and Care, 191(7–8), 1089–1106. https://doi.org/10.1080/03004430.2020.1855155
Stratford, B., Cook, E., Hanneke, R., Katz, E., Seok, D., Steed, H., Fulks, E., Lessans, A., & Temkin, D. (2020). A scoping review of School-Based efforts to support students who have experienced trauma. School Mental Health, 12(3), 442–477. https://doi.org/10.1007/s12310-020-09368-9

https://www.simplilearn.com/project-scope-management-importance-rar89-article
https://www.pmi.org/learning/library/scope-statements-3399
https://www.pmi.org/learning/library/work-breakdown-structure-basics-5919

Discussion3-Scenario2-BIO201.docx

Discussion 3 – Scenario 2
Presentation: A 30-year-old male demonstrated a subtle onset of the following symptoms: dull facial expression; droopy eyelids; puffiness of the face and periorbital swelling; sparse, dry hair; dry, scaly skin; evidence of intellectual impairment; lethargy; a change of personality; bradycardia (60 b/min); a blood pressure of 90/70; anemia (hematocrit 27); enlarged heart (upon radiological exam); constipation, and hypothermia. Free radioimmunoassay (RIA) of peripheral blood indicated elevated TSH levels. A TSH stimulation test did not increase the output of thyroid hormones from the thyroid gland.
Questions:  Choose  one  of the two sets of questions to serve as your initial response.
1. Which endocrine organ is involved here? Explain whether a TSH or TRH determination is necessary for your diagnosis?
2. Explain whether this is a primary or secondary disorder.
3. Describe the feedback loop involved, indicating if there is an increased or decreased TSH level.
OR
1. List several defects that could cause these symptoms.
2. Explain whether or not you would expect to find a palpable goiter.
3. Describe a suitable treatment for this individual.

Running head: EVALUATIVE ANNOTATED BIBLIOGRAPHY 2
EVALUATIVE ANNOTATED BIBLIOGRAPHY 2
Evaluative Annotated Bibliography
EDF 621 PSY. Foundations of Education
October 27, 2024
Evaluative Annotated Bibliography
Fynn, G., Porter, M., Borchard, T., Kazzi, C., Zhong, Q., & Campbell, L. (2023). The effectiveness of cognitive behavioral therapy for individuals with an intellectual disability and anxiety: A systematic review. Journal of Intellectual Disability Research, 67(9), 816-841. https://doi.org/10.1111/jir.13046
This systematic review underscores the potential of cognitive behavioral therapy in alleviating anxiety in individuals with intellectual disabilities. The study reveals that cognitive behavioral therapy can significantly reduce anxiety symptoms in these populations, albeit with necessary modifications to address cognitive limitations. The authors’ target audience is the academic and clinical community, mainly professionals in mental health and intellectual disability services. Their viewpoint is empirical, rooted in a comprehensive review of existing studies, with minimal discernible bias. In comparison to Hronis (2021), which delves into broader progress in cognitive behavioral therapy for people with intellectual disabilities, this source hones in on the therapy’s success specifically for anxiety. It is a beacon of hope for parental involvement in a school improvement plan, demonstrating how tailored therapy can enhance students’ emotional well-being and, in turn, improve learning outcomes. The review’s strength lies in its comprehensive scope, but its reliance on available research may limit its generalizability due to sample size constraints.
Hronis, A. (2021). Cognitive behavior therapy for people with intellectual disabilities—How far have we come? International Journal of Cognitive Therapy, 14(1), 114-132. https://doi.org/10.1007/s41811-020-00091-6
This article provides an overview of the progress and challenges in using cognitive behavior therapy with individuals with intellectual disabilities. Hronis explores the advancements made over the past few decades, offering a broad review that includes adaptation methods necessary for effective treatment. The article is aimed at researchers and practitioners in cognitive therapy and intellectual disabilities. Hronis brings a clinical psychology perspective, with some bias toward the effectiveness of cognitive behavioral therapy in this population. When compared to Fynn et al. (2023), Hronis’ work takes a more comprehensive historical and theoretical view, discussing a broader range of cognitive and behavioral issues rather than focusing narrowly on anxiety. The article is helpful for school improvement plans as it suggests cognitive behavioral therapy can enhance emotional and social development, positively impacting academic performance. Strengths include its broad overview, while its weaknesses lie in its lack of specific case study analysis.
Hronis, A., Roberts, R., Roberts, L., & Kneebone, I. (2020). Potential for children with intellectual disability to engage in cognitive behavior therapy: The parent perspective. Journal of Intellectual Disability Research, 64(1), 62-67. https://doi.org/10.1111/jir.12694
This study delves into parents’ perspectives on the potential for children with intellectual disabilities to engage in cognitive behavior therapy. It underscores the pivotal role of parent involvement in therapy success, demonstrating that parents are instrumental in identifying treatment goals and facilitating therapy sessions. The article is tailored for clinicians, researchers, and educators interested in child therapy and parental involvement. The authors adopt a clinical viewpoint and seem supportive of parent-driven therapy adjustments, but there is a potential bias as the study is based primarily on parental reports. Compared to Kulnazarova et al. (2023), which focuses on broader social adaptation skills, this article emphasizes parental involvement more strongly. The study is highly relevant to school improvement plans that seek to enhance parental participation, a critical factor in the educational development of children with disabilities. The study’s strength lies in highlighting the crucial role of parents, while the limitation is its small sample size.
Kulnazarova, G., Namazbaeva, Z., Butabayeva, L., & Tulepova, L. (2023). Cognitive therapy for children with intellectual disabilities: A new look at social adaptation skills and interpersonal relationships. Occupational Therapy International, 2023(1), 6466836. https://doi.org/10.1155/2023/6466836
Kulnazarova and colleagues explore how cognitive therapy can enhance social adaptation skills and interpersonal relationships in children with intellectual disabilities. The authors emphasize that cognitive therapy has the potential to foster social growth by improving communication and problem-solving abilities. The study is aimed at educators, therapists, and researchers, offering practical insights into improving social outcomes in therapy. The authors’ perspective is empirical, although they focus more on social adaptation than emotional regulation, potentially introducing a bias. Compared to Te Brinke et al. (2022), which examines emotional regulation, this source is valuable for school improvement plans seeking to enhance social integration. Its strengths include its focus on social skills, while a limitation is its narrow focus on a specific group, making generalization more difficult.
Sauter, F. M., van den Bogaard, M., van Vliet, C., & Liber, J. M. (2023). An AAIDD-informed framework for cognitive behavioral case formulation and cognitive behavior therapy for young people with mild intellectual disabilities or borderline intellectual functioning. Clinical Psychology: Science and Practice.
Sauter et al. propose an AAIDD-informed framework that helps tailor cognitive behavioral therapy for young people with mild intellectual disabilities or borderline intellectual functioning. The framework emphasizes individualized case formulation, which ensures therapy aligns with specific cognitive capacities. The article is intended for clinical practitioners and mental health professionals. The authors are clear proponents of cognitive behavioral therapy and may show some bias toward the model’s flexibility and success with mild ID. Compared to Hronis et al. (2020), which highlights parental perspectives, Sauter et al. focus on the practitioner’s perspective. This source is helpful for school improvement plans that include individualized support for students with cognitive challenges. A key strength is its detailed framework, while a weakness is the lack of extensive empirical testing.
Te Brinke, L. W., Schuiringa, H. D., Menting, A. T., Deković, M., Westera, J. J., & De Castro, B. O. (2022). Treatment approach and sequence effects in cognitive behavioral therapy targeting emotion regulation among adolescents with externalizing problems and intellectual disabilities. Cognitive Therapy and Research, 1-17. https://doi.org/10.1007/s10608-021-10261-1
This study explores how cognitive behavioral therapy can improve emotional regulation in adolescents with intellectual disabilities and externalizing behavior problems. The authors investigate the sequence effects of cognitive behavioral therapy interventions, contributing to a better understanding of which therapeutic elements work best. The intended audience is clinical psychologists, educators, and researchers. The authors’ approach is unbiased mainly, with empirical evidence supporting their claims. Compared to Kulnazarova et al. (2023), which focuses on social adaptation, this article concentrates on emotional regulation, offering complementary insights into behavioral development. This source is valuable for school improvement plans that address students’ emotional and behavioral issues. Its strengths include detailed empirical data and practical recommendations for therapy sequencing. However, a limitation is that it focuses narrowly on one type of behavior, potentially limiting broader applicability.
References
Fynn, G., Porter, M., Borchard, T., Kazzi, C., Zhong, Q., & Campbell, L. (2023). The effectiveness of cognitive behavioral therapy for individuals with an intellectual disability and anxiety: A systematic review. Journal of Intellectual Disability Research, 67(9), 816-841.https://doi.org/10.1111/jir.13046
Hronis, A. (2021). Cognitive behavior therapy for people with intellectual disabilities—How far have we come? International Journal of Cognitive Therapy, 14(1), 114-132. https://doi.org/10.1007/s41811-020-00091-6
Hronis, A., Roberts, R., Roberts, L., & Kneebone, I. (2020). Potential for children with intellectual disability to engage in cognitive behavior therapy: The parent perspective. Journal of Intellectual Disability Research, 64(1), 62-67. https://doi.org/10.1111/jir.12694
Kulnazarova, G., Namazbaeva, Z., Butabayeva, L., & Tulepova, L. (2023). Cognitive therapy for children with intellectual disabilities: A new look at social adaptation skills and interpersonal relationships. Occupational Therapy International, 2023(1), 6466836. https://doi.org/10.1155/2023/6466836
Sauter, F. M., van den Bogaard, M., van Vliet, C., & Liber, J. M. (2023). An AAIDD-informed framework for cognitive behavioral case formulation and cognitive behavior therapy for young people with mild intellectual disabilities or borderline intellectual functioning. Clinical Psychology: Science and Practice.
Te Brinke, L. W., Schuiringa, H. D., Menting, A. T., Deković, M., Westera, J. J., & De Castro, B. O. (2022). Treatment approach and sequence effects in cognitive behavioral therapy targeting emotion regulation among adolescents with externalizing problems and intellectual disabilities. Cognitive Therapy and Research, 1-17. https://doi.org/10.1007/s10608-021-10261-1

 In this week’s readings in the Global Citizens ebook, two schools of thought on social movements are discussed  From the North American perspective, “Rational Actor Theories” and from European countries “New Social Movement Theories.” Which do you think best explains why people choose to participate in social movements? Provide evidence to support your view. 
200 wors

 In this week’s readings in the Global Citizens ebook, two schools of thought on social movements are discussed  From the North American perspective, “Rational Actor Theories” and from European countries “New Social Movement Theories.” Which do you think best explains why people choose to participate in social movements? Provide evidence to support your view. 

200 wo

outlinepaper2.docx

PAPER #2 – 15 page limit – Combined Homework Tables with Analysis in APA Style Text
1. Introduce time period (1-2 sentences)
1. Author introduction
2. Author quote containing concept
3. Analysis of author’s interpretation/use of concept
4. Compare concept in this time period to previous periods and/or OT/NT
2. (x6) Use 2-3 quotes for each time period, so about 18 quotes total.
3. Summary of Analysis – Report what you have learned about the concept from OT through the modern period – similarities and differences over time. (should be about 2-3 pages of “packed” information from your investigation. 
Explanation: https://www.youtube.com/watch?v=UQK1oHY9Fjs&ab_channel=GeorgeHanshaw
GNRS506 Paper #2

GNRS506 Paper #2

Criteria

Ratings

Pts

This criterion is linked to a Learning OutcomeConcept in Early Church period: 0-300 CE
A brief introduction to the time period is given, with prominent events mentioned. 2-3 scholars from this time period, who use the concept in their writings, are quoted. The context is explained for each quote. An analysis is given for each quote, and/or for the several quotes combined, showing differences and similarities of usage by the several authors.

2 pts

This criterion is linked to a Learning OutcomeConcept in Age of the Imperial Church: 300-590 CE
A brief introduction to the time period is given, with prominent events mentioned. 2-3 scholars from this time period, who use the concept in their writings, are quoted. The context is explained for each quote. An analysis is given for each quote, and/or for the several quotes combined, showing differences and similarities of usage by the several authors. Usage in this period is compared/contrasted with previous time periods.

2 pts

This criterion is linked to a Learning OutcomeConcept in Christian Middle Ages: 500-1500 CE
A brief introduction to the time period is given, with prominent events mentioned. 2-3 scholars from this time period, who use the concept in their writings, are quoted. The context is explained for each quote. An analysis is given for each quote, and/or for the several quotes combined, showing differences and similarities of usage by the several authors. Usage in this period is compared/contrasted with previous time periods.

2 pts

This criterion is linked to a Learning OutcomeConceept in the Reformation: 1500-1650CE
A brief introduction to the time period is given, with prominent events mentioned. 2-3 scholars from this time period, who use the concept in their writings, are quoted. The context is explained for each quote. An analysis is given for each quote, and/or for the several quotes combined, showing differences and similarities of usage by the several authors. Usage in this period is compared/contrasted with previous time periods.

2 pts

This criterion is linked to a Learning OutcomeConcept in Age of Reason & Revival: 1648-1799 CE
A brief introduction to the time period is given, with prominent events mentioned. 2-3 scholars from this time period, who use the concept in their writings, are quoted. The context is explained for each quote. An analysis is given for each quote, and/or for the several quotes combined, showing differences and similarities of usage by the several authors. Usage in this period is compared/contrasted with previous time periods.

2 pts

This criterion is linked to a Learning OutcomeConcept in Modern Period – Age of Progress: 1800-1918 CE
A brief introduction to the time period is given, with prominent events mentioned. 2-3 scholars from this time period, who use the concept in their writings, are quoted. The context is explained for each quote. An analysis is given for each quote, and/or for the several quotes combined, showing differences and similarities of usage by the several authors. Usage in this period is compared/contrasted with previous time periods.

2 pts

This criterion is linked to a Learning OutcomeAdequacy of Analysis
A summary of the results of analysis throughout the time periods is given following the Modern Period, highlighting similarities and differences in meanings over time.

4 pts

This criterion is linked to a Learning OutcomeAPA Format, References and Citations

2 pts

This criterion is linked to a Learning OutcomeGrammar/form/spelling/punctuation

2 pts

Total Points: 20

RubricSection_2_1_.docx

GNRS506 Spiritual Care – Paper #2

Scholarly Writers and Analysis of their Perspectives
Student Name: __________________________________________________________

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4. Concept in Early Church period: 0 – 300 CE
A brief introduction to the time period is given, with prominent events mentioned.
2-3 scholars from this time period, who use the concept in their writings, are quoted.
The context is explained for each quote.
An analysis is given for each quote, and/or for the several quotes combined, showing differences and similarities of usage by the several authors.

2

5. Concept in Age of the Imperial Church, 300 to 590 CE
A brief introduction to the time period is given, with prominent events mentioned.
2-3 scholars from this time period, who use the concept in their writings, are quoted.
The context is explained for each quote.
An analysis is given for each quote, and/or for the several quotes combined, showing differences and similarities of usage by the several authors. Usage in this period is compared/contrasted with previous time periods.

2

6. Concept in Christian Middle Ages, 500 to1500 CE
A brief introduction to the time period is given, with prominent events mentioned.
2-3 scholars from this time period, who use the concept in their writings, are quoted.
The context is explained for each quote.
An analysis is given for each quote, and/or for the several quotes combined, showing differences and similarities of usage by the several authors. Usage in this period is compared/contrasted with previous time periods.

2

7. Concept in the Reformation, 1500 – 1650 CE
Same as 6 above.

2

8. Concept in Age of Reason & Revival, 1648-1799 CE
Same as 6 above.

2

9. Concept in Modern Period – Age of Progress 1800-1918 CE
Same as 6 above.

2

Analysis & Text Mechanics

10. Adequacy of analysis
A summary of the results of analysis throughout the time periods is given following the Modern Period, highlighting similarities and differences in meanings over time.

4

11. APA Format, References and citations

2

12. Grammar/form/spelling/punctuation

2

Total

20

Comments:
2

discussionpostforeachweek.docx

THE FRAMINGHAM HEART STUDY: LAYING THE FOUNDATION FOR PREVENTIVE HEALTH CARE
By the early 1920s, diseases of the heart consistently ranked as the #1 cause of death in the United States.1 Even the President was not immune to this emerging health concern: Franklin Delano Roosevelt died of hemorrhagic stroke in 1945 due to uncontrolled hypertension, raising awareness about the rising toll of cardiovascular disease. Driven by the need to understand this growing threat, the Framingham Heart Study (“Framingham”) was started in 1948 by the U.S. Public Health Service and transferred shortly thereafter to the newly established National Heart Institute (now the National Heart, Lung and Blood Institute [NHLBI]) of the National Institutes of Health [NIH]). One of the first long-term cohort studies of its kind,2 Framingham would become known as the crown jewel of epidemiology.
The study has not only contributed enormously to our understanding of the natural history of cardiovascular disease and stroke, it also enabled us to identify their major causal risk factors. Framingham changed the way we study and approach chronic diseases in the medical and public health spheres. Thanks in large part to Framingham, we now go beyond treating disease once it occurs by emphasizing disease prevention and addressing modifiable risk factors. Framingham was an early pioneer in the use of epidemiology to study non-infectious diseases and gave rise to innovative methods that are being put to use in countless studies across the world. The overall impact of the Framingham Heart Study is vast, and the study continues to unveil new insights into human health to this day.
WHAT IS THE FRAMINGHAM HEART STUDY?3
The study, which aimed to unravel the underlying causes of heart disease, started in 1948 with 5,209 participants in the town of Framingham, Massachusetts. Framingham is a longitudinal cohort study, a type of epidemiological study that follows a group of individuals over time to determine the natural history of certain diseases, explore the behavior of those diseases, and identify the factors that might explain their development. Part of the reason Framingham, Massachusetts was picked as the study site was because it was just big enough to provide a sufficient number of individuals for the study, while also small enough to be suited to the community approach of recruiting and effectively following participants over time.4,5 Participants underwent physical examinations, gave blood samples for laboratory tests, and provided lifestyle and medical history information at regular intervals. Now a joint project of the NHLBI and Boston University, Framingham has expanded over the years, both in geographical and population scope. Today it includes many grandchildren and spouses in three generations of participants, as well as two cohorts of minority participants (the Framingham Omni Cohorts).

SELECTED RESEARCH-TO- PRACTICE MILESTONES FOR THE FRAMINGHAM HEART STUDY6
All of the milestones in this timeline were made possible with NIH funding.
THE EARLY DAYS OF
FRAMINGHAM
1948
President Truman signs the National Heart Act, establishing the National Heart Institute (now NHLBI) and allocating $500K to start the Framingham Heart Study.7
Recruitment begins for the original cohort of 5,209 men and women from the town of Framingham, Massachusetts.5
1959
Cigarette smoking is linked to coronary heart disease in Framingham.8
1961
High blood pressure and high cholesterol levels are found to raise heart disease risk, and the term “risk factor” is popularized.9
1964 The Surgeon General releases the first report on smoking and health.10
1967
Obesity and physical inactivity are determined to increase the risk for heart disease.11,12
1968
In one of the first large-scale data sharing efforts of its time, “massive” data tables of Framingham-collected measures are made freely available for outside researchers.13
1970
High blood pressure is linked to increased risk of stroke.14
FRAMINGHAM GROWS
1971 The second generation of participants begins enrolling in the Offspring Cohort.5,15
1974
Diabetes is linked to risk of heart disease.
1976
Heart disease risk is found to increase in women after menopause.16
1983 Irregular heartbeat (atrial fibrillation) is linked to stroke risk.17,18
1984 NIH publishes the first cholesterol guidelines, referencing Framingham findings.19
1988
The Framingham Osteoporosis Study begins.20
Late 1980s to
1990s
As the first-generation cohort reaches their older years, Framingham scientists begin to report risk factors for cognitive decline, dementia, Alzheimer’s disease, and atrial fibrillation, including high blood pressure and hypertension.21–23
1990 Left ventricular hypertrophy, or thickening of the heart muscle, is identified as a significant risk factor for cardiovascular disease and death.24
1994
The Omni 1 Cohort, which includes African-American, Hispanic, Asian, Indian, Pacific Islander, and Native American participants, is added to reflect the increasing ethnic and racial diversity of the community.5
1998
Atrial fibrillation is associated with an increased risk of death.25
The single most cited scientific article from Framingham is published describing the “Framingham risk score”—an equation for calculating your 10-year risk of heart disease.26 This article has been cited ~150 more times than the average paper in the same field, ranking in the top 0.1% of all NIH-funded publications.I
i Using the NIH-developed metric called the relative citation ratio (RCR), Wilson et al., 1998, has an RCR value of 152. The RCR is a field-normalized metric that shows the scientific influence of one or more articles relative to the average NIH-funded paper. An RCR value of 152 indicates that the paper has been cited 152 times more than the average paper in its field and is in the top 99.9 percentile of papers in the field in terms of influence.
FRAMINGHAM ENTERS THE NEW
MILLENNIUM
2002 The Third Generation Cohort, which includes the grandchildren of the original participants, is added.5,27
2006
Framingham enters a new phase of data sharing, this time focused on making genetic data openly available to researchers.2,28 (See SHARe for more information)
2008
Framingham teams up with other epidemiological cohort studies to identify several risk genes for cardiovascular disease and many other conditions.29 These include hypertension, obesity, diabetes, coronary heart disease, stroke, heart failure, atrial fibrillation, dementia, Parkinson’s disease, and more. (See the CHARGE Consortium for more information)
2013
Framingham joins the NIH’s Jackson Heart Study and the American Heart Association to form a new collaboration on cardiovascular population science: the Cardiovascular Genome-Phenome Study.30
2017
Whole genome sequencing is completed in 4,200 Framingham participants.31

IMPACTS BEFORE AND AFTER THE FRAMINGHAM HEART STUDY
THEN • Heart disease was
usually treated only after it affected health, such as after a heart attack.
• Heart disease became the leading cause of death by the early 1900s.1, 34
• The effects of smoking, cholesterol, and obesity on heart disease and stroke were not known.2
• High blood pressure was seen as an inevitable consequence of aging, and all but the most severe cases were untreated.36
• The term “longitudinal cohort study” did not exist in the 1940s, and epidemiological studies were conducted primarily on infectious diseases.32
In 1968, death rates from heart disease hit their peak, accounting
for nearly 750,000 American deaths.1
NOW • The concept of risk
factors has paved the way for preventive approaches to disease. People can take control of their personal health risks through lifestyle modifications and medical treatments.
• Hypertension treatment, cholesterol reduction, and smoking cessation have contributed to a 50-year decline in cardiovascular deaths.
• Framingham identified that the lifetime risk of hypertension was 90%. Blood pressure and cholesterol issues are among the top 10 reasons people visit their doctor.35
• Inspired by Framingham and other early studies, there are now hundreds of longitudinal cohort studies conducted worldwide, and epidemiologic tools are now commonly used to understand chronic conditions.37
From 1969 to 2013, U.S. deaths
from heart disease fell 67.5% and
deaths from stroke fell 77%.33
HEALTH • Death rates from heart disease and stroke have
dropped dramatically since their peak in the late 1960s (see Figure 1), with approximately half of the decline in heart disease deaths due to reductions in the burden of risk factors (e.g., smoking, high cholesterol, high blood pressure) through lifestyle and medications.38
• The concept of cardiovascular disease risk factors has become an integral part of the modern medical curriculum and has led to the development of effective treatment and preventive strategies in clinical practice.
• The Merck Manual’s Centennial Edition listed Framingham as fourth among the 100 most significant advances in 20th-century medicine, behind only the development of antibiotics, mass immunization, and the discovery of vitamins.39
Age-Adjusted Death Rates for Coronary Heart Disease
Figure 1: The age-adjusted death rates for coronary heart disease (CHD) have been dropping steadily since 1968. If they had remained at the 1968 peak levels, more than 1 million more heart disease deaths would have occurred by 2014. Source: National Vital Statistics Reports, CDC National Center for Health Statistics.40

SOCIETY • Increased U.S. life expectancy due to
progress against heart disease from 1970 to 2000 has added an estimated $1.6 trillion per year to national wealth.42
• About 90% of the observed gains in U.S. life expectancy have been credited to declines in the rates of death in infancy and from cardiovascular disease.43
• Unusual for the time, more than half of the original Framingham cohort were women. Because of this, we now appreciate that heart disease is not just a man’s disease, as many originally thought.
KNOWLEDGE • Findings from Framingham have informed
our understanding of how cardiovascular health affects the rest of the body, especially how changes in blood flow to the brain can affect cognitive and neurological conditions.
• As of 2017, more than 3,500 articles based on Framingham research have been published since 1950 (Figure 2). While many publications are focused on cardiovascular disease, Framingham has also informed our understanding of obesity, diabetes, dementia, Parkinson’s disease, osteoporosis, chronic obstructive pulmonary disease, and even cancer.44
• The success of Framingham made it a model for later prospective cohort studies, and epidemiologic tools and methodologies first developed by Framingham scientists are now commonly applied to understand chronic disease.
• Framingham led the way in scientific data sharing, from early data tables that were made freely available to other researchers in the 1960s13 to the wealth of genetic information available today in the database of Genotypes and Phenotypes (dbGaP) and phenotype data in the NHLBI Biologic Specimen and Data Repository Information Coordinating Center (BioLINCC).45 Investigators may also apply directly to the Framingham Heart Study to propose ancillary studies and access biospecimens.46
Figure 2: The number of publications coming from the Framingham Heart Study has risen dramatically every decade since the 1950s, demonstrating the study’s ongoing and ever-increasing contributions to scientific and medical knowledge.
THE FRAMINGHAM RISK SCORE The statistical methods developed by Framingham investigators allowed for better estimation of the effects of risk factors on the development of a complex chronic disease.41 In 1998, in the most cited paper in Framingham history, this community- based epidemiologic information was then applied in order to predict an individual’s 10-year risk of coronary heart disease, taking into account age, sex, smoking, diabetes, blood pressure, and cholesterol levels. The Framingham risk calculator, which in many ways changed the practice of medicine, has been refined over the years to include other risk factors, and a suite of additional risk calculators based on Framingham research are now available for heart disease, heart failure, atrial fibrillation, claudication (exercise-induced leg cramping), stroke, diabetes, high blood pressure, and more. Risk calculators tailored to different populations have also been developed.40
FRAMINGHAM INTO THE FUTURE Despite progress against heart disease and stroke, cardiovascular disease remains the leading cause of death in the U.S. and globally.47 Thanks to Framingham and other studies, we now know that most cardiovascular disease is caused by modifiable risk factors like smoking, high blood pressure, obesity, high cholesterol levels, and physical inactivity. As America faces a rising burden of chronic disease, Framingham has provided key insights into combatting them, equipping researchers and clinicians with a better understanding of how risk factors contribute to the development of such diseases. The Framingham Heart Study continues to lead cutting-edge research areas such as genomic, proteomic, and metabolomic biomarkers of cardiovascular disease risk, vascular stiffness, gut microbiome, and cardiopulmonary exercise testing, among others. Even as the Framingham Heart Study turns 70 years old, lessons learned, both old and new, continue to inform not only the way we study health and disease, but also our understanding of who is vulnerable to chronic diseases and why.
For references, supplementary information, and more on the impact of NIH, please visit http://www.nih.gov/impact

project2.sql

Project 2 SQL spool ‘c:UserssijanOneDriveDesktopdatabaseProject2_sxt.txt’ — set echo helps to control the echoing of SQL set echo on –Tables Dropped from database DROP TABLE ApptDetail_axs; DROP TABLE Patient_axs; DROP TABLE BillingType_axs; DROP TABLE InsuranceCo_axs; DROP TABLE Provider_axs; DROP TABLE ApptStatus_axs; DROP TABLE PmtStatus_axs; DROP TABLE Treatment_axs; DROP TABLE BlockCode_axs; –Part IA –Creating tables –Creating Treatment Table CREATE TABLE Treatment_axs ( TreatmentCode NUMBER(4), TreatmentName VARCHAR(15), PRIMARY KEY(TreatmentCode) ) ; –Creating PmtStatus Table CREATE TABLE PmtStatus_axs ( PmtStatus CHAR(10), PmtDesc NUMBER(4,2), PRIMARY KEY(PmtStatus) ) ; –Creating ApptStatusTable CREATE TABLE ApptStatus_axs ( ApptStatusCode VARCHAR(10), ApptStatusDesc VARCHAR(20), PRIMARY KEY(ApptStatusCode) ) ; –Creating SalesRep Table CREATE TABLE Provider_axs( ProviderID NUMBER(4), ProviderFName VARCHAR(15) NOT NULL, ProviderLName VARCHAR(15) NOT NULL, PRIMARY KEY(ProviderID) ) ; –Creating Customer Table CREATE TABLE InsuranceCo_axs ( InsCoID VARCHAR(8), InsCoName VARCHAR(15) NOT NULL, PRIMARY KEY(InsCoID) ) ; –Creating Order Table CREATE TABLE BillingType_axs ( BillingType NUMBER(4), BillingTypeDesc DATE NOT NULL, ) ; –Creating Product table CREATE TABLE Patient_axs ( PatientID VARCHAR(10), PatientFName VARCHAR(20) NOT NULL, PatientLName PatientPhone PRIMARY KEY (PatientID), ) ; –Creating Order Detail CREATE TABLE ApptDetail_axs ( ApptID NUMBER(4), TreatmentCode VARCHAR(6), PRIMARY KEY (ApptID, TreatmentCode), ) ; –PART IB –Describing all the Tables DESCRIBE Treatment_axs DESCRIBE PmtStatus_axs DESCRIBE ApptStatus_axs DESCRIBE Provider_axs DESCRIBE InsuranceCo_axs DESCRIBE BillingType_axs DESCRIBE Patient_axs DESCRIBE ApptDetail_axs –PART IIA –Inserting each rows in tables values –PART IIB –Selecting records from the tables SELECT * FROM Treatment_axs; SELECT * FROM PmtStatus_axs; SELECT * FROM ApptStatus_axs; SELECT * FROM Provider_axs; SELECT * FROM InsuranceCo_axs; SELECT * FROM BillingType_axs; SELECT * FROM Patient_axs; SELECT * FROM ApptDetail_axs; –PART III –Part IV –Listing all the tables SELECT * FROM Treatment_axs; SELECT * FROM PmtStatus_axs; SELECT * FROM ApptStatus_axs; SELECT * FROM Provider_axs; SELECT * FROM InsuranceCo_axs; SELECT * FROM BillingType_axs; SELECT * FROM Patient_axs; SELECT * FROM ApptDetail_axs; — to close the file spooling is turned off spool off — turn of the echo set echo off