Social Intervention Assessment

Background Knowledge: what students work well together in the classroom, they will be doing group work

As a student of the Lee Honors College, I utilized these principles found within my respective fields of Education, English, and History to develop an undergraduate thesis that utilized the strengths of each. For my thesis, which resulted in the unit plan “Future Historiographers: A Unit Plan for Progressive History Classrooms,” I emphasized critical thinking and freedom of expression to assimilate individuals with the transferable ideas within the unit.

Across the country, new tools are being provided to states, localities, and community-based helping professionals to aid with the development of policies and prevention interventions designed to meet individuals in their environment and develop frameworks such as trauma-informed services that are tailored towards the private health and human services field to enhance the human services system’s ability to deliver person and family centered services in a cost effective manner.

This is why I also employ the constructivism technique of collaborative groups in my classroom to give students the opportunity to discuss ideas with their peers and make reasonable conclusions about what they are learning. My classroom is arranged with student desks placed in small groups, which allows students to direct their attention to the front of the room when needed, yet they can turn and collaborate with their peers during group work.

Davis, DeRosier, Matthews, McMillen and Swick (2011) conducted a study to test the efficacy of a social skills intervention, Social Skills Group Intervention-High Functioning Autism (S. S. GRIN-HFA) for individuals with high functioning Autism. Authors hypothesized that students who received S.S.GRIN-HFA would demonstrate greater gains in terms of social behaviors and have greater parent involvement when compared to the control group of Social Skills Group Intervention (S.S.GRIN). Participants included 55 children all diagnosed with high functioning Autism and ranging in age from 8-12 years, and predominantly male and white. Specific selected criteria included: 8-12 years of age and a prior diagnosis of autism, Asperger’s Disorder, or

HEALTH AND SOCIAL CARE INTERVENTION THAT MAY REVERSE THE FACTORS WHICH CONTRIBUTE TO THE LIKELIHOOD OF BECOMING FRAIL

As social workers, it is important to study the entire aspect of the individual. We must examine the individual past and see if their condition is trauma-related. It is the job of the social worker to identify the issue, in this case it would be a person who suffers from a mental illness and is placed in isolation when in jail or person and find the best solution for that issue. The solution to the issue may not be what’s written in a handbook or what we were thought, but sometimes we must find alternate resolutions. While we may not have the answers to combat the issue; if as social workers we could find the root cause of the issue that may help in the intervention process.

In my junior year AP US History class I was introduced to a classroom that emphasized open discussion instead of just a lecture style of learning. The intimate classroom setting helped expand my knowledge of American History as it encouraged critical thinking as well as connection building. The teacher-student interaction enabled me to become completely engaged in learning as I was able to develop new viewpoints and question my earlier ideas of American culture. In addition, the emphasis on peer discussions promoted the development of individual ideas along with an understanding of other viewpoints. Yet, the best aspect of the classroom was my teacher’s approach of learning through debates. Through debate, we increased our perspectives of the

Therapeutic sessions assist in enhancing the member’s individual’s thoughts as well as those they are building relationships with. The support that they have from family, friends, significant others and the community is essential in their well-being as interactions with others are crucial for development of a sense of self (Meyer, 2003).

Social work intervention is the practice of working with people in a different ways supporting them to become more independent. While working with P I had to develop a professional relationship using a person centred approach. Person centred approached (PCA) was developed by Carl Rogers (1961) and is psychodynamic approach used when working with people. For PCA to be effective there needs to be three main principles that are I had to use be understating, give unconditional positive regard and be genuine.

The great challenge for constructivism is that the world in which students and teachers interact is not utopian. Students come to class with predetermined ideas about a course, or with personal needs that distract from attention from the classroom experience. Some students are not willing or able to interact with peers due to emotional issues, thus

Social constructivism’s origins are largely attributed to Lev Vygotsky (1978). Vygotsky believed that social constructivism is the idea that learning occurs when people are socially active; in other words, learning is created through our interaction with others. In a constructivist style classroom, the focus shifts from the teacher teaching the students to the students teaching each other and having more control over what they learn by asking questions and coming up with their own conclusion on things (2016). This style of teaching can be very successful when the teacher provides enough scaffolding. In a typical classroom, you have a teacher standing in the front of the room lecturing to students while they sit and take notes on the information being given so they can spit it back up for a test they will have at the end of the unit. In the constructivist style classroom, the students are pushed to be more active and engaged in their learning process (Education Theory). The teacher creates an environment where students are urged to speak up and share what they think and have the class run more on a student run process. The teacher’s role in this style is not to sit and lecture information but rather engage students actively to find this information on their own and discover it so that it creates more meaning and provides a better understanding. The main goal in this type of learning environment is problem solving. This style of teaching promotes self-guidance and can even

Collaborative learning is founded on the idea that the learning process is a naturally social act which requires the participants to talk among themselves. Collaborative learning involves small groups of students who act on a structured learning activity to solve a problem, complete a task, or create a product. In simpler terms, the students work in groups to learn or understand a new concept they are studying. In this learning approach, it is important to understand that the students are accountable for individual work as well as the group work they do as a group in collaborative learning

There are five identified central tenets of constructivism as a teaching philosophy: Constructivist teachers seek and value students’ points of view. This concept is similar to the reflective action process we call withitness, in which teachers attempt to perceive students’ needs and respond to them appropriately; Constructivist teachers challenge students to see different points of view and thereby construct new knowledge. Learning occurs when teachers ask students what they think they know about a subject and why they think they know it; Constructivist teachers recognize that curricula must have meaning for students. When students see the relevance of curricula, their interest in learning grows; Constructivist teachers create lessons that tackle big ideas, not small bits of information. By seeing the whole first, students are able to determine how the parts fit together; Constructivist teachers assess student learning in daily classroom activities, not through the use of separate testing or evaluation events. Students

2. Cooperative learning directed towards focusing on students’ team work while doing their project assignments.