Ch 24
Find a topic that you know very well something that you can explain well. Knowing a lot about something can help a presentation move swimmingly. After you find a topic research it in familiar places such as the internet, tv, books. Put all your ideas in a mind map. This will help to organize your ideas. Make sure to reference your findings. Plagerism can get you in serious trouble.

Ch 25
Writing essays in class is hard to some students and not to others. If it hard you you make sure to study before the test. On test day take your time. Essays that are assigned for homework is consider essaier. You can research by internet or books and handouts from the teacher. Make sure to mind map everything its helpful and leads to a better essay.

Ch 26
Writing for the workplace is a important issue and a big responsibility. For example writing a memo to every or individual empoley is important. To get started find out the topic and mind map it. Chosee the right format with title memo in bold on the top of the page. Then intro body and conclusion.

Ch 27
Writing and designing in the web can be fun and enjoyable. But can also be havoc. Knowing how to work with the internet is the most difficult. Knowing the audience is also important. Research is important along with mind maps.

paper 4

When the term ‘at-risk’ juvenile is mentioned, usually ideas of gangs, drugs, or maybe stealing are what come to mind immediately. But there is a lot more to the ‘at-risk’ population of youth than most would expect. Being a gang member or using drugs isn’t the only criteria that can put adolescents at risk to crime or delinquency. One of the most common, but maybe most unconsidered factor that puts youth ‘at-risk’ is familial relationships and lack of them. In this summary of research a discussion is presented on the development of the juvenile criminal mind, the familial correlates associated with escalation of juvenile delinquent behavior, and the rehabilitation potential and challenges. The following research shows that an adolescent’s relationship with his/her parents or caregiver and family life during development is key. The below studies and research discussed will conclude that an adolescents perceived level of parental support in fact does correlate with their level of delinquency. Other research discusses the early development of delinquency within divorced families. Lastly, the variety of rehabilitation programs and which of the programs work and do not work. Although there are many other elements to adolescent development such as social, and psychological factors that are important, in entirety all of those factors as you will read, relate to familial factors in some way. All in all it comes down to the way the adolescent is raised, disciplined, supported, and loved that may decide if in fact they are considered ‘at-risk’.

When discussing how an adolescent develops into a juvenile delinquent many factors such as social, psychological and familial, have been considered to contribute to delinquent behavior. As stated by Bartol & Bartol in 2005, “Social factors such as social class has been said to be a risk factor that can contribute. Accumulating research evidence strongly indicates that poverty is one of the most robust predictors of adolescent violence for both males and females (Hammond & Yung, 1994; H. Hill et al., 1994; Sampson & Wilson, 1993)”. Although low social class does contribute to a large population of the juvenile delinquent population, this factor is not the sole predictor of juvenile delinquent behavior. Every child that is brought up with a low income or family coming from poverty does not end up in the juvenile justice system. Many other factors play a huge role in the development of the adolescent mind and personality, which contribute to an adolescent’s behavior. An adolescents peer experiences also can contribute to their behavior. The relationships and interactions that an adolescent has with his/her peers can put them at a higher risk for juvenile delinquency. Sometimes they seem to simply do what their peers do. So if that involves drug use, stealing, or skipping school then they do it, no matter if the behavior is delinquent or not. Research by Kenneth Dodge and associates (Dodge & Pettit, 2003) shows that the amount of exposure a child has to aggressive peers in day care or preschool is predictive of later child aggressive behavior, most likely because of modeling effects (Bartol & Bartol, 2005). Rejection by peers also can encourage behavioral problems, because the child will then mock any behavior in order to fit in with his/her peers.
Adolescence is a process that involves many changes that include physical size and the reproductive system, but the process also includes the organization of social relations with parents. An adolescent’s relationship and support from parents is a factor that could in part play a huge role in predicting delinquent behavior.
In contrast to historically earlier perspectives that portrayed adolescence as a highly turbulent developmental phase, characterized by heightened conflict in parent-adolescent relations, more recent perspectives have suggested that parent-adolescent relationships remain highly supportive and emotionally significant as parents often facilitate adolescents in coping with often stressful transitional events (e.g., Brook, Brook, Gordon, Whiteman, & Cohen, 1990; Cooper et al., 1983; Greenberg Siegel, & Leitch, 1983; Youniss & Smollare, 1985). Moreover, several research studies have indicated that strong emotional ties by adolescents with the family are associated with higher levels of self-esteem and self-efficacy (e.g., burke & Weir, 1979; Hoelter & Harper, 1987) and lower levels of, or delayed entry into substance abuse (e.g., Brook et al., 1990; Wills & Vaughn, 1989; Windle, M., & Miller-Tutzauer, C, 1992).
If an adolescent does not establish that emotional connection with their parents this could put them at higher risk to then be easily influenced by other social factors such as peer experiences in order to make up for that missing relationship or connection with their parents. Adolescents have an internal need for not only love from their parents, but also a need for discipline and guidance from them. As Gerald Patterson (1982, 1986) concluded years ago, “The parents or caretakers of delinquency-prone children support their use of antisocial behavior by inadvertently reinforcing such behaviors and by failing to reinforce prosocial ones” (Bartol & Bartol, 2005). Overall making this particular at-risk population of youth very large in numbers within the juvenile justice system.

The contribution of familial structure and support to the population of at-risk youth is the basis of the development of a juvenile’s criminal mind. The above research concludes that in every part of an adolescent’s development, (the social, psychological, and environmental aspects) the parental or caregiver support/structure has an effect. Whether the effect is primary or secondary, familial support and structure is the main basis for adolescent development. The research by Van Dorn & Williams showed how prior familial problems can correlate with the escalation from nonviolent acts to violent acts. Showing how family relations in early development plays an important role in estimating delinquency and violence for juveniles later in adolescence. Whereas the research by Windle & Miller-Tutzauer showed that a disruptive family environments may contribute to lower levels of perceived family support, which contributes to more problem behaviors in adolescents. Showing that something that can seem so minuet, such as support can greatly contribute to problem behaviors, which eventually can turn into delinquency. The social interaction-learning model of parenting and delinquency that was discussed by DeGarmo & Forgatch, stated that “Training for early arrests, prior to age 14, begins in the home as early as the preschool years” (DeGarmo, D., & Forgatch, M., 2005). Overall, the at-risk youth population that is at the highest of risk is the youth lacking familial support and structure.

Bartol, C., & Bartol,A. (2005). Criminal Behavior, A Psychological Approach. New Jersey. Pearson Prentice Hall.
Bullis, M., Yovanoff, P., Mueller, G., & Havel, E. (2002). Life on the ‘outs’—Examination of the facility-to-community transition of incarcerated youth. Exceptional Children, 69(1), 7-22.
DeGarmo, D., & Forgatch, M. (2005). Early development of delinquency within divorced families: Evaluating a randomized preventive intervention trial. Developmental Science, 8(3), 229-239.
Windle, M., & Miller-Tutzauer, C. (1992). Confirmatory factor analysis and concurrent validity of the Perceived Social Support-Family measure among adolescents. Journal of Marriage & the Family, 54(4), 777-787.

paper 3

Youth suicide is a silent epidemic that is crying out for attention. Suicidality in adolescence has become an emerging problem within the United States. As discussed by Judge & Billick (2004) the suicide mortality rate for 15 to 19 year-olds is six times the rate for 10 to 14 year-olds, and during 2001 4,382 youths between the ages of 15 and 24 committed suicide. Among adolescents between the age of 10 to 19 years-old, suicide remains the leading cause of death in the United States. The transition from adolescence to adulthood includes complex biological and psychological development. “Young persons must negotiate shifting degrees of independence, responsibility, sense of identity, sexual feelings, and sexual behavior…the frequent discrepancies in this process renders some adolescents particularly vulnerable to periods of marked psychological pain and distress” (Judge & Billick, 2004). In order for Forensic Psychologists’ and Clinicians able to accurately evaluate, assess and intervene in suicidal behaviors it is important to not only be familiar with the common risk factors which include mostly demographic information, but to also understand comprehensively what is needed and important for teenage suicide prevention. This review of research and literature will emphasize and discuss the concept of assessing and intervention adolescent suicide prevention using a practical approach, and also emphasizing the suicide prevention programs at the national, state, and community levels.

The increasing trend of teenage suicide since the 1950’s has only been relented in the past ten years; and in the 1990’s the suicide rate for youth more than tripled, and the rate for the overall population remained unchanged. Researchers estimate that for each completed suicide, there are approximately 100 to 200 suicide attempts, resulting in more than 80,000 attempts a year (King, 2006). It is extremely evident that more of an effort needs to be made in youth suicide prevention. The 105th U.S. Congress declared suicide prevention a national priority, and the U.S. Surgeon General issued a Call to Action to Prevent Suicide reiterating the urgency to treat suicide as a serious public health problem (U.S. Public Health Service, 1999). And in 2004, President Bush signed into law the Garrett Lee Smith Memorial Act (PL 108-355) which enables states, Indian tribes, colleges and universities to develop prevention and intervention suicide programs. Although these efforts have helped to increase the awareness of suicide as a problem, there are still far too many youth attempting and completing suicide, and we understand little about the actual causes of suicide.
When assessing suicide as a spectrum, certain factors need to be included in order to comprehensively understand and develop the appropriate and effective intervention strategies. Patient stigma, negative family and societal attitudes, can make depression and other emotional issues hard to discuss (The Journal of Family Practice, 2006). This makes identifying suicide ideation and symptoms very difficult, which emphasizes the need for the clinician or evaluator to have a deeper comprehensive understanding of the youths’ suicide ideations. The deaths of these youth tear through the hearts of their fellow students, parents, teachers, and the communities, and leave them wondering what had spiraled out of control in their minds and what could have been done to save them. Even as mental health professionals, we wonder what exact despair would throw these teens to their violent deaths. As Schwartz & Rogers (2004) explain, current emotional dysphoria such as depression, especially when combined with hopelessness, helplessness, guilt, anhedonia, and anxiety, are markers of potential suicidality that should not be ignored. All the recent data speak to the necessity to assess for mental disorders and symptoms along with indicators of cognitive distortions and an inability to think oneself out of catastrophic assumptions, which may be the main factor at the core of this vicious cycle (Schwartz, Rogers, 2004). Although we know that the human brain undergoes extensive shaping during the first years of life, recently we’ve discovered that another remolding spurt occurs in the adolescent years. Healy (2003) discussed how for teens, the “gut response” part of the lower brain, the amygdale, is in charge. This tiny bundle of nerves mediates emotions like fear, anger, and anxiety. As teens begin to mature, their frontal lobes, the domain of reason and judgment, increasingly rein in the amygdale, and the emotional swings of teen life level out. The cognitive and emotional thought processes of youth are complex, and understanding the desperation suicidal adolescents experience in assessing for suicide risk, the use of practical strategies along with demographics and clinical techniques should assist in the prevention of suicide in adolescents.

The overall goal is to enable more youth to become positively connected to positive situations and positive individuals and using practical strategies to save lives in the process by preventing future suicides in adolescence. Instead of solely focusing on the assessment tools specifically and suicidal risk-factors, by incorporating more practical and comprehensive strategies to develop a better understanding of the suicide process of an adolescent and a more effective prevention program. King (2006) discussed the three levels of suicide prevention that are commonly overlooked, while the focus is most often on suicide intervention primarily. SPAN USA, Inc. (2001) has begun to expand the awareness of suicide prevention by developing tools to assist agencies in effectively creating and maintaining suicide prevention programs. It is sure that these youth are dying of some lethal form of despair, and no amount of knowledge into the minds of these youth is ever enough to completely understand the suicide process undergone. But, by mental health professionals, parents, community, etc. gaining a better understanding of how prevention can become more effective, the more lives of youth can be saved and the less survivors of suicide will feel the stigma and pain

AFSP, Inc. (2007). AFSP: Teen Suicide Prevention Campaign. Retrieved April 10, 2007, from http://www.afsp.org/index.cfm?fuseaction=home.viewPage&page_id=056954D8-0D84-0DD0-4984862095B0D073

Healy, B. (2003). Dying of depression. U.S. News & World Report, 135(16), 67-67. Retrieved Tuesday, April 10, 2007 from the Academic Search Premier database.

Judge, B., & Billick, S. (2004). Suicidality in adolescence: review and legal considerations. Behavioral Sciences & the Law, 22(5), 681-695. Retrieved Tuesday, April 10, 2007 from the Psychology and Behavioral Sciences Collection database.


King, K. (2006). Practical Strategies for Preventing Adolescent Suicide. The Prevention Researcher, 13(3), 8-11. Retrieved Tuesday, April 10, 2007 from the PsycEXTRA database.

intro essay

My name is bobby Maupin, imp a simple person. I am 25 years old and hail from Corpus Christi Texas. I come from normal sized family. 4 parents 4 siblings. Two dad’s two moms. One brother and two sisters. My dad and step mother live in Texas and are both teachers. My mom and step father live in Colorado. My step father is a spy for the government. That’s what my family thinks. He can reveal what he does because it’s classified. My 20 year old brother is in the army fighting to keep us safe. He goes to Afghanistan in June. Both my sisters live in Houston Texas. My older sister works and goes to school. My step sister is the web design business.


I don’t have allotted of goals because I don’t believe in them. I know what needs to be done and ill do whets needs to be done. For example. I need to graduate; I need to get a job. Ok I have one goal. Get out of California and back to the lone star state. On December 13 or if my last final comes before that ill be out.


My definition of success isn’t to have or make allot of money. It’s to be happy. To me being happy is having a loving family. Family keeps you grounded. If something goes wrong just call your family. They always know what to say.


In conclusion I have a loving family; I don’t have goals just realistic thoughts.

eng 93 all the work

ESSENTIALS OF NEGOTIATION

LEADERSHIP COMMUNICATION MAPS

Essentials of negotiation


Ch 1
There are four levels of the negotiation process. Managing conflict and engaging in mutual adjustment are the most important. Managing conflict helps negotiators understand how conflict is functional and dysfunctional. Mutual adjustment is the way a party begins to set goals for themselves in a negotiation. These are important.


Ch 2
Distributive bargaining is basically a competition over who is going to get the most of limited recourses. It begins with setting an opening, target, and resistance points. This type of bargaining is a conflict situation where parties seek their own advantage. Sometimes concealing information, attempting mislead, or using manipulative actions. This type of bargaining is crucial to have.


Ch 3
Integrative negotiation is the process of defining goals and engaging in a process that permits both parties to maximize their objectives. Successful integrative negotiations require several processes. Parties must understand each others true needs and objectives second they must create a free flow of information and an open exchange of ideas.


Ch 4
Planning is important in negotiation. Having a plan allows you to dictate the negotiation. Understand the key issues. Assemble the issues together and understand them. Define the limits. All these are planning strategies. Prior planning prevents piss poor performance. The 6 p outline.


Ch 6
Communication during negotiation is simply an exchange of preferences about solutions. Its also an advantage where each party is to influence the other people use language, non verbal communication. Special communication is used to close an argument.


Ch 7
There are two ways to think about power. Power over which suggests that power is dominating by nature. Power with suggests that power is jointly shared. Power gives a negotiator a temporary advantage over yhe other party. Power is very important.


Ch8
Nobody likes a liar. Lying is unethical. Some negotiators are unethical. They say indecisive things to get the upper hand. Women are more likely to lie then men. Watch there body language. It’s a tell all.


Ch 9 sum

Relationships shape negotiation and that’s a known fact. We cannot assume that negotiators are involved only in arms length market transactions. Most negotiators think of how to work together and share actions and responsibility or how to manage problems.


Ch 10 sum
Negotiations take place between to people and only a couple terms. Don’t believe what I say because it’s wrong. Negotiators evolve more then one term and more than two people. Most of the time business is represented by three or lees negotiation, and terms are in the hundreds that’s the true.


Ch 11 sum
International and cross-cultural negotiation is bigger then ever. There are certain factors that influence negotiations. First most important is foreign governments and bureaucracies. Second important is culture differences. Third is political and legal pluralism.


Ch 12 sum
Practice makes perfect. Be prepared diagnose the fundamental structure of the negotiation. Please make sure to identify and work the Banta it’s important. Don’t forget to walk away at anytime.




Leadership communication


C 1 sum

In this chapter we learned how to establish a clear communication purpose and develop a communication strategy. Also how to analyze audiences and organize written and oral communication effectively. All these objectives that this chapter presents as important are essential.


Ch 2 sum

In this chapter we learned how to select the most effective written communication medium, and create individual or team documents. Organize document content coherently and conform to content and format expectations in correspondence. These strategies lead to creating leadership documents.


Ch 3 sum

In this chapter we learned several key objectives to using language to achieve a leadership purpose. For example. Use language correctly, and communicate clearly and concisely. Another example is employ efficient editing techniques. Last but not least is achieve a positive ethos through tone and style.


Ch 4 sum

In this chapter we learned to plan your presentation, including developing a communication strategy, as well as prepare a presentation to achieve the greatest impact. Present effectively and with great confidence. With out these leadership is nothing.


Ch 5 sum
In this chapter we learned how to recognize when to use graphics, and select and design effective data charts. We also learned how to create meaningful text layout along with employing fundamental graphic content and dsign principles, and to make the most of PowerPoint work.

Ch 6 sum
In this chapter we learned how to use several key objectives to strengthen leadership communication. For example. Appreciate the value of emotional intelligence and to take steps to increase your own self- awareness. Another is improving your nonverbal and listening skills. All these objectives are crucial to communication.


Ch 7 sum
In this chapter we learned how to decide when a meeting is the best forum, and ensure meetings lead to action. Also to complete essential meeting planning and conduct a productive meeting along with managing meeting problems and conflict. All these mentioned are essential.


Ch 8 sum
In this chapter we learned how to build an effective team and establish the necessary team work processes along with how to manage the people side of terms, and handle team issues and conflict. These objectives are crucial to building and leading high-performing teams.


Ch 9 sum
In this chapter we learned how to recognize the strategic role of employee communication, and establish effective internal communication. Another objective learned is design and implement effective change communication. Last but not least, use missions and visions to strengthen internal communication.


Ch 10 sum
In this chapter we learned how to develop an external relations strategy, and build and maintain a positive corporate image. We also learned how to work with the news media which is very important.

21

procssing a solution is to challenge readers to care about a problem accept a solution. and act upon it. writers argue for such remidies in all areas of life. for eaxmaple college your chalenged to map out solultions. fun stuuf

20

ch 9-21 sum and mind maps

if one dosent like a claim they can argue against it. thats a part of persausive writing. make sure not to get off track. stay on the topic and beat it into the ground thats a good way.

19

beleving. to presuade people to act you have to be strong. use big words clever sentaces to throw the reader off. be intemadating, it causes uncertanty. uncerttnanty leads to beleving. if your somewhat smart you arwe samrt.

18

take a stand or a position gather information and present it to an audience. this is a type of pressausive writing. that means try and convience the readers that your positions is correct and logical.

16

a definition gives meaning to a term used by a writer. use definitioins to clarify our writing and to combine sentances. this process is useful.

15

process writing is thought and formation. prewrite. for example use mind maps. limit your topic. second write a rough draft. put thoughts on your paper. third revise your paper make sure points are made. third write the final draft. check spelling and finnaly turn the paper in.


14

classification is an organizational stratagey that writers use things to make sense a larger picture. take a topic and break itdown into smaller parts to form paragraphs. a mond map is a good classifcation

12

cause and effect is a method of devlpoement in which the writer anylizes the reasons for an action. a event or decision. writers use these methods to discover order in a reality is apparent chaos. also to inform, speculate,

11

a pesonal description examines a subject that the writer finds meaninful that subject may be valuable to someone. description is basically a multisensory film. when writing a descriptive paper be curious bold vivid and percise. consider people places that are important to you.

1o

a personal reflection is often written to draw wisdom from past experiences. keys to a good reflection essay are as follows. recall details probe the topic. make sure to tell what is found. make sure to get feedback. this is very important when writing an essay.

9

a personal narrative is a story. it tells a story of such experinces you have been involved in. to write a good narrative be passionate. include characters and create memorable descriptions. make sure to narrow the focus. determine yourpurpose and gather details.

Why Kids Should Play Sports

kids have been playing sports sense the day of time. a ball is not needed to call it a sport. sports offer a bunch of benifets for kids such as exersize, social development, and fun.

kids that play sports also exersize at the same time. exersize is important to a kids development. it also keeps there heatlh in check. if a child is playing sports or just being active they dont have time to eat. get rid of the video games this causes a child stay inside all day because video games are adictive.

when kids play sports they meet new people which sharpens there social skills. having good social skills prepares a child for the real life. a kid with no social skills is more likley to be shigh in front of all kinds of people. being outspoken is a direct effect of a child being socialized properly.

sports are also fun. any child needs to have fun. without fun child hood sucks. having fun helps kids in alot of ways such as less fights with parents. all parents like a kid that doesnt talk back. sports can also be used as a babysitting devise. set them up in the living room and let them play. now watching isint a nessecity. easy and fun.

in conclusion kids need have the ability to play sports. sports allow kids to socialize with other kids. sports are also fun and kids love them.

Alcohol Use and Abuse among Youth and Young Adults

During adolescence behaviors such as substance use, delinquency, and emotional problems are mostly common. In 2003, 45% of U.S. high school students reported drinking alcohol, 28% reported episodic "heavy drinking" and 22% reported using marijuana during the past month
Alcoholism is emerging as a nationwide issue among youth and young adults during high school and college years. Drinking for some youth may or may not include what is called "binge drinking" or may not be attributed to social issues of acceptance or shyness, other factors that may be related to the dangerous behaviors are family, culture, stress, etc. We need to understand alcoholism in youth and young adults in relation to other mental disorders, which may have some relationship with alcohol related behaviors. A nationwide survey sponsored by the National Institute on Alcohol Abuse and Alcoholism, finds that alcoholism is primarily an affliction of youth and heighten suspicion, and that an underlying trait predisposes people to alcoholism, substance abuse and mental disorders. One of the most notable findings so far is that problem drinking peaks at younger ages than researchers previously thought, with the highest prevalence among young adults ages 18 to 25, And according to the Carsey Institute at the University of New Hampshire, alcohol abuse is the number one substance abuse problem in rural America, and in particularly within youth and young adults. The report from the Carsey Institute reads that 22% of young adult men living in rural areas have an alcohol abuse problem, as do 12% of young adult women, with a greater distribution among the less educated
Alcohol is a substance that is most often used by adolescents and college students and contributes significantly to social problems, risky sexual behavior, and academic problems. 51% of 15 year-olds, 76% of 18 year-olds, and 85% of 20 year-olds have consumed alcohol. the impact of alcohol use in high school on alcohol problems in college tends to be composed of a moderate direct effect and a relatively strong indirect effect via its impact on current alcohol consumption in college. Some recent research does show that factors such as childhood and early adolescent deviant behavior and family history of depression may be associated with increased alcohol problems. An individual’s personality is what may influence how they respond to stressors. The National Institute on Drug Abuse (NIDA) discussed a study in which an important finding was that a high level of the personality trait called "novelty seeking" increases the risk among children of alcoholics.
Drinking during college years is almost known throughout the country as "the college experience" and among the mainstream as a "normal phase" that young adults go through. The majority of college students more than likely would not consider their drinking behaviors as binge drinking, and most may even attribute their alcohol-related behaviors to the notion of normality for college students. Many college students who drink do so in ways that are more problematic than they comprehend, and the line between safe and risky drinking is unclear. The drinking-related phenomenon of the word binge describes is 5 or more drinks in a setting for a man and 4 or more for a woman. It is easy for students to think of binges as something that other people do, and to associate it with alcoholics. The overall trend within research seems to show that the more frequent and heavier the alcohol use in high school, the more likely that the individuals involvement in excessive alcohol use in college will be.