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Identify And Discuss One Psychosocial Issue In A School Setting Which Could Cre

 Identify and discuss one psychosocial issue in a school setting, which could create a barrier to learning. In your discussion, address whether the school social worker, the school counselor, or the school psychologist would be the best professional to address this issue, or whether the services of all three would be required, and why. Your initial response should be at least 500 words in length. Respond to at least two of your classmates’ postings. 

Resources

Required Text

Martin, M.E. (2014). Introduction to human services: Through the eyes of practice settings (3rd.  ed.). Boston, MA: Pearson Education. ISBN: 9780205848058Chapter 11Chapter 12

Required References

Bob Wineburg. (2008, November 10). Faith based initiative /social service and congregational research part 1 [Video file]. Retrieved fromFaith Based Initiative /Social Service and Congregational Research Part 1 (Links to an external site.)Links to an external site.

Bob Wineburg. (2008, November 10). Faith based initiative /social service research part 2 [Video file]. Retrieved fromFaith Based Initiative/Social Service Research Part 2 (Links to an external site.)Links to an external site. 

COER Benchmarking. (2010, January 14). What is benchmarking? [Video file]. Retrieved fromWhat is benchmarking (Links to an external site.)Links to an external site.This YouTube lecture video by Dr. Robin Mann at the Business Excellence Global Conference in Singapore (2009).

Recommended References

McCarthy, S. K.(2013). Serving society, repurposing the state: Religious charity and resistance in China. China Journal, 70, 48-72.

Meadows, D., Davies, M., & Beamish, W. (2014). Teacher control over interagency collaboration: A roadblock for effective transitioning of youth with disabilities. International Journal of Disability, Development & Education, 61(4), 332-345.

Molina, L., & Demchak, M.A. (2016). The right to a better life: Using a work camp to create customized employment opportunities for rural high school students with severe disabilities. Rural Special Education Quarterly, 35(2), 24-32.

Saleem, A. & Hovey, G. (2014). Faith, relief and development: The UMCOR-Muslim aid model seven years on. Forced Migration Review, 48, 33-35.

Singh, A. A., Urbano, A., Haston, M., & McMahon, E.  (2010). School counselors’ strategies for social justice change: A grounded theory of what works in the real world.  Professional School Counseling, 13(3), 135-145.

Stennis, K., Brade, P., Perkins, K., & Emory, H. (2015). Lessons learned: Conducting culturally competent research and providing interventions with black churches. Social Work & Christianity, 42(3), p332-349.

Stephens, D., Jain, S., & Kim, K. (2010). Group counseling: Techniques for teaching social skills to students with special needs.  Education, 130(3), 509-512. (Document ID: 1995179161).

The National Child Traumatic Stress Network. (2008, June). Understanding the links between adolescent trauma and substance abuse: A toolkit for providers (2nd Edition). Retrieved from https://www.nctsn.org/resources/understanding-links-between-adolescent-trauma-and-substance-abuse-toolkit-providers-2nd  (Links to an external site.)Links to an external site.

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