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Professional socialization Essay Assignment

Professional socialization Essay

Order Instructions:

The Associate Degree in Nursing program at Excelsior College is designed for individuals with significant clinical health care experience. This means that all students have provided some aspect of health care for patients. Transitioning to the role of the Professional Nurse requires development of a new framework in your approach to patient care. The process of role transition requires you to reflect on what knowledge and skills you bring as a student and how you transform into the role of the professional nurse. While not all students in the program are licensed practical nurses similarities exist in the evolution of your current position to a new role.

Using APA format, write a six (6) to ten (10) page paper (excludes cover and reference page). A minimum of three (3) current professional references must be provided. Current references include professional publications or valid and current websites dated within five (5) years. Additionally, a textbook that is no more than one (1) edition older than current textbook may be used.

Read the following and then compose your paper:

Chapter 4: Role Transition (Reprinted with permission from: Lora Claywell (2009) LPN to RN Transitions 2nd ed.) St. Louis, MO: Elsevier.)
Ellis & Hartley (2011). Nursing in Today’s World: Trends, issues and management (10th ed.). Philadelphia, PA: Lippincott, Williams and Wilkins. Chapter 1, pp. 26-28, Characteristics of a Profession.
The paper consists of five (5) parts and must be submitted by the close of week six.

Part I: Define professional socialization. Using the criteria for a profession described in Chapter 1 of the Ellis and Hartley textbook, discuss three (3) criteria of the nursing profession which support professional socialization.

Part II: Refer to the Four Stages of Role Transition listed at the end of the Module Notes for this module. Read and summarize each stage. Then, identify the one stage which you are currently experiencing and support your decision using current literature.

Part III: Identify two barriers which may interfere with accomplishing Claywell’s FOURTH stage of role transition. For each barrier, describe two (2) resources to overcome each one. (total of 4 resources).

Part IV: Claywell (2009) discusses 8 areas of differences between the LPN and RN roles: Assessment skills, Patient teaching skills; Communication skills; Educational preparation; Intravenous Therapy; Legal responsibilities; Nursing care planning; Thinking skills. Choose three (3) differences and provide supporting evidence how the differences you selected are implemented AND why they are such an integral part of the RN role.

Part V: Conclusion. Describe your plan for socialization into the role of the professional nurse.

Compose your work using a word processor (or other software as appropriate) and save it frequently to your computer. Use a 12 font size, double space your work and use APA format for citations, references, and overall format. Information on how to use the Excelsior College Library to help you research and write your paper is available through the Library Help for AD Nursing Courses page. Assistance with APA format, grammar, and avoiding plagiarism is available for free through the Excelsior College Online Writing Lab (OWL). Be sure to check your work and correct any spelling or grammatical errors before you submit your assignment.

You are required to submit your paper to Turnitin (a plagiarism prevention service) prior to submitting the paper in the course submission area for grading.Access is provided by email to the email address on record in your MyExcelsior account during week 2 of the term. Once you submit your paper to Turnitin check your inbox in Turnitin for the results. After viewing your originality report correct the areas of your paper that warrant attention. You can re-submit your paper to Turnitin after 24-hours and continue to re-submit until the results are acceptable.Acceptable ranges include a cumulative total of less than 15% for your entire paper, and no particular area greater than 2% (excluding direct quotes and/or references).

See the videos below for instructions on how to submit your paper to Turnitin and view your Originality Report.
Video – Submitting a Paper
Video – Viewing Your Originality Report

When you’re ready to submit your work for grading, click Browse My Computer and find your file. Once you’ve located your file click Open and, if successful, the file name will appear under the Attached files heading. Scroll to the bottom of the page, click Submit and you’re done.

This activity will be assessed according to the NUR108 M6A3: Professional Role Socialization Paper Rubric.

SAMPLE ANSWER

Part 1: Professional socialization

To become a registered nurse, LPN must undergo a process known as professional socialization. The professional socialization entails two processes, namely a) formal socialization which is a process that involves educative experiences which teach the LPN on strategic approaches which include physical assessment, appropriate diagnoses and ways to design care plan as well as administering of patient education. The other processes are the informal socialization, which includes social interaction with other healthcare providers, ways to communicate patient information and to sustain patient-nurse mutual respect and relationship. These processes require an LPN to have core competencies such as critical thinking process in order to deliver individualized and patient centered care (Dinmohammadi, Peyrovi, & Mehrdad, 2013).

Various authors have different perception of professional socialization. Some of the definitions revolve around the concepts that it a process through which student nurses are inducted into nursing culture. This entails the acquisition of skills and attitudes that define the patterns as well as of taking up social roles as expected by the societal structure. Professional socialization is a learning process that entails acquisition of new traits and abandoning old practices and includes all the consequences of the nursing program whether intended or unintended. There are major themes that emerge from the definitions, which are related to values, standards expected by the nursing professional bodies. The process of socialization is a critical concept in the nursing program, which occurs in the institutional level and in healthcare facility contact. In graduates, professional socialization occurs through training and influence of the work environment. The work environment can discard some of the professional values obtained through education and other aspects can be sustained through organization preferences and restrictions (Kramer, Maguire, Halfer, Brewer, & Schmalenberg, 2011).

The transition process entails role socializations. Role refers to expectations set and defined by the society in patient care. The set of expectations can be either ethical or unethical. The set of expectations facilitate the formulation of standards that acts as a checklist used to evaluate whether society expectations are met. The nursing practice criteria facilitate professional socialization. The nursing practice involves various stakeholders, including health assistants, specialist’s nurses, community nurses, and ward managers. The first criteria require that the nurses must treat every person with humanity and dignity. It is important to show sensitivity and compassion and to show that they respect the healthcare stakeholders equally (Porter-Wenzlaff and Froman, 2008).

The other criterion is the issue of accountability and responsibility. This is to ensure that they are held accountable of their decision and judgment. This ensures that the RN is decisions made are ethical and meets the professional body’s requirements and law. The other criteria involve effective communication skills and interpersonal competencies. This involves appropriate interactions with the people in healthcare, including patients, patients caregiver, and their families to ensure that they are adequately informed, empowered to make informed choices. The communication with other healthcare stakeholders involves the recording of health information and treatment report. The patient health information is very confidential and sensitive. The RN criteria are to ensure that they appropriately deal with patients complaints, and that they report the patients concerns conscientiously. This is only effective if the healthcare staff works in team to ensure that care is coordinated ensuring that healthcare provided is of highest standard and of the best outcome (Goodfellow, 2014).

These criteria are very important as they ensure that as LPN is undergoing professional socialization, they get equipped with vital competencies that will help them identify effective interventions. Professional socialization includes all other subconscious processes that have been internalized, the set of expected behavior and standards by professional bodies. Professional socialization also entails the also taking the established RN goals, and integrating the standards and roles into practice. It involves embracing ethical norms and values of RN profession and advocating for them. A successful-registered nurse is one who is committed to match the level of the established to ensure that patient health is promoted and intervention delivered is effective. The RN is a counselor and educator. The transition process is to empower the RN and to add valuable information to attain comprehensive quality care (Dinmohammadi, Peyrovi, & Mehrdad, 2013).

Part 2 Stages of Role Transition

Professional socialization is a pathway that entails four main stages of role transitions. The stages are described by challenges and numerous role dynamics that could confuse LPN. However, LPN’s attitude and personal attributes as well as their commitment to theoretical and practical nursing lessons enable the student to move across the stages faster or slower. The first stage occurs when LPN and LVN applies for RN education program (postgraduate program). The stage is described by many emotions, including excitement for entering a new field and fear of the unknown and the unexpected. In most cases, the student nurse is skeptical about the course program and outline as the student feels that they already know so much in nursing practice, having practiced for many years. These individuals are very competent because of their vast experiences and will more likely have an attitude during their first years in the program (Kramer, Maguire, Halfer, Brewer, & Schmalenberg, 2011).

The second stage occurs later at phase. This phase is described by dissonance feelings, which are often associated with their learning capacities. The student is required to take assignment and other nursing practice chores in depth than during their undergraduate program. This often results to increase in anxiety, especially when the nurse student scores low grades below their expectations (Dinmohammadi, Peyrovi, & Mehrdad, 2013). In some cases, students become frustrated as they feel that they cannot succeed beyond this stage. The challenges are also common during practical where students could face a dilemma when assessing patients from diverse cultural background and traditional values. This stage is described by high doubts and insecurity. This is because the grading systems are very different from the previous and the tutors demand for higher achievements and grades. This could make the student feel incapable of success and yearn to leave the project halfway. It takes a lot of self-confidence and discipline to ensure that the student adapts to the systems requirements, and that they can move to the nest stage (Farrell, Payne, & Heye, 2015).

The third stage consists of self-actualization as the student castoffs previous approaches to nursing practices and start embracing new behavior. The student nurse at this stage tends to have better insights of addressing patient needs and often portray her willingness to gain valuable knowledge in nurse practice. This stage, the student is less frustrated or anxious about their success or failure, and focuses on the final goal of gaining more knowledge in nursing. The fourth and last stage is described by more relaxed. The nurse student adopts the new attitudes and incorporation of registered nurse skills and competencies in their routine practices. The student in this stage is more knowledgeable and contented, but still focuses in achieving even higher achievement in nurse practice through research on the best practices that offer comprehensive care (Dinmohammadi, Peyrovi, & Mehrdad, 2013).

I am currently at the third stage of the role socialization. This is the most challenging part of the transition process. Having to let go the previous experiences and way of thinking have not been easy. However, I finally learnt to adopt new nurse practice knowledge and comprehensive care. In this stage, I have learnt to be culturally competent and even matters that were thought to be minor such as patients’ values and preferences. The transition processes have instilled the importance of evidence-based practice. This includes the process of identifying health care gap, assessing care plan, designing, implementing, and the reflection of the outcome. These are key competencies in registered nurses (Melrose, Miller, Gordon, Janzen, 2012).

Part 3: Fourth Stage barriers and resources to overcome the barriers

Many barriers face the transition process. To start with, there could be lack of professionalism with some of the staff that the students interact. This implies that the students lack role models that can guide them on the appropriate attire, professional and unprofessional behavior. In some cases, the students lack a source of support to enhance professionalism. This could make the students engage in unprofessional behavior. The students face more challenges as they may are not able to acquire communication skills. The second main barrier is the environment in both at schools and home environment (Dinmohammadi, Peyrovi, & Mehrdad, 2013). The peers and personnel in the school and place of practice are very important in establishing a cultural competent profession. The education through which the students undergo could be efficient and well organized. In some cases, the school environment may be the barrier in ensuring that the student is trained to their full potential. In some organization are only interested in gaining monetary part and making the students to graduate and to be employed. The students are not taught on leadership; and how to present themselves in the image of professionalism. This could also occur during the placing of practicum courses. In most places, the schools are not responsible of assigning the nurse student in these healthcare facilities. Therefore, the schools are not assured on the quality of the students experiences being taught in these healthcare facilities. There are concerns that some of the health care facility environments do not enhance professionalism of the students (Price, 2009).

The best approach to address the lack of support challenge is by establishing rules and regulations in the field. This will help the students in gaining people who will mentor them. The problem can e compounded through peer mentoring as the students and junior-student mentoring resources. This will adequately relieve the physical and mental demands. This could be in the form of chat rooms, web conferencing, and other discussion platforms. These are avenues where nurse students can raise concerns on issues they feel that they are challenging. To sustain personal goals is important to deliver quality care. The second barrier can be addressed through establishing of school based vocational programs. This offers a chance for the nurse student to mingle with key personnel in the healthcare industry, particularly the nurse. The healthcare facility where the students are stationed must be guided by set nursing practice ethical guidelines to ensure that nurse students are not bullied, or harassed (Kearney-Nunnery, 2009)

Part 4: differences between LPN and RN

In both professions, care planning is a very critical tool. This is especially very important when delivering quality care. In LPN roles, care planning involves the identification of the problem; identify the healthcare demand of the patient and formulation of implementation plan. The care-planning stages are also present in RN, but the planning is in depth and of broader context. The RNs are equipped to enable them apply critical thinking, especially when assessing service users health complication. The teaching program for RN emphasizes on psychosocial aspects of the patient’s psychological care. The RN is trained such that he/she is detail oriented all through the designing and implementation processes. The RN outcome evaluation is reflective and involved in depth analysis to ensure that the care plan made is in accordance with the criteria of nursing practice and expectations of nursing practice regulations and the standards (Porter-Wenzlaff and Froman, 2008)

LPN and RN roles differ in terms of legal responsibilities. Registered nurses receive comprehensive training on ways to manage long-term care in the healthcare facility. This is through the training of long-term care both in practice and in training. The RN is adequately equipped in roles such as managerial tasks, leadership, and in administrative work. This places the RN at higher place in terms of legal responsibilities because of their thorough education background and vast experiences. This implies that the RN is assigned duties that require higher thinking capacity and ability to make ethical decisions and judgment (Melrose, Miller, Gordon, Janzen, 2012).

Quality care delivery is supported by teamwork by healthcare staff. The teamwork is effective through importance of communication skills. Communication skills are often introduced in nursing during LPN training level, and its goal is to help the student interact with the healthcare stakeholders effectively. However, at LPN level, the training duration is usually less and thus the subject is not trained extensively. The registered nurses are adequately prepared on the value of communication, and key competencies in communication skills. This equips the RN with essential skills that will enable interaction with service users more effectively. The training involves undertaking communication courses, psychology training, and sociology units. This is to equip the RN with core competencies of communication skills such as listening skills, ability to judge body language, and the ability to decode patient behavioral cues, which are important in evaluation of healthcare intervention (Melrose, Miller, Gordon, Janzen, 2012).

However, the differences in roles between RN and LPN do not imply that one group is lesser than the other is. Every person in nursing contributes significantly in provision of quality care. Therefore, even though there are underlying differences between RN and LPN scope of practice, all nurses at all levels must be eager and willing to learn more about nursing practice. However, the nurse undergoing transition must learn the differences in roles between the concepts of the nurse in order to enable them identify the need to advance their practices. There are five major boundary’s determinants of nurse practice, which include the nursing process, conceptual frameworks, theoretical frameworks; nursing codes of ethics in both the international and national level and the standard of practice (Porter-Wenzlaff and Froman, 2008).

Part 5: Conclusion

The aim of the article was to highlight the process of socialization in nursing. Professional socialization is defined as the learning process through which the nurse student education, skills, knowledge, and behaviors are molded to suit the set standards of nursing roles. Through the professional socialization process, I have identified that nursing practice requires more to the acquisition of scientific knowledge. I have learnt how to relate to the other nurse students, which has facilitated the ability to construct personal identities. Additionally, it has also been established that the socialization process will only occur when I begin to work in the healthcare facilities, and that the values and attitudes taught in college will be assessed according to the extent of my integration in the nursing practices in the organization. The adjustment process will influence healthcare stability, satisfaction, commitment, and mutual respect as well as the involvement with healthcare facility activities (Claywell, 2009).

Through the professional socialization process, nurse’s roles at different levels define the student extent of transition. The way the student nurse integrates in the healthcare system defines their level of confidence and capability. The aspect of nurse role is very important is nursing practice as it helps a student nurse develop identity, self-esteem and self-confidence through the interaction of judgments as well as role models. Through these practices, one is bale to acquire key components of nursing practice, which include critical thinking, i.e. having the big picture of the matter. The roles also includes on strategies to seek evidence-based research to provide the most supported care and to ensure that interventions outcomes are positive (Ares et al., 2014).

The transition process is faced with numerous barriers and challenges as they move from one level to another including financial difficulties and inability to maintain the balance between work and education. Other anticipated barriers include the conflicts of ideas that arise as the nursing student brings in values and believes that are contradictory with healthcare facility culture. Through this process, I intend to seek mentorship with the relevant staff in my specialty so that they can guide me in through the transition processes (Porter-Wenzlaff and Froman, 2008). During the mentorship, I intend to change my values and attitudes with the aim of becoming more versatile such that I can comfortably fit in most of the healthcare organization. This is important because professionals understand better the attitudes and values that are important and compatible with the healthcare specialty. This will heighten the nursing core competencies and improve the ability to improve quality care in my precinct. The process is important because it facilitates in ensuring that am molded in a professional manner where there is no room for mistakes and poor judgments even when under pressure (Melrose, Miller, Gordon, Janzen, 2012).

References

Ares, T. (2014). Professional Socialization of Students in Clinical Nurse Specialist Programs. Journal Of Nursing Education, 53(11), 631-640. https://www.doi:10.3928/01484834-20141027-03

Claywell, L. (2009). LPN to RN Transitions 2nd ed.) Role Transition (Reprinted with permission from: St. Louis, MO: Elsevier

Dinmohammadi, M., Peyrovi, H., & Mehrdad, N. (2013). Concept Analysis of Professional Socialization in Nursing. Nurs Forum, 48(1), 26-34. https://www.doi:10.1111/nuf.12006

Farrell, K., Payne, C., & Heye, M. (2015). Integrating Inter-professional Collaboration Skills into the Advanced Practice Registered Nurse Socialization Process. Journal Of Professional Nursing, 31(1), 5-10. https://www.doi:10.1016/j.profnurs.2014.05.006

Goodfellow, L. (2014). Professional Socialization of Students Enrolled in an Online Doctor of Philosophy Program in Nursing. Journal Of Nursing Education, 53(10), 595-599. https://www.doi:10.3928/01484834-20140922-06

Kearney-Nunnery, R. (2009) Making the transition from LPN to RN. ; Philidelphia, Davis.

Kramer, M., Maguire, P., Halfer, D., Brewer, B., & Schmalenberg, C. (2011). Impact of Residency Programs on Professional Socialization of Newly Licensed Registered Nurses. Western Journal Of Nursing Research, 35(4), 459-496. https://www.doi:10.1177/0193945911415555

Melrose, S., Miller, J., Gordon, K., Janzen, K.J. (2012). Becoming socialized into a new professional role: LPN to BN Student Nurses Experiences with legitimation. Nursing research and practice Article ID 946063, 8 pages.

Price, S. (2009). Becoming a nurse: a meta-study of early professional socialization and career choice in nursing. Journal Of Advanced Nursing, 65(1), 11-19. https://www.doi:10.1111/j.1365-2648.2008.04839.x

Porter-Wenzlaff, L., Froman, R.(2008) Responding to increasing RN demand: diversity and retention trends through an accelerated LVN-to-BSN curriculum. Journal of Nursing Education. 2008;47:231–234.

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Principles of Health and Social Care Practice

Order Instructions:

Principles of Health and Social Care Practice
LO1 Understand how principles of support are implemented in health and social care practice
1.1 Explain how principles of support are applied to ensure that individuals are cared for in health and social care practice
1.2 Analyse the benefit of following a person-centred approach with users of health and social care services
1.3 Explain ethical dilemmas and conflict that may arise when providing care, support and protection to users of health and social care services.
1.4 Explain ethical dilemmas and conflict that may arise when providing care, support and protection to users of health and social care services.
LO2 Understand the impact of policy, legislation, regulation, codes of practice and standards on organisation policy and practice
2.1 Explain the implementation of policies, legislation, regulations and codes of practice that are relevant to own work in health and social care.
2.2 Explain how local policies and procedures can be developed in accordance with national and policy requirements.
2.3 Evaluate the impact of policy, legislation, regulation, and codes of practice on organisational policy and practice.
LO3 Understand the theories that underpin health and social care practice
3.1 Explain the theories that underpin health and social care practice.
3.2 Analyse how social processes impact on users of health and social care services.
3.3 Evaluate the effectiveness of inter-professional working
LO4 Be able to contribute to the development and implementation of health and social care Organisational policy.
4.1 Explain own role, responsibilities, accountabilities and duties in the context of working with those within and outside the health and social care workplace.
4.2 Evaluate own contribution to the development and implementation of health and social care organisational policy.
4.3 Make recommendations to develop own contributions to meeting good practice requirements.
Background Info – Summative assessment to be handed in on 1-07-13
Today, we live side by side with people from different ethnic, cultural, social, and religious backgrounds. We are becoming increasingly aware of the fact that we live in a multi-ethnic and multi-cultural society. Depending upon where we live, work, or which services we access in the community, we have probably seen changes to our communities over a period of time. We are increasingly aware of the differences and similarities among ourselves and others, in relation to; age, gender, ethnicity, culture, religious beliefs and practices, social and economic status, educational and occupational backgrounds, disability, sexual orientation, health, and the impact of illness.
In everyday life, we may find our long held ideas about ourselves as well as others challenged when we encounter people from diverse cultural backgrounds. Our levels of understanding about other cultures may vary. In some instances our observations may be superficial and our knowledge less developed, based on media representations or limited encounters with people from different ethnic and cultural backgrounds. In other cases, it may be that through personal and professional contact we have been able to establish over time an understanding of others from diverse backgrounds. In modern urban environments, it is likely that cultural diversity is an obvious reality for all of us, yet we must acknowledge our level of awareness and sensitivity, or lack of it, in order to demonstrate our respect for others.
Valuing diversity is an essential aspect of living and working in a multicultural society. As professionals in health and social care, we need to become aware of the cultural influences on health, health behaviours, and illness and recovery, and translate that awareness into culturally congruent care practice. We need to develop the knowledge, skills and attitudinal responses to meet the health needs of the people in the communities we serve with respect, sensitivity and the competence required.
Due to these changes, different rules and legislations have been put in place to care for and protect care users from being discriminated against and to give them the best possible care. Due to varied services offered to the care users, it is important to have inter-professional working among different professionals providing service to them. The focus of care delivery has also become more holistic with care users social interactions and needs are taken into consideration during care planning and delivery. The care providers do face situations where an ethical dilemmas and conflicts do arise as they have to deal with people from varied backgrounds and experiences.
Assessment For Module
Write an essay of 3000 words (bearing in mind the learning outcomes) attempt the questions above. LO 1.4 (pg. 4) and LO4 (pg. 5) needs to be based on the provided relevant case studies. The final submission of summative assignment covering LO1, LO2, LO3 and LO4 is by 1st of July 2013.

You need to use one of the following case scenarios in order to answer LO 1.4.
1. A pregnant woman is killed from injuries sustained in a car wreck, but the foetus may still be able to sustain life by keeping the mother on life support. The wife had always said she would not want to be kept alive on life support if there was no reasonable expectation of full recovery. Should she be put on life support when her family knew she did not want that and it would be at great expense to the family, and when the woman is already clinically dead?

2. Mrs M is a service user in the residential care home. She is 67 years old. She likes to smoke and drink whisky, which has caused serious problem to her health by having lung cancer. Despite the advice and recommendations of the doctors, the social worker and the manager of the care home she cannot cease this habit.
Lately Mrs M has been suffering from acute pains. The painkillers prescribed by the doctor are not working effectively to relieve the pains of Mrs M. The doctor is refusing to prescribe stronger painkillers because of their serious adverse effects and possible addiction. But the manager and staffs cannot see Mrs M suffering by screaming and wandering throughout the premises asking for help.

3. A 20-year-old, pregnant, Black Hispanic female presented to the Emergency Department (ED) in critical condition following a single-vehicle car accident. She exhibited signs and symptoms of internal bleeding and was advised to have a blood transfusion and emergency surgery in an attempt to save her and the foetus. She refused to accept blood or blood products and rejected the surgery as well.

You need to use the Case Study below to answer LO 4

Case Study

“Rio Ross was found dead clutching a Winnie the Pooh toy in July 2007.
An inquest found the 14-month-old baby from Bristol died from an overdose of heroin, cocaine and methadone.
He died two months after social workers were warned that his mother Sabrina, a former prostitute, was using crack and heroin on top of her methadone, and a month after drug workers agreed to let the pregnant woman take the drug substitute without supervision.
A case review by Bristol Safeguarding Children Board, which represents all the agencies supposed to protect children, details a series of failings by social services, drugs agencies, and police, who did not alert their child abuse team when they found the mother and baby at the scene of a drugs raid.
Despite listing four critical decisions which left Rio in danger, a summary of the report concluded that no one agency was to blame.
But in November, Government watchdog Ofsted ruled that the review itself was inadequate, and ordered a fresh probe, which will report next month.
Sabrina Ross, 30, was jailed for five years in June after admitting manslaughter of her son. Her second child, born in December, was placed into foster care.
Bristol City Council said no staff had been disciplined in connection with the failure to protect the child. A spokesman said a reconsideration of its review of the case would be submitted to Ofsted next month. On Friday, the council’s director of children’s services, Heather Tomlinson, announced plans to take early retirement, which a spokesman said was entirely unconnected to the review.”
Ref: (The Telegraph, Jan 2009)

Task scenario: You were working as part of the health and social care team dealing with this family before the incident occurred, but now you are reflecting on how you could have helped further to prevent this incident from occurring. Use further sources as required to answer the questions.

You must imagine yourself in any one of the below roles (a-e), and consider what your role, accountabilities and duties were leading up to the event (4.1); consider whether you could have contributed to the development/implementation of any organisational policies to prevent the incident (4.2); and consider how you will contribute to good practice in the future (4.3).

a) Safeguarding Officer
b) Social Worker
c) Social Care Regulatory Inspector
d) Social Care Compliance Officer
e) Substance Misuse Nurse

SAMPLE ANSWER

Principles of Health and Social Care Practice

Introduction

Communities and societies have the right to access to good quality health care. Despite the people diversities, they at some point require medication or social support services. Therefore, it becomes prudent for the service providers to put in place appropriate strategies to reduce risks and hazards. There is also need to maintain privacy of service users and promote awareness on diseases and many other social issues that affect people since principles of health and social care practice are built on this, hence the focus of this paper.

LO1 Implementation of principles of support in health and social care practice

1.1

In health and social care setting, the major principal is providing quality support to users. Users should remain confident and assured of receiving quality health care services for their wellbeing (Healy, 2011). Health care providers must be aware of their roles and the rights of the patients as well as their personalities (Healy, 2011). There application is also manifest by upholding to diversity and equality when providing care. Health providers must ensure that they provide quality care to all patients without discrimination. Even though, patients’ beliefs, culture, norms, and values do vary, health providers should not discriminate them based on any demographic factors. Upholding to human dignity and worth as well shows how the principles of support are applied. Other ways include; empowering patients through such approaches as the person-centered approach by tailoring health with their needs and desires (Healy, 2011). Allowing patients to make informed choices, embracing social justice, integrity, and assessing risks before taking a certain step of action, are other ways of applying the principles (Fish & Karban, 2014). Service users should as well be allowed to access to different health care needs or treatments without restraint. Systems must be working properly for these principles to be applied well. Employees must have better training, must work closely with the service users, should have effective communication skills to share and get valuable information from the service users before providing care (Healy, 2011).

1.2

All servicer users need protection from any likely harm in health and social care setting. Some of the harms service users risk experiencing includes financial, physical, emotional, and psychological harm. For instance, physical harm can occur in case a mentally challenged person attacks a fellow patient or even an employer. There are various ways of protecting patients from such kinds of harms. One way to avoid these harms is for the organization to set policies and procedures to guide in management of the harms (Healy, 2011). For instance, mentally ill patients should be placed in specific rooms to deter their movement. Another way is to allow personalized care planning. Such programs will help to reduce emotional and psychological harms. Risk assessment and management is also a suitable way to manage these harms. Through risk assessment, the organization can identify the in advance potential risks and come up with appropriate remedies. Other ways include making referrals to other facilities with equipment and facilities, raising an alert, ensuring good record keeping, partnering with other people and institutions to manage the harm. For instance, psychologists can partner with health and social care institutions to provide counseling and therapist services to emotional and depressed service users.

1.3

Among many approaches, it is prudent for care providers to follow the person-centred approach in providing care to patients. Under this approach, client needs, values, and desires are considered when providing health and social care (Broady, 2014). One of the benefits of this approach is that it empowers the clients, hence promote quick recovery, as the client feels valued and respected (Markwick, 2013). The approach as well improved the psychological, physical, and emotional health of the patient. Furthermore, the approach increase openness something that fosters delivery of better health care. When values and desires of the patient are met, they are able to cooperate. This in turn makes the work of the care provider easier.

1.4

During their service delivery, health and social care providers experience various incidences of ethical dilemma and conflicts. These conflicts sometimes hamper delivery of quality health care. Even though, these organizations have policies they require to oblige, certain occasions may require ignoring the same. This therefore, results to an ethical dilemma as abiding to an alternative decision option leads to conflict. Common ethical dilemma scenarios and incidences include deciding between the welfare of the client versus that of the public, gaining informed consent, an individual choice verse the rights of others and limitation of confidentiality among others. A good scenario to demonstrate ethical dilemma and conflict of interest health and care provider face is the case of Mrs. M. This 67-year-old has refused to quit smoking despite suffering from lung cancer. She has as well refused to heed to the advice of the doctors. Even though she has the right to make choices, the choice is not in tandem with the public good. This therefore, creates an ethical dilemma situation since; it is the responsibility of care providers to ensure that the user leads a better live. Furthermore, an ethical dilemma is experienced when doctors stop giving her stronger medication to worsen her situation but care providers show empathy to her sufferings, and seek for assistance. This therefore, creates conflicts among the doctors and care providers. There seems to be no trust between these two. Similarly, it is also unethical to refuse to seek informed consent from Mrs. M whether she should be given the painkiller or left to suffer. However, it is also unethical for the care givers to refuse to take action and leave Mrs. M suffer and eventually dies without assisting her.

LO2 Impact of policy, legislation, regulation, codes of practice and standards on organisation policy and practice

2.1

At the work place, policies, regulation, legislation, and codes of practice and standards provide guideline on the way to execute daily activities. Implementation of these policies, legislations, and other requirements remains critical to foster smooth operations and delivery of health and social care. In the organization I work, policies are implemented after a thorough research is done. This is to ensure that the policies and regulations add value to all the stakeholders. Sometimes they are interpreted to ensure that everyone understands them. When implemented, supervisors coordinate to ensure they are well applied. Some of the policies include, reporting on duty in time, attending seminars and training, and wearing uniform while on duty. Codes of practice includes, remaining professional, upholding to integrity, honest, respect, autonomy, and embracing diversity (Healy, 2011). Laws such as Data Protection Act and Control Of Substance Hazardous to Health Regulation (COSSH) are taught and providers expected to adhere to them always.

2.2

There is always need for local and national policy requirements to conform to another or to enhance service delivery. However, this is not always the case. This can be achieved through creation/development of working documents that will help provide information on the various health or social issues at the local level (Healy, 2011). Another way is through establishing of local demographics to ensure that they are factored in when coming up with these policies. It is also important for leaders at both local and national level and other stakeholders to consult and make agreement on various issues. There is also need to modify some of the policies to meet certain requirements of some organisations at both local and national level.

2.3

The codes of practice, regulation, policies, and codes of ethics established impacts on the organizational policy and practice in different ways. The motivation or purpose of these policies and laws is always to improve the quality of health and social care (Healy, 2011). Improvement of services is evidenced with reduced health problems, reduces discrimination, less waiting times and experienced staffs. The policies as well foster standardization that contributes to adherence to ethics and codes of practice. Other benefits of the policies, legislation, and regulation are that they allow clear expectations and ensure protection of both the service users and staff. For instance, users are protected through such laws that require data privacy, confidentiality and informed consent laws. Employees as well can easily sort redress of issues of their concern.

Despite these benefits, the policies as well may have negative impacts. The cost of formulating and enforcing as well as implementing the policies is high. Period of transition is also elongated and this may cause disruption of services, there is also higher chance for the administration to experience some burden in enforcing the laws. On some occasions, service closure is likely to be experienced jeopardizing provision of health and social care services.

LO3 Theories that underpin health and social care practice

3.1

Different theories exist that apply in both health and social care practice. Some of these theories include psychodynamics, behaviorism, psychosocial theories, social systems, and developmental theories such as Freud, psychosexual stage theory, Piaget’s cognitive developmental stage theory and Eriknson’s psychological stage theory. Health and social care providers must understand different aspects pertaining to age, the culture, and the stage of development among others that help in provision of care (Carlson et al., ; Neil, 2010). Dynamic psychology focuses on human behaviors, their emotions, feelings, and their relationship to early experience. Social workers and health care providers can use these theories to understand the psychology of people, hence render appropriate care.

3.2

Different social processes have different impact on the users of health and social care services. Social processes includes gender, education levels of people, the culture, employment rates, attitudes and values people hold through socialization, resource distribution, sexuality and opportunities available. For instance, if people are literate, their level of understanding is higher, hence has the ability to learn easily and take precautionary measures quickly than illiterate people. These social processes therefore, may lead to isolation, domination, inequality, exclusion, stigmatization, marginalization, and discrimination. For instance, people with low level of income are likely to be discriminated when it comes to accessibility of health care compared to those high levels of income. Isolation as well may happen especially when the people perceive themselves or their culture to be superior to others’ cultures affecting the quality of care.

3.3

Inter-professional working relationships have been embraced in health and social care settings. This approach requires professionals to collaborate to render higher standard of care (Addy, Browne, Blake, & Bailey, 2015). Professional understands their roles as they learn for one another. For instance, in a health care setting, Nurse, GP, physiotherapist, occupational therapists, and assistants can collaborate in their work, while in social care, carer, and social workers can as well collaborate. One benefit of this work arrangement contributes to achievement of agreed outcomes, improves the quality of relationships, ensures care continuity, ensures provision of holistic care, and enhances easy identification of professional goals (Day, 2013). Furthermore, this arrangement acts as a safety net when it comes to provision of care. The other benefit is resource conservation. Resources such as infrastructure can be shared

LO4 Development and implementation of health and social care Organisational policy

4.1

As a health care provider, I have a role and responsibility to promote delivery of better health care to all patients. All patients deserve equal treatment. I have to create a cordial working relationship through effective communication. Furthermore, is my responsibility to respect all service users and all stakeholders, uphold to autonomy, respect other people rights, and be honest when rendering health care. I have the duty to uphold to good practice when rendering services such as keeping health records well and embracing codes of ethics. In the incidence where a 20-year-old Black Hispanic woman with pregnancy refused to accept transfusion of blood, I have the responsibility to engage her and persuade her to accept. I also have the right to inform her on the consequences of her decisions. She has her right and if she insists, I will have to take the next step of forwarding the case to the senior health provider to ensure that I am not to blame for her future complications in case they occur.

4.2

I have contributed on several occasions in development and implementation of health and social care organizational policy and believe that through such contributions, remarkable changes have manifested. I take time to read existing policies and other content to understand them before initiating changes. Through reading, I am able to identify areas that require amendments. I also express ideas frankly on what I feel require adjustments. I also participate in consultations as experienced in the case of a 20-year woman that refused a blood transfusion. I had to share this with my seniors. I also adhere to quality assurance systems, get involved in clinical governance, as well as contribute in the process of making decisions.

4.3

Every organisation must put in place mechanisms to achieve good practice requirements to deliver quality health and social care services. My recommendations to meet good practice are herein. Organizations should have clear codes of ethics and professionalism and ensure compliance. Continuous training of employees as well as service users on health and care is paramount to improve service provision. It is also important for the institutions providing health and social care services to be accredited before being granted a go ahead to render services. The organization should also open avenues to share ideas and views from users and service providers. Listening and providing feedback will go ahead to build positive working condition that will contribute to delivery of quality services. Decision-making should be open to all the people for them to have a sense of belonging as experienced in the case, I sort further direction from the seniors when I reached a stalemate. This will improve the level of satisfaction and performance. Peer support and supervision is also critical to improve service delivery. People should also be each other keeper and should share with one another good practice.

Conclusion

It is the responsibility of all stakeholders to contribute to high quality services. Principle of support has explicitly provided a platform of ensuring that appropriate services are provided. Service givers need to be competent to render quality services respecting the rights of patients and others. Similarly, other users must as well respect the service providers. Codes of ethics, regulations, laws, and policies set require proper implementation. All stakeholders should take part in their implementation to warrant success. As a health practitioner, I must remain committed, respect other people rights and adhere to codes of ethics to deal with issues such as ethical dilemma and conflicts. My motivation is to impact positively on anybody provided they are of human race.

References

Addy, C. L., Browne, T., Blake, E. W., & Bailey, J. (2015). Enhancing Interprofessional Education: Integrating Public Health and Social Work Perspectives. American Journal Of Public Health, 105S106-S108.

Broady, T. (2014). What is a person-centred approach? Familiarity and understanding of individualised funding amongst carers in New South Wales. Australian Journal Of Social Issues (Australian Social Policy Association), 49(3), 285.

Carlson, P et al., ; & Neil, R. (2010). Psychology: The Science of Behaviour. United States of America: Person Education. pp. 453–454.

Day, J. (2013). Interprofessional Working: An Essential Guide for Health and Social Care Professionals, Thomson Learning, 2013. ISBN: 978-1408074954

Fish, J., & Karban, K. (2014). Health Inequalities at the Heart of the Social Work Curriculum. Social Work Education, 33(1), 15-30.

Healy, J. (2011). Improving Health Care Safety and Quality (Law, Ethics and Governance), Ashgate, 2011. ISBN: 978-0754676447

Markwick, A. (2013). Person-centred planning and the recovery approach. Learning Disability Practice, 16(7), 31.

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Decision-Making Research Paper Available

Decision-Making

Order Instructions:

Assignment Description

This assignment will give you an opportunity to complete the outline used in the pre-writing technique as part of creating an academic paper.

Objective:

Demonstrate the process of creating an outline prior to creating a draft of an academic paper.

Assignment Requirements:

Complete an outline for the academic paper that is the final written assignment in this course. The outline body must have the following sections:

1.A definition of a good decision
2.Examples of a good decision
3.Synthesis of the previous research on good decisions that results in a general definition of good decision making

SAMPLE ANSWER

Decision-Making

Introduction

Whether decisions are good or bad, their makers should be accountable for them.

Making the right conclusions should be a decision maker’s priority (Karelaia, 2014). Whether the results are bad or good, decision-makers have to face the consequences of their choices (The Marketing Society, 2015). There are always hindrances to making right decisions (Pillay, 2014).

Body

A good decision is usually the right answer to a particular question (Fox, 2014).

Decisions must not only be the right answers, but they should also be specific to the questions they answer. Decisions are the driving power in organizations and managers cannot avoid them (Mandelberg, 2015). Being at an informed position facilitates the making of a good decision.

Examples of Good Decisions

Infosys’s decision in 1999 to let its local competitors excel is an example of a good decision. It was hard for the company to determine the appropriateness of the move, but with time, the decision made the Indian IT market competitive (Kaipa & Radjou, 2013).

Wendy Kopp’s decision to allow other people to run Teach for America initiative in 1999 serves as an example of a good decision. It was only after the founder had sacrificed his role that the company realized its current economic status (Kaipa & Radjou, 2013).

Research Synthesis:

Carrying out decision-making on the basis of credible and nonbiased information leads to the right decisions. The credibility of sources entails the truthfulness of the information they provide (Myatt, 2012). For instance, people would make bad decisions if they face limitations such as being under pressure (Zenger & Folkman, 2014).

In most cases, the effectiveness of the processes involved in decision making determine the achievement of either good or bad decisions (McKinsey & Company, 2009). The outcomes of decisions are vital to the determination of the appropriateness of choices. For instance, right decisions in healthcare result in desirable patient outcomes (Lee & Emanuel, 2013).

Conclusion

Decisions are good if they are the right answers to the particular question. The ultimate goal of decision-makers is to realize benefits regardless of periods they may take. At firsts, decisions may appear what they are not. Decision-makers should be accountable for the consequences of their decisions.

References

Fox, J. (2014, November 21). How to tell if you’ve made a good decision. Harvard Business School Publishing. Retrieved from https://hbr.org/2014/11/how-to-tell-if-youve-made-a-good-decision

Kaipa P. & Radjou, N. (2013, April 14). 7 business decisions that looked bad but turned good. CNBC. Retrieved from http://www.cnbc.com/id/100634625

Karelaia, N. (2014). How mindfulness improves decision-making. Forbes. Retrieved from http://www.forbes.com/sites/insead/2014/08/05/how-mindfulness-improves-decision-making/

Lee, E. O. & Emanuel, E. J. (2013). Shared decision-making to improve care and reduce costs. The New England Journal of Medicine, 2013(368), 6-8

Mandelberg, L. (2015). Good decisions, bad decisions. Evancarmichael.com. Retrieved from http://www.evancarmichael.com/Management/1038/Good-Decisions-Bad-Decisions.html

McKinsey & Company. (2009). How companies make good decisions: McKinsey global survey result. Retrieved from http://www.mckinsey.com/insights/strategy/how_companies_make_good_decisions_mckinsey_global_survey_results

Myatt, M. (2012, March 28). 6 tips for making better decisions. Forbes. Retrieved from http://www.forbes.com/sites/mikemyatt/2012/03/28/6-tips-for-making-better-decisions/

Pillay, S. (2014, March 31). How to improve your decision-making skills. Harvard Business School Publishing. Retrieved from https://hbr.org/2014/03/how-to-improve-your-decision-making-skills

The Marketing Society. (2015, May 16). Decision-making and accountability. Retrieved from https://www.marketingsociety.com/the-gym/decision-making-and-accountability

Zenger, J. & Folkman, J. (2014, September 1). 9 habits that lead to terrible decisions. Harvard Business School Publishing. Retrieved from https://hbr.org/2014/09/9-habits-that-lead-to-terrible-decisions

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What is a community Response Essay

What is a community, and how would you investigate an aspect of a community that fits that definition?

Task
Write a short (500 word maximum) response to the following question:
What is a community, and how would you investigate an aspect of a community that fits that definition?
In your answer you should:
1. Demonstrate an understanding of one or two of the perspectives presented in the Required Reading for Topic 1;
• Bruhn, J.C. (2016). “Conceptions of Community: Past and Present.” In The sociology of community connections. Springer, Dordrecht. pp.29-46. (Chapter 2)

• Eipper, C. (1997). “Suburbia: the threat and the promise,” In Kelehear, A. Social self global culture: an introduction to sociological ideas (ed). Oxford University Press, Oxford. pp.81-90

2. describe how community has been researched sociologically (using the Required Readings for Topic 2)

Kayrooz, C. and C. Trevitt. (2015). “Research and its context”. In Research in Organizations and Communities: Tales from the real world. Allen and Unwin, Crows Nest. pp.3-17. (eReserve)
Kayrooz, C. and C. Trevitt. (2015). “Appendix 1: the range of theoretical perspectives in Research”. In Research in Organizations and Communities: Tales from the real world. Allen and Unwin, Crows Nest. pp.323-324. (eReserve)

Sociology Reflective Essay Assignment

You will hand in a one page double spaced typed Sociology Reflective Essay for each assigned reading. This response will NOT be a summary of the readings, but will instead be your thoughtful reactions to what you have read. Hence, your essay should respond to the author(s) of each reading, raise relevant questions and, argue with or validate the author if you like. Respond to why you believe the issues raised are important to you, to sociologists or to anyone in general. THESE WILL BE DUE WITHIN 10 MINUTES OF THE BEGINNING OF CLASS.

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Obtaining Services within Washington DC; people with disabilities

Order Instructions:

For this paper, the chosen community to research and write on is Washington DC . The writer must research base on this City and must thoroughly address all the 4 points raise in the questions. The writer must also read carefully the instructions before responding and must follow proper APA rules to complete this paper.

Obtaining Services within Washington DC.
The purpose of the Developmental Disabilities Assistance and Bill of Rights Act of 2000 (DD Act) as described in the current law, is to “assure that individuals with developmental disabilities and their families participate in the design of and have access to needed community services, individualized supports, and other forms of assistance that promote self-determination, independence, productivity, and integration and inclusion in all facets of community life…”
Investigate resources within your chosen community (Washington DC.) that assist individuals with developmental disabilities and their families with assuming self-management and support for daily living.

Discuss:

• What is the availability and eligibility of these resources and services?

• How do these services assist with developing their competencies and talents and help them gain control over life circumstances?

• Choose a disability and discuss services offered in your area that helps to improve the life circumstances of these individuals

• Explain the importance of these services to the family as a whole and how these services aid with care for these individuals
The Developmental Disabilities Assistance and Bill of Rights Act of 2000. (2000). United States Government, Public Law 106–402106th Congress

Assignment Requirements

The finished Assignment should be a 5-page exploratory essay, excluding the title page and references. The viewpoint and purpose of this Assignment should be clearly established and sustained.

Before finalizing your work, you should:

• be sure to read the Assignment description carefully (as displayed above)
• consult the Grading Rubric (under the Course Home) to make sure you have included everything necessary;
• utilize spelling and grammar check to minimize errors; and
• review APA formatting and citation information found online, or elsewhere in the course.

Your Assignment should:

• follow the conventions of Standard American English (correct grammar, punctuation, etc.);
• be well ordered, logical, and unified, as well as original and insightful;
• display superior

content, organization, style, and mechanics; and

• use APA 6th edition format for organization, style, and crediting sources including:
• properly formatted header
• 12-point, double-spaced, Times New Roman font
• use of in-text citations
• title page and reference page
• use of headings (if applicable)

SAMPLE ANSWER

Introduction

Developmental disabilities refer to broad ranges of condition that causes cognitive and physical impairments, often diagnosed during childhood. Disabilities include autism spectrum disorders, Down syndrome, cerebral palsy, vision impairment, and hearing loss. These disabilities are long-term/ lifelong disabilities. These disorders affect their daily activities such as mobility, learning ability, independence, self-care, and communication. However, the disability can be severe, mild, and moderate and support needs. The Developmental disabilities prevalence rate is high in America. Research estimates that about 5.4 million Americans suffer from developmental disability. Approximately, 17% of children below 18 years suffer from development disability. Intervention includes education for the child and the family to understand the disease, and ways to manage it effectively. Individualized support can help improve the functioning of the body, self-determination and strengthen the community (Durham, Brolan, & Mukandi, 2014).

Availability and eligibility of the resources

Support of developmental disabilities in Washington aims at assisting people with developmental disabilities to empower them so that they can remain independent, integrated, and productive. The services are funded by the State to ensure that the services provided are comprehensive and coordinated to enhance the lives of people with disabilities to the maximum potential, and to protect their legal as well as human rights. In Washington DC, the supportive services occur in varying form including a) community support, which helps in independent living. This helps these people with assistance on how to manage their self-care, b) residential support which involves independent housing support in individuals home, c) support for education and for employment services, d) support for communication, including sign interpreters and e)community access which includes day care. These support services are adequate for about 79,000 people, most of whom receive services in the community and not in an institution. The services available in Washington by age group are as follows (Ward, Amanda, & Freedman, 2010):

Source: https://www.sao.wa.gov/state/Documents/PA_DevDisabilities_Access_ar1009938.pdf

From birth to 3 years: These children are diagnosed with developmental disabilities and are eligible for Infant Toddler Early Intervention Program (ITEIP) services, which provides the family with such kids with Individualized Family Services Plan (IFSP) aimed at educating parents regarding the developmental stages of their children to equip them with the relevant assistance necessary for particular age. Eligibility criteria include that children must have measurable delayed developmental growth, which is performed by Family resource coordinators of IFSP. From age 3 to 21: the services available for this age group aims at improving the education. The services provided includes an individualized Education Plan (IEP), which are integrated in their education system as early as during the Preschool. These include services that will improve their communication skills such as speech therapy, psychological services, physical therapy, and audiology (Kelley, 2013).

After 21 years: trained individuals are integrated in the community to build their self-esteem and self-confidence. These include services such as the DDD employment program that offers support through training, and seeking employment to those who can manage. Alternative services include special assistance to the elderly. Other services eligible for people with developmental disabilities includes medical cover and support through Medicaid such as Medicaid personal Care provided mainly to people leaving with disability where the individuals live with their families. Other services include assistance is the State’s Individual and Family Services Program, which offers lifetime support on medical costs, therapy, transportation, behavior management and recreational opportunities (Durham, Brolan, & Mukandi, 2014).

How they help increase their competencies’

People with developmental disabilities often have trouble during communication. This is because the disability could affect their hearing, sight, and speech which often-effective communication. The services help communication by helping patients with auxiliary aid, Braille materials simplified, and computer assisted real time text (CART) which would increase their communication skill (Kelley, 2013).

These services help people with developmental disability with various life enhancing skills. These includes skills that enable them complete household task, attend to their personal hygiene and financial transactions. These activities range from shaving, making calls, to loading dishwasher and making calls. The programs assess their age, mental capacity, preferences, and physical capabilities. Taking into account these factors into account, the instructors are able to design a training skill that benefits individual ability. Other skills taught by these services include dressing, meal, positioning in bed, self-administration of medicine and use if assistive devices. These activities are vital daily activities (Ward, Amanda, & Freedman, 2010).

These services also train caregivers and families with people diagnosed with DD. This enables the family to identify the most effective communication and strategic approaches that will improve their relationship. The services also improve the ability of individuals to access quality care such as dentists, psychiatrists, and ob-gyns. The services enable the individual access specific care in specialized institutions. They do so by providing interpreter services, and sign language protocols to enable them communicate through expressions. They also facilitate medical covers, thus improving patient’s quality of life (Durham, Brolan, & Mukandi, 2014).

Identify a disability within a community

Autism spectrum disorder (ASD), is a type of developmental disorder, which is, defined following diagnostic criteria such a social communication, interaction, repetitive behavior and other activities. The disease symptoms are appearing during early developmental stages. The prevalence of autism has increased by 20% globally. Some of the resources available include Autism society of Washington, (www.autismsocietyofwa.org) which is a non-profit organization that offers support and information on autism related issues. The organization manages forums where people discuss their experience, learn from one another, and gets support. Early support for Infants and Toddlers (ESIT) (www.del.wa.gov/esit) is a State program helps get the families manage their children who suffer from developmental disability. Center for Autism Spectrum Disorders (CASD) (http://childrensnational.org/departments/center-for-autism-spectrum-disorderscasd) is a state program that offers assessment and treatment services for children suffering from developmental disability. The program has a multidisciplinary clinical staff that assesses children and recommends medication. The program also fund research on Autism Spectrum Disorders, especially those involved in behavioral, genetic and neuro-cognitive factors associated with autism. The centre also trains families with children suffering from Autism Spectrum to help deal with these children even in their homes (Kelley, 2013).

Importance of these services

These services are vital form birth throughout the individual’s lifespan. At school age, services help the child get involved in the society, developing their autonomy and initiative. Research identifies this young age, people with developmental disabilities are important because it enables the child learns how to interact in the community in the absence of their families, which could help children cease from being introverts to “opening up” as they face a myriad experiences (Durham, Brolan, & Mukandi, 2014).

The children’s communication and interpersonal competencies are developed through such services. This is because the services helps the children identify their roles in the community to manage their transition into adulthood. The services empower the children with the role of sex and community perspective of specific gender behavior. The main requirements for adolescents diagnosed with DD includes guidance, monitoring and frequent reminders to enable them to get around with ease and more independently. This is managed effectively through the services provides for DD, which could be a challenging task for the family (McLaughlin, Barr, McIlfatrick, & McConkey, 2014).

The development concern of adults diagnosed with DD includes issue such as intimacy and social isolation. It is a critical time to establish adulthood functions such as employment and home. These life skills and competencies are built on the previous accomplishment during the earlier developmental stages. It also influences the person sense of personal value, understanding that they are different from other people (Kelley, 2013).

Conclusion

For each of the services in Washington, their goal is to provide support to help the caregivers manage the crisis in the community. The services provided by these services, include psychological support, clinical support, and collaboration between the relevant stakeholders. However, there are several challenges facing these services, including language barrier, biasness towards the sensitivity of patients need and lack of adequate resources in the facilities and shortages of healthcare providers resulting to poor quality delivery of services. In fact, most of the adult suffering from DD tends to seek care from their pediatrician, leaving the question on how patients would make the transition to adult care effectively.

References

Durham, J., Brolan, C., & Mukandi, B. (2014). The Convention on the Rights of Persons With Disabilities: A Foundation for Ethical Disability and Health Research in Developing Countries. Am J Public Health, 104(11), 2037-2043. doi:10.2105/ajph.2014.302006

Kelley,T. (2013). Developmental Disabilities in Washington: increasing access and equality. State Auditor’s office Performance audit. Retrieved from https://www.sao.wa.gov/state/Documents/PA_DevDisabilities_Access_ar1009938.pdf

McLaughlin, D., Barr, O., McIlfatrick, S., & McConkey, R. (2014). Developing a best practice model for partnership practice between specialist palliative care and intellectual disability services: A mixed methods study. Palliative Medicine, 28(10), 1213-1221. doi:10.1177/0269216314550373

Ward, RL., Amanda, D., & Freedman, RI. (2010). Uncovering Health Care Inequalities among Adults with intellectual and Developmental disabilities. Health & Social Work 35(4); 280-288

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Research Problem and Social Change

Doctoral Study Proposal Draft: Your Research Problem and Social Change

Order Instructions:

*****my doctoral topic is determining methods for leaders to motivate a multi generational workforce.

!!!!please complete assignment in connection with my doctoral topic !!!!

Doctoral Study Proposal Draft: Your Research Problem and Social Change

As part of your Doctoral Study Proposal, you will articulate the potential ways in which your proposed research project will positively affect social change. Keeping your goals in mind, and thinking about the literature that you have reviewed, you should be able to formulate a clear statement of the problem you have identified for your doctoral study research. Recall that a research problem worthy of a doctoral study must be broad enough to be significant to others outside your immediate school community. It must also be specific enough, however, that a research project can be designed to examine it.

•Discuss how your research problem is sufficiently significant to be of interest to leaders who have a goal of positive social change.

SAMPLE ANSWER

Research Problem and Social Change

Determining methods for leaders to motivate a multi-generational workforce

Research problem

In America today, 4 different generations in the place of work are working side by side. The existence of multi-generational labour force in business organizations presents unique challenges to business leaders of today. It is worth mentioning that a lack of understanding with regard to generational differences basically increases employee turnover, lowers productivity, and contributes to conflict in working relationships (Marston, 2010). Younger employees could become disenfranchised with well-established and ingrained hierarchical structures. Older employees could become aggravated by an apparently aloof younger generation. In addition, the leaders who have the responsibility of leading this broad labour force could become frustrated with everybody.

An important way of thriving in this intermingled labour force is to raise one’s awareness regarding the members of the other generations. Workforce of different generations can be classified as follows: (i) The Bridgers or Geneneration Y or NeXters are those aged twenty-five years and below. People in this group are confident and the most tech-savvy than any other group. In addition, they are early adopters of any online sharing platforms and technology. They have a more relaxed way of working which their more experienced workmates may interpret as disrespect (Hillman, 2014).

(ii) The Busters or Generation X are aged between twenty-five years and forty-five years. They are keen on using the most recent technology and utilize online information sharing sources in getting their work tasks done quicker and better. They often seek immediate esteem and recognition from their workmates. Their senior co-workers may consider them as arrogant and impatient (Hillman, 2014). (iii) The Boomers make up the biggest cohort and are aged between 45 years and 65 years. Individuals in this group are service-oriented and focused. Their weakness is that they could be easily left behind on technology. (iv) The Builders or traditionalists or veterans or the Silent Generation are aged between 65 years and 85 years. They are loyal and dedicated, which is their strength. Their weaknesses are their resistance to workplace changes and technology (Hillman, 2014). In essence, each of the aforementioned generation is characterized by different commonalities. Each of these generations is motivated by a different set of values, rewards, communication preferences, and work styles.

Therefore, it is important to determine ways in which leaders can motivate these multigenerational workers. Managers and business leaders should make decisions which are consistent with the culture of their organization and develop a work environment which engages staff members of dissimilar life experiences, education, goals, work styles, and age (Marston, 2010). Researchers have reported that individuals who are contented at the workplace are more productive and remain with their business organizations for a much longer time. Furthermore, individuals who are happy at the workplace have less sick days and utilize less healthcare services. Employees who are happy are also more satisfied in their personal lives compared to their work-weary counterparts (Pitt-Catsouphes & Matz-Costa, 2009). Therefore, it is clear that happiness at the workplace seeps into life outside of the workplace.

Each generation – Y, X, Boomers, and Traditionalists – usually exhibits diverse work ethics, learning styles, and communication styles, and has a dissimilar approach to decision-making and problem solving. The leader/manager should identify every sub-group so as to recognize these dissimilar needs as this would result in a happy and motivated team and a productive place of work (Pitt-Catsouphes & Matz-Costa, 2009). All in all, every generation has a specific way of working and seeks dissimilar things.

References

Hillman, D. R. (2014). Understanding Multigenerational Work-Value Conflict Resolution. Journal Of Workplace Behavioral Health, 29(3), 240-257.

Marston, C. (2010). Motivating the ‘what’s in It for Me?’ Workforce : Manage Across the Generational Divide and Increase Profits. Hoboken, NJ: Wiley.

Pitt-Catsouphes, M., & Matz-Costa, C. (2009). The multi-generational workforce: Workplace flexibility and engagement. Community, Work & Family, 11(2), 215-229. https://www.doi:10.1080/13668800802021906

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Laws on never events Essay Assignment

Laws on never events

Order Instructions:

“The Whiteness Project is a multi-platform media project that examines both the concept of whiteness itself and how those who identify as “white” process their ethnic identity. The project’s goal is to engender debate about the role of whiteness in American society and encourage white Americans to become fully vested participants in the ongoing debate about the role of race in American society.”

The task is to dialogue with two different people who are profiled on The Whiteness Project website. You must choose two of the following four people:

1. The white man wearing blue hospital scrubs;

2. The white woman wearing Purple Blouse w/silver chain and medallion;

3. The white woman with long blonde hair and wearing black shirt with white vertical stripes;

4. The white woman with short brown hair, nose ring, and glasses.

You can agree with what they say. You can disagree. You can strongly object. You can get into a heated argument. That decision is entirely yours.

To aid your efforts, please read (and reference in your essays) the attached readings: (1) Bonilla Silva, “Rethinking Racism” (2) Desmond and Emirbayer, “To Imagine and Pursue Racial Justice.”

Write 450-500 words for each of the two people that you choose. That means the total length of your essay should be between 900-1000 words.

SAMPLE ANSWER

Laws on never events

The white woman wearing Purple Blouse w/silver chain and medallion

To some extent, there is agreement with the utterances of the lady. She points out to the domination of the country by white men who have turned to be exclusive. However, there is no problem with the abundance of the white men in the country. This is because; no one chooses the color of their skin. People just find themselves in certain pigmentation. The problem is with the exclusion of others on basis of color. The lady points to the exclusion done by white men to people who are not white males. This is where the problem comes in. The abundance of the white males in the country would yield no negative sentiments without the exclusion element. Although the tendency to exclude others can be said to have been planted in the orientation of people by their predecessors and therefore hard to do away with, there is responsibility of every one to put efforts to ensure a correction of this orientation. We are all responsible in correcting the mistakes done in the past even if we did not participate in doing the wrong. (Matthew and Mustafa, p260) On this note, with the inclination that the excluding attitude of the white men is wrong, it calls for efforts of every one to ensure a correction of the same.

On the same note, there is need to understand that the issues of racism, or specifically white male domination as discussed by the lady, is not a matter of biological component, rather it is a social issue. Even social scientists acknowledge that the issues of racism are socially constructed and not based on biological matters, (Eduardo pp472).This calls for understanding of the past orientations, and not to show the negative attitude toward the white male domination as indicated by the lady toward the end of the conversation. Gain, the inclination of the issue towards social aspects means that there are all possibilities of arriving at a viable solution; hence it is not a matter to be given up on.

It is crucial that everyone does not regard their pain as being the largest. This is because, as the other people accuse the white (males) of domination and exclusion of others, the whites feel that they are unfairly accused. With this in mind, it is crucial that every one considers the feelings of the others and come up with solutions that are aimed at bringing consensus and not oppressing one side of the issue., It is not helpful to only concentrate on the pain on our side, rather there should be efforts to understand the issue from the other person’s side of view, (Matthew and Mustafa pp 260-261)

The white woman with short brown hair, nose ring, and glasses

To some extent also, there is some degree of agreement with the assertions of the lady about whites and racism. First, it is true that the whole issue is complicated by the association of white with power. It is agreeable that many people associate the white people with power, and therefore, the debates of racism and color are not entirely on the outward issues but on the power associated with the color. As the lady points out, it is crucial that everyone feels powerful and proud wherever they are. This is because, when one explores their abilities to the maximum, there is always opportunity to reach the feelings of power in a certain area. This is what people should work towards and not on excluding others are accusing others of doing the same on basis of their color.

It is in alignment with those thoughts that there is need to put efforts in addressing the attitudes of the people in both sides, the whites (majority) and the non-whites (the minority). The efforts of ensuring that the people in both sides of the issue have positive attitudes towards the efforts of addressing racism is crucial in ensuring success of tackling the issue, (Matthew and Mustafa pp262) With absence of instilling the positive attitude, the efforts would not bear fruits. There would be much disparity between the two sides such that to arrive at a consensus would be too difficult.

However, the utterances of the lady, that everyone could feel proud and powerful whenever they are is doubtful. This view does not orient to disagreement that everyone could arrive at this. Rather, the doubts originate from the difficult circumstances posed by the domination of the whites that render it difficult for the non whites to achieve the pride and the feelings of powerful as said. There is acquisition of relative autonomy in the social settings by the racism, even as much as it is socially addressed, (Eduardo pp 474). This autonomy at times translates to dominance which is so high such that the non whites find it difficult to cultivate their power and feelings of pride. With the domination of the whites in all spheres of life, it is difficult for the non whites to cultivate their pride. But this view is still arguable because; the domination of the whites can rightfully be said to be pegged on numbers. The whites being the majority in the country are expected to be higher in number in most of the areas. It is crucial to look for means of softening the extents of the effects of discrimination even in work areas, (Hochschild pp 337) Of crucial point is the extent of the domination especially in relation to power and the extent of the exercise of the pride because, show of pride such that it interferes with other people will impact negatively in the society.

Works cited

Eduardo Bonilla-Silva. “Rethinking Racism: Towards a Structural Interpretation.” The University of Michigan (1996)

HOCHSCHILD, JENNIFER L. “Acting White? Rethinking Race In Post-Racial America.” Political Science Quarterly (Wiley-Blackwell) 129.2 (2014): 336-337. Academic Search Premier. Web. 29 May 2015.

https://scholars.duke.edu/display/pub1038713

Matthew Desmond and Mustafa Emirbayer. “To Imagine and Pursue Racial Justice”: Harvard University (2012)

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SOCIAL PSYCHOLOGY

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SOCIAL PSYCHOLOGY – FIRST PRACTICAL EXERCISE

The role-playing exercise completed during the first practical session is an example of a simulation game, called ‘Starpower’. In such exercises, a set of rules are created to regulate behaviour within what is in essence an artificial social world. Although such exercises are not ‘reality’, they can be extremely useful in illustrating a number of important points about interpersonal behaviour; it is for these reason that we began the practical program with such a simulation game. Here are some of the more important points that are relevant to understanding what happens in such simulation games.

The nature of role play: Simulation vs. reality. Perhaps the most interesting aspect of simulation games is that although we know that the rules that have to be followed are fairly arbitrary, and that the game has only a limited duration, nevertheless most of us find it very easy to quickly get involved in the alternative reality the game creates. It has been suggested that following rules is also an essential aspect of ‘real life’: human beings seem to be very good at playing social roles, and eventually, our attitudes and values are shaped by the roles we have to play. Indeed, we seem to be so good at role playing and do it so automatically, that often we become oblivious to the fact that our behaviour is in fact an act of role-playing. Writers such as Goffman (1959) suggest that all social behaviour can be understood as strategic role-playing: just like actors, people strategically set out to create particular impressions. Once they become competent in performing a role, it becomes ‘second nature’, part of their personality, and is no longer recognised as an alien role (Goffman, 1959).

Such an analysis is in direct contrast with the common tendency to believe that most people, most of the time (ourselves included) act the way we do because of internal, personality characteristics. Such assumptions – sometimes called the ‘fundamental attribution error’ by some psychologists (see below) – tend to ignore the influence of external influences and role demands on behaviour. The tendency to conform to situational pressures, and the demands of externally imposed role expectations on people’s behaviour has been dramatically illustrated by Phil Zimbardo’s prison simulation study at Stanford University, re-created in an improved form some years ago at this University by Prof. Sid Lovibond.

Zimbardo’s work showed that when well-adjusted, healthy individuals are assigned to play the roles of ‘prisoners’ and ‘prison guards’ in a realistic simulation, within a very short period of time exactly the same kinds of negative social behaviours emerge as can be observed in ‘real’ prisons. This study makes the convincing point that role-playing and ‘real behaviour’, games and reality are not that different from each other. In fact, it has been suggested that much of everyday social behaviour can be analysed as playing roles, and the roles that become familiar and automatic will eventually shape our personality. Social scientists typically analyse role-based behaviour in terms of concepts such as role expectations, role perception, role performance, and role conflict. Another example of role demands is the behaviour of subjects in psychology experiments: since the role implies almost unlimited obedience, simple commands may be sufficient to compel otherwise well-adjusted persons to commit extremely anti-social acts, as research by Milgram has shown. After reading the reference by Myers (1990) describing some aspects of role theory, you may want to think back and analyse your own behaviour in the simulation game.

The nature of power. A second point illustrated by this game is that having power tends to have very noticeable and predictable effects on most people. In this game, it invariably happens that those with power (the circle group) make rules which

are to a greater or lesser extent unfair, and favour their own interests. Is it a universal feature of human beings that given an opportunity, they will be corrupted by power?

Social psychological analyses of power suggest that there are a variety of different ways in which power can be accumulated and maintained. Thus, French & Raven distinguished between six different ways of exercising power based on an individual’s ability to punish (coercive power) or reward others (reward power), his or her special expertise (expert power), the position they occupy (legitimate power), and their personality or charisma (referent power) and informational power (cf. Vaughan & Hogg, 2008, p. 238). In this game, power was essentially acquired as a result of an arbitrarily manipulated procedure: the circles in fact were neither more skilled, nor more competent than others; they got their power assigned by the experimenter (an example of legitimate power). Yet not only were they happy to believe that their preeminent position was deserved, but were also more than willing to make rules that would entrench their privileges. You may want to think about why there is hardly ever an instance when the circle group, once given power, makes rules that are fair and equitable? Sometimes, it is possible for one kind of power to be converted into a different kind – for example, those having legitimate power, if using it wisely and reasonably, may acquire referent power or expert power as others will come to voluntarily rely on them for advice or guidance. Was there any evidence of this in your group?

Not all power can be used – sometimes, to use our powers would be more costly than the potential benefits derived. The concept of ‘usable power’ refers to that degree of power that is worth exercising once the costs have been considered. Note that the circles were given absolute power to run the game – they could in fact do whatever they wanted. Yet typically, they made rules that were only moderately unfair. Few attempts were made to completely dominate the game. The reasons for this are obvious: a reckless use of power would have brought with it very high costs, such as an inability to enforce rules, the non-cooperation of other groups, or else the destruction of the enjoyability of the game itself. Thus it is only the nominal power of the circle group that was unlimited – their usable power was severely restricted by the nature of the situation.

Another question you might want to think about is the extent to which those who wield power in ‘real’ society act in a similar manner, and are able to justify and perpetuate their position. If human beings are in fact intrinsically power hungry and unfair when in power, what does this imply about the way social and political power should be divided between groups? Are Western democracies effective in curbing and distributing power?

Intergroup discrimination. One of the remarkable things about the simulation exercise is how quickly people started to think about each other in terms of group membership – ‘circles’, ‘circles’, ‘us’ vs ‘them’, despite the obviously transparent and flimsy criteria on which group membership had been based. Being a member of a group can contribute to your sense of positive self-worth and identity only to the extent that your group can be seen as different from, and better than, similar other groups. People have a strong tendency to over-value their own groups, and undervalue others, even in extremely superficial and short-lived groups. Giving ourselves a positive sense of identity is one primary cause for using group power to make the difference between our group and others’ appear as great as possible.

Researchers into intergroup behaviour have found that even when people are assigned into groups in terms of clearly arbitrary criteria (such as the throw of a dice, or eye colour!), and even when the groups have no face-to-face existence, no past, and future, the mere use of a group label is by itself often sufficient to generate a significant bias towards favoring ‘ingroup’ members, and discriminating against ‘outgroup’ members. It has been suggested by Tajfel and others that people engage in automatic ingroup favouritism as a means of bolstering their own self-esteem and social identity: if my group can be made to be better than another group, that helps me to develop a more positive sense of my own identity (Vaughan & Hogg, 2008, p. 405). In fact Tajfel suggests that many instances on intergroup discrimination and prejudice in everyday life can be understood in these terms. In that sense, the simulation exercise can be regarded as a short-lived demonstration of the kind of pressures that usually lead to in-group favouritism. Do you think that the categorization of people into competing groups has contributed to intergroup discrimination and abuses of power?

Perceptions and attributions. In the simulation game a kind of social reality was constructed which was highly conducive to generating biased perceptions and attributions between people, and between groups. In forming judgments of others, we often need to simplify and categorise information, weighing different bits of information over others. Attribution theory raises the issue of whether we attribute the behaviour of people to external circumstances (situational attribution), or to internal motives (dispositional attribution). The fundamental attribution error mentioned above occurs when a behaviour clearly has an external explanation, but nevertheless an internal attribution is made by observers focussing on the actor, instead of the situation. An analysis of judgments made by the circles as against others clearly demonstrates such biased attributions, both here, and in previous games.

Most ‘circles’ participating in the game willingly believe that their success was due to their own efforts and ability, while ‘circles’ and ‘triangles’ usually blame circles for their unfair and unreasonable behaviour. Yet work with this type of game has consistently found that members of all powerful groups behave in a manner that improves their position – that is, the individual characteristics and personalities of those who become ‘circles’ have in fact nothing to do with their success or their selfish behaviour, since everyone behaves this way in a similar situation. Nevertheless, most of us observing the selfish behaviour of ‘circles’ are inclined to make inferences about internal, personal characteristics. This is a clear example of the fundamental attribution error. Did you find that the behaviour of individuals in the Circle group tended to be attributed to internal factors?

Group cohesion refers to the extent to which members of a group share the same norms and objectives, and have positive feelings toward each other and their group. People have particularly high group loyalties if the group goes through stressful situations together or if the group was particularly hard to join. Once a group is established and its norms are clear, the group values and group identity are often assumed by its members, even if they are relatively new. The more strongly a person identifies with a group, the more likely it is that his/her behaviour can be changed through group processes. Group cohesion, however, is not always beneficial. Whenever a group with high cohesion is forced to make decisions, the group often regards the maintenance of-group loyalty. and security as of higher priority by individual members than offering dissenting views. The process of behaviour within and between groups is also extensively studied in social psychology (cf. Forgas, 1985, pp. 293-302).

There are a number of additional points you may want to consider when thinking about this simulation exercise:

1) Which group had the highest cohesion and loyalty? Why?

2) When was group cohesion beneficial, and when was it not?

3) Under what conditions were cooperative strategies of negotiation employed? Under what conditions are competitive strategies used?

4) Did any group members display increased confidence for the actions and decisions of the group, which, in your opinion, would not have been displayed alone? Was this true of most group members?

5) To what extent did circles abuse their power? What factors contributed to such behaviour?

6) Would this have been any different if different individuals were chosen to be in the circle group? Would you have acted the same way?

7) Is everyone vulnerable to the temptation to abuse power?

8) To change behaviour, is it necessary to change the system in which that behaviour occurs?

9) What are the consequences of powerlessness on motivation and performance?

10) What influences the degree of ‘usable power’ available to a group in this situation?

11) Is there a tendency for people to accept behaviours by those in power as reasonable, when the same behaviours would not be tolerated from those out of power?

12) Is ingratiation an inevitable consequence of unequal power distribution?

13) Do those in power necessarily develop a different view of themselves and their subordinates than those out of power?

14) Does communication change with unequal power distribution? How was communication different within groups vs. between groups?

References

Forgas, J.P. (1985). Interpersonal behaviour. Oxford: Pergamon, p. 283; and pp. 293-302.

Goffman, E. (1959). The presentation of self in everyday life. New York: Doubleday. Myers, D. G. (1990). Social Psychology (3rd Ed.) (pp. 41-42, and pp. 174-180).

Tajfel, H. & Forgas, J.P. (1981). Social categorisation: Cognitions, values and groups. In: J.P. Forgas (Ed.) Social cognition: Perspectives on everyday understanding. London: Academic Press. http://www.discourses.org/OldArticles/Social%20cognition%20and%20discourse.pdf

Vaughan, G.M. & Hogg, M.A. (2008). Social Psychology. (5^th Ed.). Pearson: Australia.

SAMPLE ANSWER

PSCY2061 Social Assignment

Technology is the first issue discussed by basically considering the fact that can it be accepted in the cultures of the people across the world. Cultural issues emerge often whenever there is an interactivity activity. Technology being a current issue can play a crucial role in different cultures and therefore focusing on the positive impacts of new technology outweighs the negative impacts. For this reason, new technology needs to be accepted and be impressed in different cultures to ease many activities in various cultures. Some cultural practices look current and some outdated. Cultural practices that have no benefits to the people need condemnation since new technologies will be able to facilitate faster spread on information about such evil practices hence need to be impressed.

Technology will be basically be adopted when persuasive people volunteer to create awareness to various cultures about the use of these new technologies in their cultures. The persuaders should do this with the aim of influencing the leaders of different societies who have got profound role in such culture (Manuel, 2009). Therefore, by influencing them, clearly shows that people will be able to adopt the new technologies hence the new technologies will be accepted in cultures.

The fact considered is not only that new technologies being accepted but considerations on how it will change the cultures that harm people. After people empress the new technology, sharing of information will be faster and therefore certain issues in cultures that are very harmful will be condemned successfully. The new technologies will be used to spread information faster focusing on why the practices should condemned mainly by looking at the negative impacts of such cultural practices to the lives of the people hence giving people the sense (Bateman, 2010).

The next issue discussed is the influence of social media on the academic performance of students which most people thought that social media impacts more negatively on academic performance on students, the reverse is true after close interaction by a comrade who really appreciates social media on his performance based on the results after impressing social media. The sense was directly seen since the media is used for discussions of academic works for example the whatsapp (Ruckreim, 2009) platform where students have got groups, they discuss academic matters here, they update urgent classes on this platform which ensures that students are updated and therefore cannot miss such classes hence academic performance improved due to social media.

Students have various challenges in life where by some think that they have problems in life which are sources of stress that negatively impact to their academic performance. Sharing such issues make such students to discover they are not the only ones and their challenges they are facing look less serious as compared to others (Time Magazine, 2010). This encourages them and in the process the level of stress reduces enabling them to concentrate on their academic work. This is made possible due to use of social media platforms such facebook, instagram, twitter just to name a few where they update such information and comments from friends who have experienced more problems than the updated one offering advice how to overcome such issues.

From this, it is clearly true that social media has greatly impacted positively on academic performance of some students who have principles and adhere to them to the latter hence, cannot be mislead when they use social media. To those who do not have principles, social media can impact negatively to their academic performance since such people do not have control on when and how to use the media.

References

Bateman, R. (2010). Smartphone’s gives you wings: pedagogical affordances of mobile web 2.0.

Manuel, C. (2009). The rise of network society (2^nd .ed) ,Oxford .(Retrieved online)

Ruckreim, F. (2009). Digital technology and mediation: A challenge activity theory (retrieved online).

Time Magazine. (2010). Social media. Retrieved form online.

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