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    **## JWI_522_W4_Lecture_1192.pdf**

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 522 (1192) Page 1 of 5

    JWI 522
    Strategic Partnering with the C-Suite

    Week 4 Lecture Notes

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 522 (1192) Page 2 of 5

    THE SCORECARD OF TALENT MANAGEMENT

    What It Means

    Are your talent management practices making the company more profitable? How do you
    know? If you were asked to defend the return on investment for your HR departments, would
    you be able to do so in quantifiable terms that your CEO and CFO would find convincing? Far
    too many HR professionals can't. Not being able to "speak with data" is a sure way to keep HR
    out of the inner circle.

    Why It Matters

    • It clarifies how effective people management practices increase competitive advantage.

    • Having agreed-upon metrics helps everyone get on the same page in evaluating the
    focus and efficacy of talent management efforts.

    • It transforms the image of HR to a financial contributor rather than a cost center.

    “Make talent management as rigorous as financial management

    Bill Conaty

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 522 (1192) Page 3 of 5

    DEMONSTRATING THE ROI OF TALENT DEVELOPMENT

    It’s not enough that your HR department generates great results; the value of what you do must be
    understood.

    This may sound a little self-serving, but we assure you, it’s not. If the CEO and senior-level business
    leaders do not recognize the source of the contribution to the organization, they won’t know where to
    invest appropriately to get the results they need. As an HR professional, you must be able to explain
    accurately and concisely what you and your team are doing to impact the bottom line.

    Many business managers have no real idea what the return on their investment in their people is. Why
    not? The simplest answer is they don’t ask the right questions. They don’t ask questions about the real
    costs of a bad hire, or what the impact of an inefficient performance review process is, or how paying big
    bucks for a rock star performer could generate returns greater than those generated by workers earning
    average salaries and delivering average work.

    McCord cautions against such commoditization of people and roles.

    "We have plentiful resources to tap for salary information from a range of industry surveys, which
    cover every domain and offer an elaborate breakdown of levels. They're amazingly
    sophisticated. But the issue is that jobs are not widgets, and neither are people. Any role you
    need filled is likely specialized in ways that the survey job descriptions cannot possibly truly
    account for. Meanwhile, any potential recruit may have skills that can't possibly be measured by
    surveys, like good judgment and collaborative prowess."

    Powerful, P. 111

    HR can help business leaders reassess the way they approach hiring, and how they evaluate the return
    on the investment in their people, by helping them track the real costs and benefits that are often hidden
    in operating budgets. They can also encourage hiring managers and finance people to think about the big
    picture impact or great hires.

    “Consider not only what you can afford given your current business but also what you will be able
    to afford given the additional revenue a new hire might enable you to bring in.”

    Powerful, P. 122

    TALENT MANAGEMENT AND PROFITABILITY

    While the return generated by a top performer is worth several times the return on a mediocre employee,
    on the other end of the spectrum, the cost of a bad hire can be triple that person’s salary when you factor
    in expenses like the additional performance coaching needed, the impact on other members of the team
    and on the output of work, and, of course, the costs associated with terminating and replacing that
    employee.

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 522 (1192) Page 4 of 5

    Organizations can dramatically improve their performance by understanding the impact of sound talent
    management practices, and by leveraging the data that people analytics provides to build a competitive
    advantage through better hiring and talent management practices. As McCord puts it, “Building the
    muscle to hire great people is a huge competitive advantage.” (Powerful, P. 74) The best HR leaders will
    be those who approach human resources not as a bureaucratic undertaking, but as a strategic driver of
    competitive advantage.

    “The most competitive companies are able to stay limber, always innovating and growing, largely
    because they are always proactively bringing in the new talent they need. The best employees
    are always looking for challenging new opportunities, and though they are usually intensely loyal,
    many of them will eventually seek those opportunities elsewhere. You can never know when they
    might decide to make a move, and often there is nothing you’ll be able to do to stop them.”

    Powerful, P. 91

    THE SCORECARD OF TALENT MANAGEMENT

    So, how should we keep score of our talent management practices? How should the CEO, CFO, and
    CHRO evaluate the effectiveness of the HR department in adding value to the organization? Imagine if
    you could track and explain how your team generated many multiples of what it costs the company in
    salaries and overhead. How would that change the picture of HR?

    In developing a scorecard for your organization, consider the practices presented in our course readings,
    but don’t limit yourself to these. As Jack advises, look everywhere for great ideas, including organizations
    that are outside of your industry. But, perhaps most importantly, don’t attempt to develop a scorecard in
    isolation. Armed with a few basic questions, you can begin the dialog with hiring managers and operators
    (a topic of our discussions over the next two weeks) to identify the Key Performance Indicators (KPIs) that
    matter most, such as…

    • What would happen to your bottom line if your team outperformed by 20%?
    • How would productivity be improved if we could reduce the hiring time from 6 weeks to 2 weeks?
    • What HR practices consume most of your time? What would happen if we could get these off

    your plate, or reduced by half?
    • If we could get 75% of your department performing as well as the top 10%, what would that do for

    profitability?

    One final thought is that, while retention is a common metric, McCord is not a big fan:

    “… retention is not a good metric by which to evaluate your team building success or whether
    you’ve created a great culture. The measure should be not simply how many people you are
    keeping but how many great people you have with the skills and experience you need. How
    many of them are you keeping? How many new people with skills and experience you need are
    you hiring? You also want to closely monitor how rigorously you are evaluating whom you need
    to replace and how efficiently you’re acting on that determination.”

    Powerful, P. 93

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 522 (1192) Page 5 of 5

    GETTING THE MOST OUT OF THIS WEEK’S CLASS

    As you read the materials and participate in class activities, stay focused on the key learning outcomes
    for the week:

    • Explore the relationship between talent management and profitability

    There are plenty of resources that address the financial impact of hiring, onboarding, and
    attrition. It is helpful to look at these and share them with the executive team, but don’t stop at
    generalized numbers. The most impactful action you can take is to gather and analyze that data
    from your own organization. Sit with your managers and go over the numbers to answer
    questions like:

    o What is the ROI for each worker?
    o What does the hiring process really cost?
    o How much more are your top performers worth than your average performers?
    o What are your competitors paying?
    o Would you be better off paying more money for a few top performers, or less money for

    more average performers?
    o If we got a top performer, how do we make sure we create a team that they want to stay

    on for as long as we want to have them? Remember, we are building a team, not a family.
    o What is the right relationship between bonuses and performance?

    • Identify ways to assess the ROI of the HR function

    Want to get the attention of the CEO? Turn your department into a money maker. HR has the
    potential to do exactly that if – and only if – it can document and demonstrate what it does. Dig
    into your own organization’s data. What is HR’s real impact on your company and on the
    bottom line? Talk to some finance people in your company. Ask them how they calculate IRR.
    Go back and read your notes and materials from your JWMI finance course. Work with
    managers and have them evaluate the return with you. You’re not in this alone.

    • Strengthen the role of HR as a driver of the financial success of the organization

    You have to speak with data in a way that those “business types” understand. The evidence is
    clear that the best performing employees are able to deliver many times what they cost the
    company, and this is certainly also true of the best HR departments. But you can’t change the
    perception of HR from that of a cost center to a profit driver unless you make the connection
    between what you do and what the financial results. Be a part of strategy meetings and make
    sure that the ROI of talent management is included in the analysis of the business’s financials.

    **JWI522Week4Discussion.jpeg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/jwi522week4discussion-jpeg)

    **JWI522Week4LilliaResponse.jpeg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/jwi522week4lilliaresponse-jpeg)

    **JWI522Week4ChawandaResponse.jpeg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/jwi522week4chawandaresponse-jpeg)

    **JWI522Week4ChawandaResponse.jpeg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/jwi522week4chawandaresponse-jpeg)

    **## JWI_522_W4_Lecture_1192.pdf**

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 522 (1192) Page 1 of 5

    JWI 522
    Strategic Partnering with the C-Suite

    Week 4 Lecture Notes

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 522 (1192) Page 2 of 5

    THE SCORECARD OF TALENT MANAGEMENT

    What It Means

    Are your talent management practices making the company more profitable? How do you
    know? If you were asked to defend the return on investment for your HR departments, would
    you be able to do so in quantifiable terms that your CEO and CFO would find convincing? Far
    too many HR professionals can't. Not being able to "speak with data" is a sure way to keep HR
    out of the inner circle.

    Why It Matters

    • It clarifies how effective people management practices increase competitive advantage.

    • Having agreed-upon metrics helps everyone get on the same page in evaluating the
    focus and efficacy of talent management efforts.

    • It transforms the image of HR to a financial contributor rather than a cost center.

    “Make talent management as rigorous as financial management

    Bill Conaty

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 522 (1192) Page 3 of 5

    DEMONSTRATING THE ROI OF TALENT DEVELOPMENT

    It’s not enough that your HR department generates great results; the value of what you do must be
    understood.

    This may sound a little self-serving, but we assure you, it’s not. If the CEO and senior-level business
    leaders do not recognize the source of the contribution to the organization, they won’t know where to
    invest appropriately to get the results they need. As an HR professional, you must be able to explain
    accurately and concisely what you and your team are doing to impact the bottom line.

    Many business managers have no real idea what the return on their investment in their people is. Why
    not? The simplest answer is they don’t ask the right questions. They don’t ask questions about the real
    costs of a bad hire, or what the impact of an inefficient performance review process is, or how paying big
    bucks for a rock star performer could generate returns greater than those generated by workers earning
    average salaries and delivering average work.

    McCord cautions against such commoditization of people and roles.

    "We have plentiful resources to tap for salary information from a range of industry surveys, which
    cover every domain and offer an elaborate breakdown of levels. They're amazingly
    sophisticated. But the issue is that jobs are not widgets, and neither are people. Any role you
    need filled is likely specialized in ways that the survey job descriptions cannot possibly truly
    account for. Meanwhile, any potential recruit may have skills that can't possibly be measured by
    surveys, like good judgment and collaborative prowess."

    Powerful, P. 111

    HR can help business leaders reassess the way they approach hiring, and how they evaluate the return
    on the investment in their people, by helping them track the real costs and benefits that are often hidden
    in operating budgets. They can also encourage hiring managers and finance people to think about the big
    picture impact or great hires.

    “Consider not only what you can afford given your current business but also what you will be able
    to afford given the additional revenue a new hire might enable you to bring in.”

    Powerful, P. 122

    TALENT MANAGEMENT AND PROFITABILITY

    While the return generated by a top performer is worth several times the return on a mediocre employee,
    on the other end of the spectrum, the cost of a bad hire can be triple that person’s salary when you factor
    in expenses like the additional performance coaching needed, the impact on other members of the team
    and on the output of work, and, of course, the costs associated with terminating and replacing that
    employee.

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 522 (1192) Page 4 of 5

    Organizations can dramatically improve their performance by understanding the impact of sound talent
    management practices, and by leveraging the data that people analytics provides to build a competitive
    advantage through better hiring and talent management practices. As McCord puts it, “Building the
    muscle to hire great people is a huge competitive advantage.” (Powerful, P. 74) The best HR leaders will
    be those who approach human resources not as a bureaucratic undertaking, but as a strategic driver of
    competitive advantage.

    “The most competitive companies are able to stay limber, always innovating and growing, largely
    because they are always proactively bringing in the new talent they need. The best employees
    are always looking for challenging new opportunities, and though they are usually intensely loyal,
    many of them will eventually seek those opportunities elsewhere. You can never know when they
    might decide to make a move, and often there is nothing you’ll be able to do to stop them.”

    Powerful, P. 91

    THE SCORECARD OF TALENT MANAGEMENT

    So, how should we keep score of our talent management practices? How should the CEO, CFO, and
    CHRO evaluate the effectiveness of the HR department in adding value to the organization? Imagine if
    you could track and explain how your team generated many multiples of what it costs the company in
    salaries and overhead. How would that change the picture of HR?

    In developing a scorecard for your organization, consider the practices presented in our course readings,
    but don’t limit yourself to these. As Jack advises, look everywhere for great ideas, including organizations
    that are outside of your industry. But, perhaps most importantly, don’t attempt to develop a scorecard in
    isolation. Armed with a few basic questions, you can begin the dialog with hiring managers and operators
    (a topic of our discussions over the next two weeks) to identify the Key Performance Indicators (KPIs) that
    matter most, such as…

    • What would happen to your bottom line if your team outperformed by 20%?
    • How would productivity be improved if we could reduce the hiring time from 6 weeks to 2 weeks?
    • What HR practices consume most of your time? What would happen if we could get these off

    your plate, or reduced by half?
    • If we could get 75% of your department performing as well as the top 10%, what would that do for

    profitability?

    One final thought is that, while retention is a common metric, McCord is not a big fan:

    “… retention is not a good metric by which to evaluate your team building success or whether
    you’ve created a great culture. The measure should be not simply how many people you are
    keeping but how many great people you have with the skills and experience you need. How
    many of them are you keeping? How many new people with skills and experience you need are
    you hiring? You also want to closely monitor how rigorously you are evaluating whom you need
    to replace and how efficiently you’re acting on that determination.”

    Powerful, P. 93

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 522 (1192) Page 5 of 5

    GETTING THE MOST OUT OF THIS WEEK’S CLASS

    As you read the materials and participate in class activities, stay focused on the key learning outcomes
    for the week:

    • Explore the relationship between talent management and profitability

    There are plenty of resources that address the financial impact of hiring, onboarding, and
    attrition. It is helpful to look at these and share them with the executive team, but don’t stop at
    generalized numbers. The most impactful action you can take is to gather and analyze that data
    from your own organization. Sit with your managers and go over the numbers to answer
    questions like:

    o What is the ROI for each worker?
    o What does the hiring process really cost?
    o How much more are your top performers worth than your average performers?
    o What are your competitors paying?
    o Would you be better off paying more money for a few top performers, or less money for

    more average performers?
    o If we got a top performer, how do we make sure we create a team that they want to stay

    on for as long as we want to have them? Remember, we are building a team, not a family.
    o What is the right relationship between bonuses and performance?

    • Identify ways to assess the ROI of the HR function

    Want to get the attention of the CEO? Turn your department into a money maker. HR has the
    potential to do exactly that if – and only if – it can document and demonstrate what it does. Dig
    into your own organization’s data. What is HR’s real impact on your company and on the
    bottom line? Talk to some finance people in your company. Ask them how they calculate IRR.
    Go back and read your notes and materials from your JWMI finance course. Work with
    managers and have them evaluate the return with you. You’re not in this alone.

    • Strengthen the role of HR as a driver of the financial success of the organization

    You have to speak with data in a way that those “business types” understand. The evidence is
    clear that the best performing employees are able to deliver many times what they cost the
    company, and this is certainly also true of the best HR departments. But you can’t change the
    perception of HR from that of a cost center to a profit driver unless you make the connection
    between what you do and what the financial results. Be a part of strategy meetings and make
    sure that the ROI of talent management is included in the analysis of the business’s financials.

    **JWI522Week4Discussion.jpeg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/jwi522week4discussion-jpeg)

    **JWI522Week4LilliaResponse.jpeg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/jwi522week4lilliaresponse-jpeg)

    **JWI522Week4ChawandaResponse.jpeg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/jwi522week4chawandaresponse-jpeg)

    **## JWI_522_W4_Lecture_1192.pdf**

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 522 (1192) Page 1 of 5

    JWI 522
    Strategic Partnering with the C-Suite

    Week 4 Lecture Notes

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 522 (1192) Page 2 of 5

    THE SCORECARD OF TALENT MANAGEMENT

    What It Means

    Are your talent management practices making the company more profitable? How do you
    know? If you were asked to defend the return on investment for your HR departments, would
    you be able to do so in quantifiable terms that your CEO and CFO would find convincing? Far
    too many HR professionals can't. Not being able to "speak with data" is a sure way to keep HR
    out of the inner circle.

    Why It Matters

    • It clarifies how effective people management practices increase competitive advantage.

    • Having agreed-upon metrics helps everyone get on the same page in evaluating the
    focus and efficacy of talent management efforts.

    • It transforms the image of HR to a financial contributor rather than a cost center.

    “Make talent management as rigorous as financial management

    Bill Conaty

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 522 (1192) Page 3 of 5

    DEMONSTRATING THE ROI OF TALENT DEVELOPMENT

    It’s not enough that your HR department generates great results; the value of what you do must be
    understood.

    This may sound a little self-serving, but we assure you, it’s not. If the CEO and senior-level business
    leaders do not recognize the source of the contribution to the organization, they won’t know where to
    invest appropriately to get the results they need. As an HR professional, you must be able to explain
    accurately and concisely what you and your team are doing to impact the bottom line.

    Many business managers have no real idea what the return on their investment in their people is. Why
    not? The simplest answer is they don’t ask the right questions. They don’t ask questions about the real
    costs of a bad hire, or what the impact of an inefficient performance review process is, or how paying big
    bucks for a rock star performer could generate returns greater than those generated by workers earning
    average salaries and delivering average work.

    McCord cautions against such commoditization of people and roles.

    "We have plentiful resources to tap for salary information from a range of industry surveys, which
    cover every domain and offer an elaborate breakdown of levels. They're amazingly
    sophisticated. But the issue is that jobs are not widgets, and neither are people. Any role you
    need filled is likely specialized in ways that the survey job descriptions cannot possibly truly
    account for. Meanwhile, any potential recruit may have skills that can't possibly be measured by
    surveys, like good judgment and collaborative prowess."

    Powerful, P. 111

    HR can help business leaders reassess the way they approach hiring, and how they evaluate the return
    on the investment in their people, by helping them track the real costs and benefits that are often hidden
    in operating budgets. They can also encourage hiring managers and finance people to think about the big
    picture impact or great hires.

    “Consider not only what you can afford given your current business but also what you will be able
    to afford given the additional revenue a new hire might enable you to bring in.”

    Powerful, P. 122

    TALENT MANAGEMENT AND PROFITABILITY

    While the return generated by a top performer is worth several times the return on a mediocre employee,
    on the other end of the spectrum, the cost of a bad hire can be triple that person’s salary when you factor
    in expenses like the additional performance coaching needed, the impact on other members of the team
    and on the output of work, and, of course, the costs associated with terminating and replacing that
    employee.

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 522 (1192) Page 4 of 5

    Organizations can dramatically improve their performance by understanding the impact of sound talent
    management practices, and by leveraging the data that people analytics provides to build a competitive
    advantage through better hiring and talent management practices. As McCord puts it, “Building the
    muscle to hire great people is a huge competitive advantage.” (Powerful, P. 74) The best HR leaders will
    be those who approach human resources not as a bureaucratic undertaking, but as a strategic driver of
    competitive advantage.

    “The most competitive companies are able to stay limber, always innovating and growing, largely
    because they are always proactively bringing in the new talent they need. The best employees
    are always looking for challenging new opportunities, and though they are usually intensely loyal,
    many of them will eventually seek those opportunities elsewhere. You can never know when they
    might decide to make a move, and often there is nothing you’ll be able to do to stop them.”

    Powerful, P. 91

    THE SCORECARD OF TALENT MANAGEMENT

    So, how should we keep score of our talent management practices? How should the CEO, CFO, and
    CHRO evaluate the effectiveness of the HR department in adding value to the organization? Imagine if
    you could track and explain how your team generated many multiples of what it costs the company in
    salaries and overhead. How would that change the picture of HR?

    In developing a scorecard for your organization, consider the practices presented in our course readings,
    but don’t limit yourself to these. As Jack advises, look everywhere for great ideas, including organizations
    that are outside of your industry. But, perhaps most importantly, don’t attempt to develop a scorecard in
    isolation. Armed with a few basic questions, you can begin the dialog with hiring managers and operators
    (a topic of our discussions over the next two weeks) to identify the Key Performance Indicators (KPIs) that
    matter most, such as…

    • What would happen to your bottom line if your team outperformed by 20%?
    • How would productivity be improved if we could reduce the hiring time from 6 weeks to 2 weeks?
    • What HR practices consume most of your time? What would happen if we could get these off

    your plate, or reduced by half?
    • If we could get 75% of your department performing as well as the top 10%, what would that do for

    profitability?

    One final thought is that, while retention is a common metric, McCord is not a big fan:

    “… retention is not a good metric by which to evaluate your team building success or whether
    you’ve created a great culture. The measure should be not simply how many people you are
    keeping but how many great people you have with the skills and experience you need. How
    many of them are you keeping? How many new people with skills and experience you need are
    you hiring? You also want to closely monitor how rigorously you are evaluating whom you need
    to replace and how efficiently you’re acting on that determination.”

    Powerful, P. 93

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 522 (1192) Page 5 of 5

    GETTING THE MOST OUT OF THIS WEEK’S CLASS

    As you read the materials and participate in class activities, stay focused on the key learning outcomes
    for the week:

    • Explore the relationship between talent management and profitability

    There are plenty of resources that address the financial impact of hiring, onboarding, and
    attrition. It is helpful to look at these and share them with the executive team, but don’t stop at
    generalized numbers. The most impactful action you can take is to gather and analyze that data
    from your own organization. Sit with your managers and go over the numbers to answer
    questions like:

    o What is the ROI for each worker?
    o What does the hiring process really cost?
    o How much more are your top performers worth than your average performers?
    o What are your competitors paying?
    o Would you be better off paying more money for a few top performers, or less money for

    more average performers?
    o If we got a top performer, how do we make sure we create a team that they want to stay

    on for as long as we want to have them? Remember, we are building a team, not a family.
    o What is the right relationship between bonuses and performance?

    • Identify ways to assess the ROI of the HR function

    Want to get the attention of the CEO? Turn your department into a money maker. HR has the
    potential to do exactly that if – and only if – it can document and demonstrate what it does. Dig
    into your own organization’s data. What is HR’s real impact on your company and on the
    bottom line? Talk to some finance people in your company. Ask them how they calculate IRR.
    Go back and read your notes and materials from your JWMI finance course. Work with
    managers and have them evaluate the return with you. You’re not in this alone.

    • Strengthen the role of HR as a driver of the financial success of the organization

    You have to speak with data in a way that those “business types” understand. The evidence is
    clear that the best performing employees are able to deliver many times what they cost the
    company, and this is certainly also true of the best HR departments. But you can’t change the
    perception of HR from that of a cost center to a profit driver unless you make the connection
    between what you do and what the financial results. Be a part of strategy meetings and make
    sure that the ROI of talent management is included in the analysis of the business’s financials.

    **JWI522Week4Discussion.jpeg**

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  • [Solved] Psychopharmacology

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    **Scenario:** A 13 year old boy is accompanied by his parents into the community mental health clinic for the evaluation of Attention Deficit Hyperactivity Disorder (ADHD). Both parents are impatient, demanding and requesting for you to start their child on a CNS stimulant medication. **Based on thi…

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    Assignment Prompt & Instructions

    **Scenario:** A 13 year old boy is accompanied by his parents into the community mental health clinic for the evaluation of Attention Deficit Hyperactivity Disorder (ADHD).  Both parents are impatient, demanding and requesting for you to start their child on a CNS stimulant medication.
    **Based on this scenario, respond to the following prompts:**
    1. Which neurotransmitter(s) are involved in ADHD?  How will you approach this clinical case?
    2. According to the DSM V-TR, what is the criteria for this condition? What is the NICHQ Vanderbilt Assessment Scale and how will you apply it to this case study?
    3. If the child meets diagnostic criteria for ADHD, what diagnostic(s) or lab(s) will you order prior to prescribing a CNS stimulant drug? Why is it important to assess and monitor a child’s weight and height once you start treatment for ADHD?
    ### **Assignment Guidelines**
    – **Format:** Your response must be written in **APA format**.

  • [Solved] NGR6910C Research

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    **Coding Assignment** – ## CodingAssignmentInstructions.rtf – ## CodingAssignment.docx **## CodingAssignmentInstructions.rtf** **Coding Assignment: Instructions** **Purpose**: The purpose of this assignment is to familiarize you with the process of coding and analyzing qualitative data. **Instructio…

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    **Coding Assignment**

    – ## CodingAssignmentInstructions.rtf

    – ## CodingAssignment.docx

    **## CodingAssignmentInstructions.rtf**

    **Coding Assignment: Instructions**

    **Purpose**: The purpose of this assignment is to familiarize you with the process of coding and analyzing qualitative data.

    **Instructions:**

    – Download the Qualitative Coding Assignment

    Read through the entire document and complete the code book using the instructions provided.

    Submit the final code book along with a summary of the major themes or most common pet peeves noted to the drop box. Your analysis of the data should be a minimum of
    **3-4 full paragraphs**.

    You can submit the last page of the assignment with the code book and analysis. You do not need a formal APA paper with a title page and references. No references are required for this assignment. Simply provide your assessment based on the data that you coded.

    **## CodingAssignment.docx**

    ## **Week 10: Qualitative Coding Assignment**

    Content coding is one way to identify the themes or patterns found in the narrative text of qualitative research studies. The qualitative research assignment for Week 8 requires you to content code the narrative pet peeves of 10 nursing and social work students taking courses in a “brick and mortar” university. These students were asked to anonymously describe the problems (or “pet peeves”) they experienced in previous courses that detracted from their learning experience.

    **To complete this assignment**, you need the
    **three** documents: the student narrative text on pet peeves, the code scheme, and the code sheet. Below is a description of each of these documents. All of the needed resources can be found in this document.

    **Student Narrative Text on Course Pet Peeves (Page 3):** You will see the narrative text written by each of the 10 students in this document. Each student has a unique identification (ID) number. For example, 001 is the ID number of the first student and 010 is number for the last student. Some students only wrote about one pet peeve, whereas others listed up to two or more pet peeves. If a student listed two or more pet peeves, a “vertical bar”
    **|** is used to separate each them. Take a look at the student whose ID number is 002. This student’s first pet peeve about course readings is separated from the second one by a vertical bar (
    **|** ).

    **Coding Scheme: Student Pet Peeve Data (Page 4):** A code scheme has unique numbers linked to different types of content or themes found in narrative text. For this assignment, you will see a unique number for each different type of pet peeve. For example, a pet peeve on not being able to locate required readings is assigned the number “01”. Sometimes the content of narrative text cannot be categorized, because it is unclear or doesn’t make sense. For this assignment, this type of narrative text is given the code number “99”. If narrative text is not a pet peeve, it is given the code number “97”.

    **Code Sheet: Student Pet Peeve Data (Page 5):** This is the form that you use to enter the code scheme number for each pet peeve in a student’s narrative text. The first column of the code sheet lists the student’s unique ID number. The next column (Code 1) is used to write the number from the code scheme that best describes the content of the first pet peeve listed by the student. The second column (Code 2) is for the second pet peeve, and the third column (Code 3) is for the last one.

    ## **Example**

    Here is an example of how to code the narrative text on course pet peeves. In this example, the student described the following pet peeves in courses she had taken in the past:

    186 Assignments that are just “busy work” with no perceived value.
    **|**
    Lack of feedback.

    **ID**

    First, the number “186” is the unique ID number for this student. When you code this student’s pet peeves, you need to write them on the line for this ID number.

    **Codes**

    Next you will see a vertical bar | in the narrative text on page 3 which means there are more than one pet peeve listed by the student.

    **Code Sheet Example (Refer to Coding Scheme page 5)**

    The first pet peeve is about assignments that are considered to be “busy work”. When you review the code scheme for student pet peeves, it looks like the number “08” (Assignments not geared to learning [e.g., busy work]) best describes this student’s pet peeve. You then enter the number “08” into the second column (Code 1) of the code sheet (see below).

    In the next pet peeve, the student writes about “lack of feedback”. While her response is not very specific, it is most likely to related to code number “13” (Assignments returned without comments or feedback). You then enter “13” in the third column of the code sheet. Because this student did not list a third pet peeve, you then leave the fourth column (Code 3) blank.

    Code Sheet: Student Pet Peeve Data

    | | | | |
    | — | — | — | — |
    | **ID #** | **Code 1** | **Code 2** | **Code 3** |
    | 186 | 08 | 13 | |

    You are now ready to start content coding the narrative text of pet peeves for the 10 students in this assignment on page 3. When you are finished, you need to submit your completed code sheet on page 7 to the submission link in Week 5.

    ## **Week 10: Qualitative Coding Assignment**

    ## **Student Narrative Text on Course Pet Peeves**

    001 Professors who “don’t allow” students to disagree with their opinions.
    **|**
    Professors who grade based on the placement of commas and the number of spaces typed between words rather than on the ideas and thoughts developed.
    **|**
    Professors who give me reason to feel about 2 inches tall when I give an incorrect answer to a question.

    002 Ridiculous amounts of reading to be done in a short period of time.
    **|**
    Not having an opportunity to discuss different viewpoints or different facets of a topic-issue.

    003 I get frustrated with instructors that behave as though we have nothing else going on in our lives except their class and their assignments.

    004 I don’t like to read material that doesn’t have a practical benefit. I want to leave here with a marketable skill, not a head filled with historical facts or scientific jargon.

    005 Students who use the classroom to show how
    **smart** they are and to
    **build** themselves up.
    **|**
    Those who rattle their candy and gum wrappers or chip bags.

    006 When required readings are not available.
    **|**
    When instructors put-down students.
    **|**
    When assignments are too difficult.

    007 Professor who believe their view is the
    **only** one acceptable.
    **|** Disorganized classes.
    **|** Dry readings.

    008 Professors who are condescending toward students.
    **|** Test questions that come out of the blue.

    009 People make noise – opening snacks, chewing loud (pretzels).
    **|** When people monopolize class.

    010 Allowing personal bias to dictate evaluations of students work. (e.g., If you disagree, then you’re wrong.)
    **|** When expectations for grades are unclear.

    ## **Week 10: Qualitative Coding Assignment**

    ## **Coding Scheme: Student Pet Peeve Data**

    **Course Requirements**

    **01** = Can’t locate required readings

    **02** =
    _Unclear_ expectations of students

    **03** =
    _Unrealistic_ expectations of students (e.g., too many readings, assignments too difficult)

    **04** = Working in groups (e.g., too much, meaningless)

    **05** = Course doesn’t follow syllabus

    **Course Content**

    **06** = Content of required readings (e.g., irrelevant, inappropriate, boring, dry)

    **07** = No clinical, policy or real-life application of course content

    **08** = Assignments not geared to learning (e.g., busy work)

    **09** = Too little time spent on the most important topics

    **Teacher – Student Relationship**

    **10** = Teacher doesn’t encourage students to voice opinions that are different from their own

    **11** = Teacher talks down to students (e.g., condescending, makes students feel stupid)

    **12** = Teacher has low expectations of students (e.g., intelligence, experience, ability to complete assignments)

    **Teaching Behavior**

    **13** = Assignments returned without comments or feedback (e.g., papers)

    **14** = Personality of teacher (e.g., opinionated, egotistical, arrogant, thinks their approach is the only way)

    **15** = Unfair or inappropriate grading (e.g., papers, exams, final grades)

    **16** = Poor facilitator of class discussions

    **Student Behavior**

    **17** = Students who monopolize class time

    **18** = Irrelevant comments or discussions by other students (e.g., personal stories)

    **19** = Limited or no development of peer relationships with classmates

    **20** = Overbearing, intimidating, and/or opinionated students

    **21** = Students making noises in class (e.g., rattling papers, unwrapping food)

    **98** = Other: Student’s written response not a pet peeve or doesn’t fit coding scheme

    **99** = Unable to decipher meaning of student response

    ## **Week 10: Qualitative Coding Assignment**

    ## **Code Sheet: Student Pet Peeve Data**

    **Qualitative Analyses:** The analytic method you will use to analyze the narrative data for this Assignment is called content analysis. It requires you to read each student’s narrative and then code its content using the thematic categories on page 4 (Coding Scheme: Student Pet Peeve Data). Once you have completed the coding, you will need to describe the most common types of “pet peeves” that students have about their courses.

    | | | | |
    | — | — | — | — |
    | **ID #** | **CODE 1** | **CODE 2** | **CODE 3** |
    | 001 | | | |
    | 002 | | | |
    | 003 | | | |
    | 004 | | | |
    | 005 | | | |
    | 006 | | | |
    | 007 | | | |
    | 008 | | | |
    | 009 | | | |
    | 010 | | | |

    After you complete the code sheet,
    **summarize the major themes** or most common pet peeves described by the 10 students in their previous courses:

    **## CodingAssignment.docx**

    ## **Week 10: Qualitative Coding Assignment**

    Content coding is one way to identify the themes or patterns found in the narrative text of qualitative research studies. The qualitative research assignment for Week 8 requires you to content code the narrative pet peeves of 10 nursing and social work students taking courses in a “brick and mortar” university. These students were asked to anonymously describe the problems (or “pet peeves”) they experienced in previous courses that detracted from their learning experience.

    **To complete this assignment**, you need the
    **three** documents: the student narrative text on pet peeves, the code scheme, and the code sheet. Below is a description of each of these documents. All of the needed resources can be found in this document.

    **Student Narrative Text on Course Pet Peeves (Page 3):** You will see the narrative text written by each of the 10 students in this document. Each student has a unique identification (ID) number. For example, 001 is the ID number of the first student and 010 is number for the last student. Some students only wrote about one pet peeve, whereas others listed up to two or more pet peeves. If a student listed two or more pet peeves, a “vertical bar”
    **|** is used to separate each them. Take a look at the student whose ID number is 002. This student’s first pet peeve about course readings is separated from the second one by a vertical bar (
    **|** ).

    **Coding Scheme: Student Pet Peeve Data (Page 4):** A code scheme has unique numbers linked to different types of content or themes found in narrative text. For this assignment, you will see a unique number for each different type of pet peeve. For example, a pet peeve on not being able to locate required readings is assigned the number “01”. Sometimes the content of narrative text cannot be categorized, because it is unclear or doesn’t make sense. For this assignment, this type of narrative text is given the code number “99”. If narrative text is not a pet peeve, it is given the code number “97”.

    **Code Sheet: Student Pet Peeve Data (Page 5):** This is the form that you use to enter the code scheme number for each pet peeve in a student’s narrative text. The first column of the code sheet lists the student’s unique ID number. The next column (Code 1) is used to write the number from the code scheme that best describes the content of the first pet peeve listed by the student. The second column (Code 2) is for the second pet peeve, and the third column (Code 3) is for the last one.

    ## **Example**

    Here is an example of how to code the narrative text on course pet peeves. In this example, the student described the following pet peeves in courses she had taken in the past:

    186 Assignments that are just “busy work” with no perceived value.
    **|**
    Lack of feedback.

    **ID**

    First, the number “186” is the unique ID number for this student. When you code this student’s pet peeves, you need to write them on the line for this ID number.

    **Codes**

    Next you will see a vertical bar | in the narrative text on page 3 which means there are more than one pet peeve listed by the student.

    **Code Sheet Example (Refer to Coding Scheme page 5)**

    The first pet peeve is about assignments that are considered to be “busy work”. When you review the code scheme for student pet peeves, it looks like the number “08” (Assignments not geared to learning [e.g., busy work]) best describes this student’s pet peeve. You then enter the number “08” into the second column (Code 1) of the code sheet (see below).

    In the next pet peeve, the student writes about “lack of feedback”. While her response is not very specific, it is most likely to related to code number “13” (Assignments returned without comments or feedback). You then enter “13” in the third column of the code sheet. Because this student did not list a third pet peeve, you then leave the fourth column (Code 3) blank.

    Code Sheet: Student Pet Peeve Data

    | | | | |
    | — | — | — | — |
    | **ID #** | **Code 1** | **Code 2** | **Code 3** |
    | 186 | 08 | 13 | |

    You are now ready to start content coding the narrative text of pet peeves for the 10 students in this assignment on page 3. When you are finished, you need to submit your completed code sheet on page 7 to the submission link in Week 5.

    ## **Week 10: Qualitative Coding Assignment**

    ## **Student Narrative Text on Course Pet Peeves**

    001 Professors who “don’t allow” students to disagree with their opinions.
    **|**
    Professors who grade based on the placement of commas and the number of spaces typed between words rather than on the ideas and thoughts developed.
    **|**
    Professors who give me reason to feel about 2 inches tall when I give an incorrect answer to a question.

    002 Ridiculous amounts of reading to be done in a short period of time.
    **|**
    Not having an opportunity to discuss different viewpoints or different facets of a topic-issue.

    003 I get frustrated with instructors that behave as though we have nothing else going on in our lives except their class and their assignments.

    004 I don’t like to read material that doesn’t have a practical benefit. I want to leave here with a marketable skill, not a head filled with historical facts or scientific jargon.

    005 Students who use the classroom to show how
    **smart** they are and to
    **build** themselves up.
    **|**
    Those who rattle their candy and gum wrappers or chip bags.

    006 When required readings are not available.
    **|**
    When instructors put-down students.
    **|**
    When assignments are too difficult.

    007 Professor who believe their view is the
    **only** one acceptable.
    **|** Disorganized classes.
    **|** Dry readings.

    008 Professors who are condescending toward students.
    **|** Test questions that come out of the blue.

    009 People make noise – opening snacks, chewing loud (pretzels).
    **|** When people monopolize class.

    010 Allowing personal bias to dictate evaluations of students work. (e.g., If you disagree, then you’re wrong.)
    **|** When expectations for grades are unclear.

    ## **Week 10: Qualitative Coding Assignment**

    ## **Coding Scheme: Student Pet Peeve Data**

    **Course Requirements**

    **01** = Can’t locate required readings

    **02** =
    _Unclear_ expectations of students

    **03** =
    _Unrealistic_ expectations of students (e.g., too many readings, assignments too difficult)

    **04** = Working in groups (e.g., too much, meaningless)

    **05** = Course doesn’t follow syllabus

    **Course Content**

    **06** = Content of required readings (e.g., irrelevant, inappropriate, boring, dry)

    **07** = No clinical, policy or real-life application of course content

    **08** = Assignments not geared to learning (e.g., busy work)

    **09** = Too little time spent on the most important topics

    **Teacher – Student Relationship**

    **10** = Teacher doesn’t encourage students to voice opinions that are different from their own

    **11** = Teacher talks down to students (e.g., condescending, makes students feel stupid)

    **12** = Teacher has low expectations of students (e.g., intelligence, experience, ability to complete assignments)

    **Teaching Behavior**

    **13** = Assignments returned without comments or feedback (e.g., papers)

    **14** = Personality of teacher (e.g., opinionated, egotistical, arrogant, thinks their approach is the only way)

    **15** = Unfair or inappropriate grading (e.g., papers, exams, final grades)

    **16** = Poor facilitator of class discussions

    **Student Behavior**

    **17** = Students who monopolize class time

    **18** = Irrelevant comments or discussions by other students (e.g., personal stories)

    **19** = Limited or no development of peer relationships with classmates

    **20** = Overbearing, intimidating, and/or opinionated students

    **21** = Students making noises in class (e.g., rattling papers, unwrapping food)

    **98** = Other: Student’s written response not a pet peeve or doesn’t fit coding scheme

    **99** = Unable to decipher meaning of student response

    ## **Week 10: Qualitative Coding Assignment**

    ## **Code Sheet: Student Pet Peeve Data**

    **Qualitative Analyses:** The analytic method you will use to analyze the narrative data for this Assignment is called content analysis. It requires you to read each student’s narrative and then code its content using the thematic categories on page 4 (Coding Scheme: Student Pet Peeve Data). Once you have completed the coding, you will need to describe the most common types of “pet peeves” that students have about their courses.

    | | | | |
    | — | — | — | — |
    | **ID #** | **CODE 1** | **CODE 2** | **CODE 3** |
    | 001 | | | |
    | 002 | | | |
    | 003 | | | |
    | 004 | | | |
    | 005 | | | |
    | 006 | | | |
    | 007 | | | |
    | 008 | | | |
    | 009 | | | |
    | 010 | | | |

    After you complete the code sheet,
    **summarize the major themes** or most common pet peeves described by the 10 students in their previous courses:

    **## CodingAssignmentInstructions.rtf**

    **Coding Assignment: Instructions**

    **Purpose**: The purpose of this assignment is to familiarize you with the process of coding and analyzing qualitative data.

    **Instructions:**

    – Download the Qualitative Coding Assignment

    Read through the entire document and complete the code book using the instructions provided.

    Submit the final code book along with a summary of the major themes or most common pet peeves noted to the drop box. Your analysis of the data should be a minimum of
    **3-4 full paragraphs**.

    You can submit the last page of the assignment with the code book and analysis. You do not need a formal APA paper with a title page and references. No references are required for this assignment. Simply provide your assessment based on the data that you coded.

    **## CodingAssignment.docx**

    ## **Week 10: Qualitative Coding Assignment**

    Content coding is one way to identify the themes or patterns found in the narrative text of qualitative research studies. The qualitative research assignment for Week 8 requires you to content code the narrative pet peeves of 10 nursing and social work students taking courses in a “brick and mortar” university. These students were asked to anonymously describe the problems (or “pet peeves”) they experienced in previous courses that detracted from their learning experience.

    **To complete this assignment**, you need the
    **three** documents: the student narrative text on pet peeves, the code scheme, and the code sheet. Below is a description of each of these documents. All of the needed resources can be found in this document.

    **Student Narrative Text on Course Pet Peeves (Page 3):** You will see the narrative text written by each of the 10 students in this document. Each student has a unique identification (ID) number. For example, 001 is the ID number of the first student and 010 is number for the last student. Some students only wrote about one pet peeve, whereas others listed up to two or more pet peeves. If a student listed two or more pet peeves, a “vertical bar”
    **|** is used to separate each them. Take a look at the student whose ID number is 002. This student’s first pet peeve about course readings is separated from the second one by a vertical bar (
    **|** ).

    **Coding Scheme: Student Pet Peeve Data (Page 4):** A code scheme has unique numbers linked to different types of content or themes found in narrative text. For this assignment, you will see a unique number for each different type of pet peeve. For example, a pet peeve on not being able to locate required readings is assigned the number “01”. Sometimes the content of narrative text cannot be categorized, because it is unclear or doesn’t make sense. For this assignment, this type of narrative text is given the code number “99”. If narrative text is not a pet peeve, it is given the code number “97”.

    **Code Sheet: Student Pet Peeve Data (Page 5):** This is the form that you use to enter the code scheme number for each pet peeve in a student’s narrative text. The first column of the code sheet lists the student’s unique ID number. The next column (Code 1) is used to write the number from the code scheme that best describes the content of the first pet peeve listed by the student. The second column (Code 2) is for the second pet peeve, and the third column (Code 3) is for the last one.

    ## **Example**

    Here is an example of how to code the narrative text on course pet peeves. In this example, the student described the following pet peeves in courses she had taken in the past:

    186 Assignments that are just “busy work” with no perceived value.
    **|**
    Lack of feedback.

    **ID**

    First, the number “186” is the unique ID number for this student. When you code this student’s pet peeves, you need to write them on the line for this ID number.

    **Codes**

    Next you will see a vertical bar | in the narrative text on page 3 which means there are more than one pet peeve listed by the student.

    **Code Sheet Example (Refer to Coding Scheme page 5)**

    The first pet peeve is about assignments that are considered to be “busy work”. When you review the code scheme for student pet peeves, it looks like the number “08” (Assignments not geared to learning [e.g., busy work]) best describes this student’s pet peeve. You then enter the number “08” into the second column (Code 1) of the code sheet (see below).

    In the next pet peeve, the student writes about “lack of feedback”. While her response is not very specific, it is most likely to related to code number “13” (Assignments returned without comments or feedback). You then enter “13” in the third column of the code sheet. Because this student did not list a third pet peeve, you then leave the fourth column (Code 3) blank.

    Code Sheet: Student Pet Peeve Data

    | | | | |
    | — | — | — | — |
    | **ID #** | **Code 1** | **Code 2** | **Code 3** |
    | 186 | 08 | 13 | |

    You are now ready to start content coding the narrative text of pet peeves for the 10 students in this assignment on page 3. When you are finished, you need to submit your completed code sheet on page 7 to the submission link in Week 5.

    ## **Week 10: Qualitative Coding Assignment**

    ## **Student Narrative Text on Course Pet Peeves**

    001 Professors who “don’t allow” students to disagree with their opinions.
    **|**
    Professors who grade based on the placement of commas and the number of spaces typed between words rather than on the ideas and thoughts developed.
    **|**
    Professors who give me reason to feel about 2 inches tall when I give an incorrect answer to a question.

    002 Ridiculous amounts of reading to be done in a short period of time.
    **|**
    Not having an opportunity to discuss different viewpoints or different facets of a topic-issue.

    003 I get frustrated with instructors that behave as though we have nothing else going on in our lives except their class and their assignments.

    004 I don’t like to read material that doesn’t have a practical benefit. I want to leave here with a marketable skill, not a head filled with historical facts or scientific jargon.

    005 Students who use the classroom to show how
    **smart** they are and to
    **build** themselves up.
    **|**
    Those who rattle their candy and gum wrappers or chip bags.

    006 When required readings are not available.
    **|**
    When instructors put-down students.
    **|**
    When assignments are too difficult.

    007 Professor who believe their view is the
    **only** one acceptable.
    **|** Disorganized classes.
    **|** Dry readings.

    008 Professors who are condescending toward students.
    **|** Test questions that come out of the blue.

    009 People make noise – opening snacks, chewing loud (pretzels).
    **|** When people monopolize class.

    010 Allowing personal bias to dictate evaluations of students work. (e.g., If you disagree, then you’re wrong.)
    **|** When expectations for grades are unclear.

    ## **Week 10: Qualitative Coding Assignment**

    ## **Coding Scheme: Student Pet Peeve Data**

    **Course Requirements**

    **01** = Can’t locate required readings

    **02** =
    _Unclear_ expectations of students

    **03** =
    _Unrealistic_ expectations of students (e.g., too many readings, assignments too difficult)

    **04** = Working in groups (e.g., too much, meaningless)

    **05** = Course doesn’t follow syllabus

    **Course Content**

    **06** = Content of required readings (e.g., irrelevant, inappropriate, boring, dry)

    **07** = No clinical, policy or real-life application of course content

    **08** = Assignments not geared to learning (e.g., busy work)

    **09** = Too little time spent on the most important topics

    **Teacher – Student Relationship**

    **10** = Teacher doesn’t encourage students to voice opinions that are different from their own

    **11** = Teacher talks down to students (e.g., condescending, makes students feel stupid)

    **12** = Teacher has low expectations of students (e.g., intelligence, experience, ability to complete assignments)

    **Teaching Behavior**

    **13** = Assignments returned without comments or feedback (e.g., papers)

    **14** = Personality of teacher (e.g., opinionated, egotistical, arrogant, thinks their approach is the only way)

    **15** = Unfair or inappropriate grading (e.g., papers, exams, final grades)

    **16** = Poor facilitator of class discussions

    **Student Behavior**

    **17** = Students who monopolize class time

    **18** = Irrelevant comments or discussions by other students (e.g., personal stories)

    **19** = Limited or no development of peer relationships with classmates

    **20** = Overbearing, intimidating, and/or opinionated students

    **21** = Students making noises in class (e.g., rattling papers, unwrapping food)

    **98** = Other: Student’s written response not a pet peeve or doesn’t fit coding scheme

    **99** = Unable to decipher meaning of student response

    ## **Week 10: Qualitative Coding Assignment**

    ## **Code Sheet: Student Pet Peeve Data**

    **Qualitative Analyses:** The analytic method you will use to analyze the narrative data for this Assignment is called content analysis. It requires you to read each student’s narrative and then code its content using the thematic categories on page 4 (Coding Scheme: Student Pet Peeve Data). Once you have completed the coding, you will need to describe the most common types of “pet peeves” that students have about their courses.

    | | | | |
    | — | — | — | — |
    | **ID #** | **CODE 1** | **CODE 2** | **CODE 3** |
    | 001 | | | |
    | 002 | | | |
    | 003 | | | |
    | 004 | | | |
    | 005 | | | |
    | 006 | | | |
    | 007 | | | |
    | 008 | | | |
    | 009 | | | |
    | 010 | | | |

    After you complete the code sheet,
    **summarize the major themes** or most common pet peeves described by the 10 students in their previous courses:

    **## CodingAssignmentInstructions.rtf**

    **Coding Assignment: Instructions**

    **Purpose**: The purpose of this assignment is to familiarize you with the process of coding and analyzing qualitative data.

    **Instructions:**

    – Download the Qualitative Coding Assignment

    Read through the entire document and complete the code book using the instructions provided.

    Submit the final code book along with a summary of the major themes or most common pet peeves noted to the drop box. Your analysis of the data should be a minimum of
    **3-4 full paragraphs**.

    You can submit the last page of the assignment with the code book and analysis. You do not need a formal APA paper with a title page and references. No references are required for this assignment. Simply provide your assessment based on the data that you coded.

    **## CodingAssignment.docx**

    ## **Week 10: Qualitative Coding Assignment**

    Content coding is one way to identify the themes or patterns found in the narrative text of qualitative research studies. The qualitative research assignment for Week 8 requires you to content code the narrative pet peeves of 10 nursing and social work students taking courses in a “brick and mortar” university. These students were asked to anonymously describe the problems (or “pet peeves”) they experienced in previous courses that detracted from their learning experience.

    **To complete this assignment**, you need the
    **three** documents: the student narrative text on pet peeves, the code scheme, and the code sheet. Below is a description of each of these documents. All of the needed resources can be found in this document.

    **Student Narrative Text on Course Pet Peeves (Page 3):** You will see the narrative text written by each of the 10 students in this document. Each student has a unique identification (ID) number. For example, 001 is the ID number of the first student and 010 is number for the last student. Some students only wrote about one pet peeve, whereas others listed up to two or more pet peeves. If a student listed two or more pet peeves, a “vertical bar”
    **|** is used to separate each them. Take a look at the student whose ID number is 002. This student’s first pet peeve about course readings is separated from the second one by a vertical bar (
    **|** ).

    **Coding Scheme: Student Pet Peeve Data (Page 4):** A code scheme has unique numbers linked to different types of content or themes found in narrative text. For this assignment, you will see a unique number for each different type of pet peeve. For example, a pet peeve on not being able to locate required readings is assigned the number “01”. Sometimes the content of narrative text cannot be categorized, because it is unclear or doesn’t make sense. For this assignment, this type of narrative text is given the code number “99”. If narrative text is not a pet peeve, it is given the code number “97”.

    **Code Sheet: Student Pet Peeve Data (Page 5):** This is the form that you use to enter the code scheme number for each pet peeve in a student’s narrative text. The first column of the code sheet lists the student’s unique ID number. The next column (Code 1) is used to write the number from the code scheme that best describes the content of the first pet peeve listed by the student. The second column (Code 2) is for the second pet peeve, and the third column (Code 3) is for the last one.

    ## **Example**

    Here is an example of how to code the narrative text on course pet peeves. In this example, the student described the following pet peeves in courses she had taken in the past:

    186 Assignments that are just “busy work” with no perceived value.
    **|**
    Lack of feedback.

    **ID**

    First, the number “186” is the unique ID number for this student. When you code this student’s pet peeves, you need to write them on the line for this ID number.

    **Codes**

    Next you will see a vertical bar | in the narrative text on page 3 which means there are more than one pet peeve listed by the student.

    **Code Sheet Example (Refer to Coding Scheme page 5)**

    The first pet peeve is about assignments that are considered to be “busy work”. When you review the code scheme for student pet peeves, it looks like the number “08” (Assignments not geared to learning [e.g., busy work]) best describes this student’s pet peeve. You then enter the number “08” into the second column (Code 1) of the code sheet (see below).

    In the next pet peeve, the student writes about “lack of feedback”. While her response is not very specific, it is most likely to related to code number “13” (Assignments returned without comments or feedback). You then enter “13” in the third column of the code sheet. Because this student did not list a third pet peeve, you then leave the fourth column (Code 3) blank.

    Code Sheet: Student Pet Peeve Data

    | | | | |
    | — | — | — | — |
    | **ID #** | **Code 1** | **Code 2** | **Code 3** |
    | 186 | 08 | 13 | |

    You are now ready to start content coding the narrative text of pet peeves for the 10 students in this assignment on page 3. When you are finished, you need to submit your completed code sheet on page 7 to the submission link in Week 5.

    ## **Week 10: Qualitative Coding Assignment**

    ## **Student Narrative Text on Course Pet Peeves**

    001 Professors who “don’t allow” students to disagree with their opinions.
    **|**
    Professors who grade based on the placement of commas and the number of spaces typed between words rather than on the ideas and thoughts developed.
    **|**
    Professors who give me reason to feel about 2 inches tall when I give an incorrect answer to a question.

    002 Ridiculous amounts of reading to be done in a short period of time.
    **|**
    Not having an opportunity to discuss different viewpoints or different facets of a topic-issue.

    003 I get frustrated with instructors that behave as though we have nothing else going on in our lives except their class and their assignments.

    004 I don’t like to read material that doesn’t have a practical benefit. I want to leave here with a marketable skill, not a head filled with historical facts or scientific jargon.

    005 Students who use the classroom to show how
    **smart** they are and to
    **build** themselves up.
    **|**
    Those who rattle their candy and gum wrappers or chip bags.

    006 When required readings are not available.
    **|**
    When instructors put-down students.
    **|**
    When assignments are too difficult.

    007 Professor who believe their view is the
    **only** one acceptable.
    **|** Disorganized classes.
    **|** Dry readings.

    008 Professors who are condescending toward students.
    **|** Test questions that come out of the blue.

    009 People make noise – opening snacks, chewing loud (pretzels).
    **|** When people monopolize class.

    010 Allowing personal bias to dictate evaluations of students work. (e.g., If you disagree, then you’re wrong.)
    **|** When expectations for grades are unclear.

    ## **Week 10: Qualitative Coding Assignment**

    ## **Coding Scheme: Student Pet Peeve Data**

    **Course Requirements**

    **01** = Can’t locate required readings

    **02** =
    _Unclear_ expectations of students

    **03** =
    _Unrealistic_ expectations of students (e.g., too many readings, assignments too difficult)

    **04** = Working in groups (e.g., too much, meaningless)

    **05** = Course doesn’t follow syllabus

    **Course Content**

    **06** = Content of required readings (e.g., irrelevant, inappropriate, boring, dry)

    **07** = No clinical, policy or real-life application of course content

    **08** = Assignments not geared to learning (e.g., busy work)

    **09** = Too little time spent on the most important topics

    **Teacher – Student Relationship**

    **10** = Teacher doesn’t encourage students to voice opinions that are different from their own

    **11** = Teacher talks down to students (e.g., condescending, makes students feel stupid)

    **12** = Teacher has low expectations of students (e.g., intelligence, experience, ability to complete assignments)

    **Teaching Behavior**

    **13** = Assignments returned without comments or feedback (e.g., papers)

    **14** = Personality of teacher (e.g., opinionated, egotistical, arrogant, thinks their approach is the only way)

    **15** = Unfair or inappropriate grading (e.g., papers, exams, final grades)

    **16** = Poor facilitator of class discussions

    **Student Behavior**

    **17** = Students who monopolize class time

    **18** = Irrelevant comments or discussions by other students (e.g., personal stories)

    **19** = Limited or no development of peer relationships with classmates

    **20** = Overbearing, intimidating, and/or opinionated students

    **21** = Students making noises in class (e.g., rattling papers, unwrapping food)

    **98** = Other: Student’s written response not a pet peeve or doesn’t fit coding scheme

    **99** = Unable to decipher meaning of student response

    ## **Week 10: Qualitative Coding Assignment**

    ## **Code Sheet: Student Pet Peeve Data**

    **Qualitative Analyses:** The analytic method you will use to analyze the narrative data for this Assignment is called content analysis. It requires you to read each student’s narrative and then code its content using the thematic categories on page 4 (Coding Scheme: Student Pet Peeve Data). Once you have completed the coding, you will need to describe the most common types of “pet peeves” that students have about their courses.

    | | | | |
    | — | — | — | — |
    | **ID #** | **CODE 1** | **CODE 2** | **CODE 3** |
    | 001 | | | |
    | 002 | | | |
    | 003 | | | |
    | 004 | | | |
    | 005 | | | |
    | 006 | | | |
    | 007 | | | |
    | 008 | | | |
    | 009 | | | |
    | 010 | | | |

    After you complete the code sheet,
    **summarize the major themes** or most common pet peeves described by the 10 students in their previous courses:

    – 1
    – 2

  • [Solved] CBT video critique

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    **Objectives:** 1. Critically appraise the therapy session and determine if the applicable principles are applied throughout the shown session. 2. Demonstrate your ability to evaluate your own reactions to the session. 3. Analyze how you feel this therapeutic modality may affect, enhance or apply to…

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    **Objectives:**
    1. Critically appraise the therapy session and determine if the applicable principles are applied throughout the shown session.
    2. Demonstrate your ability to evaluate your own reactions to the session.
    3. Analyze how you feel this therapeutic modality may affect, enhance or apply to your future PMHNP practice.
    **Purpose:**
    1. IS NOT to evaluate the acting in the portrayals.
    2. Is to demonstrate you can identify (include in your write-up) the principles of the applicable therapeutic modality.
    3. Is to include how you felt the principles of the modality is or is not included in the therapeutic exchange.
    **Directions:**
    1. Review the video clip and critique the psychotherapy counseling session using the assessment tools below.
    2. You can review the critique tool below and then click on the link below to download the [MH708 Video Critique form-1.docx](https://frontiernursing.instructure.com/courses/4965/files/2908918?wrap=1 "MH708 Video Critique form-1.docx") [Download MH708 Video Critique form-1.docx](https://frontiernursing.instructure.com/courses/4965/files/2908918/download?download_frd=1). Complete the assignment and then upload completed assignment file for submission
    3. Please answer the questions directly on that form. Do not write long paragraphs
    4. For Question 2, use this handout from Module 2 to pick out the communication techniques: [TherapeuticCommunication handout.pdf](https://frontiernursing.instructure.com/courses/4965/files/2908845/download?wrap=1 "TherapeuticCommunication handout.pdf") [Download TherapeuticCommunication handout.pdf](https://frontiernursing.instructure.com/courses/4965/files/2908845/download?download_frd=1)
    Video: https://youtu.be/W3hMmZQAdhw
    \
    MH708VideoCritiqueform.docx](https://www.sweetstudy.com/files/mh708videocritiqueform-docx-10358095 "MH708VideoCritiqueform.docx")
    \
    TherapeuticCommunicationhandout.pdf](https://www.sweetstudy.com/files/therapeuticcommunicationhandout-pdf-10358103 "TherapeuticCommunicationhandout.pdf")

  • [Solved] Differentiating Between Qualitative & Quantitative

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    What is the difference between qualitative and quantitative research methods? Give an example of each. **Submission Instructions:** – Your initial post should be at least 500 words, formatted and cited in current APA style with accurate DOI numbers and with support from at least 2 academic sources p…

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    Assignment Prompt & Instructions

    What is the difference between qualitative and quantitative research methods? Give an example of each.
    **Submission Instructions:**
    – Your initial post should be at least 500 words, formatted and cited in current APA style with accurate DOI numbers and with support from at least 2 academic sources published within the last five years.
    – in paragraph form, no bullet points or numbering.

  • [Solved] Nursing Introduction & PICOT Question Assignment

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    For this assignment, you will write an introduction. **Your Introduction must include:** **see notepad** – ## sourcesnur611.docx **## sourcesnur611.docx** References Bulto, L. N., Roseleur, J., Noonan, S., Pinero de Plaza, M. A., Champion, S., Dafny, H. A., Pearson, V., Nesbitt, K., Gebremichael, L….

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    Assignment Prompt & Instructions

    For this assignment, you will write an introduction.
    **Your Introduction must include:**
    **see notepad**

    – ## sourcesnur611.docx

    **## sourcesnur611.docx**

    References

    Bulto, L. N., Roseleur, J., Noonan, S., Pinero de Plaza, M. A., Champion, S., Dafny, H. A., Pearson, V., Nesbitt, K., Gebremichael, L. G., Beleigoli, A., Gulyani, A., Schultz, T., Hines, S., Clark, R. A., & Hendriks, J. M. (2023). Effectiveness of nurse-led interventions versus usual care to manage hypertension and lifestyle behaviour: A systematic review and meta-analysis.
    _European Journal of Cardiovascular Nursing_,
    _23_(1), 21–32. https://doi.org/10.1093/eurjcn/zvad040

    Clemente, M. R. C., Felix, N., Navalha, D. D. P., Pasqualotto, E., Morgado Ferreira, R. O., Braga, M. A. P., Nogueira, A., Costa, T. A., Marinho, A. D., & Fernandes, A. (2024). Long-term impact of home-based monitoring after an admission for acute decompensated heart failure: A systematic review and meta-analysis of Randomised Controlled Trials.
    _eClinicalMedicine_,
    _71_, 102541. https://doi.org/10.1016/j.eclinm.2024.102541

    Margolis, K. L., Bergdall, A. R., Crain, A. L., JaKa, M. M., Anderson, J. P., Solberg, L. I., Sperl-Hillen, J., Beran, M., Green, B. B., Haugen, P., Norton, C. K., Kodet, A. J., Sharma, R., Appana, D., Trower, N. K., Pawloski, P. A., Rehrauer, D. J., Simmons, M. L., McKinney, Z. J., … O’Connor, P. J. (2022). Comparing pharmacist-led Telehealth Care and clinic-based care for uncontrolled high blood pressure: The hyperlink 3 pragmatic cluster-randomized trial.
    _Hypertension_,
    _79_(12), 2708–2720. https://doi.org/10.1161/hypertensionaha.122.19816

    Mihevc, M., Mori Lukančič, M., Zavrnik, Č., Virtič Potočnik, T., Ružić Gorenjec, N., Petek Šter, M., Klemenc-Ketiš, Z., & Poplas Susič, A. (2025). Impact of 12-month mhealth home telemonitoring on clinical outcomes in older individuals with hypertension and type 2 diabetes: Multicenter Randomized Controlled trial.
    _JMIR mHealth and uHealth_,
    _13_. https://doi.org/10.2196/59733

    Ogedegbe, G., Teresi, J. A., Williams, S. K., Ogunlade, A., Izeogu, C., Eimicke, J. P., Kong, J., Silver, S. A., Williams, O., Valsamis, H., Law, S., Levine, S. R., Waddy, S. P., & Spruill, T. M. (2024). Home blood pressure telemonitoring and nurse case management in black and Hispanic patients with stroke.
    _JAMA_,
    _332_(1), 41. https://doi.org/10.1001/jama.2024.6609

    **## sourcesnur611.docx**

    References

    Bulto, L. N., Roseleur, J., Noonan, S., Pinero de Plaza, M. A., Champion, S., Dafny, H. A., Pearson, V., Nesbitt, K., Gebremichael, L. G., Beleigoli, A., Gulyani, A., Schultz, T., Hines, S., Clark, R. A., & Hendriks, J. M. (2023). Effectiveness of nurse-led interventions versus usual care to manage hypertension and lifestyle behaviour: A systematic review and meta-analysis.
    _European Journal of Cardiovascular Nursing_,
    _23_(1), 21–32. https://doi.org/10.1093/eurjcn/zvad040

    Clemente, M. R. C., Felix, N., Navalha, D. D. P., Pasqualotto, E., Morgado Ferreira, R. O., Braga, M. A. P., Nogueira, A., Costa, T. A., Marinho, A. D., & Fernandes, A. (2024). Long-term impact of home-based monitoring after an admission for acute decompensated heart failure: A systematic review and meta-analysis of Randomised Controlled Trials.
    _eClinicalMedicine_,
    _71_, 102541. https://doi.org/10.1016/j.eclinm.2024.102541

    Margolis, K. L., Bergdall, A. R., Crain, A. L., JaKa, M. M., Anderson, J. P., Solberg, L. I., Sperl-Hillen, J., Beran, M., Green, B. B., Haugen, P., Norton, C. K., Kodet, A. J., Sharma, R., Appana, D., Trower, N. K., Pawloski, P. A., Rehrauer, D. J., Simmons, M. L., McKinney, Z. J., … O’Connor, P. J. (2022). Comparing pharmacist-led Telehealth Care and clinic-based care for uncontrolled high blood pressure: The hyperlink 3 pragmatic cluster-randomized trial.
    _Hypertension_,
    _79_(12), 2708–2720. https://doi.org/10.1161/hypertensionaha.122.19816

    Mihevc, M., Mori Lukančič, M., Zavrnik, Č., Virtič Potočnik, T., Ružić Gorenjec, N., Petek Šter, M., Klemenc-Ketiš, Z., & Poplas Susič, A. (2025). Impact of 12-month mhealth home telemonitoring on clinical outcomes in older individuals with hypertension and type 2 diabetes: Multicenter Randomized Controlled trial.
    _JMIR mHealth and uHealth_,
    _13_. https://doi.org/10.2196/59733

    Ogedegbe, G., Teresi, J. A., Williams, S. K., Ogunlade, A., Izeogu, C., Eimicke, J. P., Kong, J., Silver, S. A., Williams, O., Valsamis, H., Law, S., Levine, S. R., Waddy, S. P., & Spruill, T. M. (2024). Home blood pressure telemonitoring and nurse case management in black and Hispanic patients with stroke.
    _JAMA_,
    _332_(1), 41. https://doi.org/10.1001/jama.2024.6609

  • [Solved] Week 3. response (class 2)

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    In-depth study guidance and analytical solution covering Week 3. response (class 2).

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    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] Research

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    – ## CodingAssignmentInstructions.docx – ## CodingAssignment.docx **## CodingAssignmentInstructions.docx** **Coding Assignment: Instructions** **Purpose**: The purpose of this assignment is to familiarize you with the process of coding and analyzing qualitative data. **Instructions:** 1. Read throu…

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    – ## CodingAssignmentInstructions.docx

    – ## CodingAssignment.docx

    **## CodingAssignmentInstructions.docx**

    **Coding Assignment: Instructions**

    **Purpose**: The purpose of this assignment is to familiarize you with the process of coding and analyzing qualitative data.

    **Instructions:**

    1. Read through the entire document and complete the code book using the instructions provided.

    2. Submit the final code book
    **along with a summary of the major themes or most common pet peeves noted** to the drop box. Your analysis of the data should be a minimum of
    **3-4 full paragraphs**.

    3. You can submit the last page of the assignment with the code book and analysis. You do not need a formal APA paper with a title page and references. No references are required for this assignment. Simply provide your assessment based on the data that you coded.

    **## CodingAssignment.docx**

    ## **Week 10: Qualitative Coding Assignment**

    Content coding is one way to identify the themes or patterns found in the narrative text of qualitative research studies. The qualitative research assignment for Week 8 requires you to content code the narrative pet peeves of 10 nursing and social work students taking courses in a “brick and mortar” university. These students were asked to anonymously describe the problems (or “pet peeves”) they experienced in previous courses that detracted from their learning experience.

    **To complete this assignment**, you need the
    **three** documents: the student narrative text on pet peeves, the code scheme, and the code sheet. Below is a description of each of these documents. All of the needed resources can be found in this document.

    **Student Narrative Text on Course Pet Peeves (Page 3):** You will see the narrative text written by each of the 10 students in this document. Each student has a unique identification (ID) number. For example, 001 is the ID number of the first student and 010 is number for the last student. Some students only wrote about one pet peeve, whereas others listed up to two or more pet peeves. If a student listed two or more pet peeves, a “vertical bar”
    **|** is used to separate each them. Take a look at the student whose ID number is 002. This student’s first pet peeve about course readings is separated from the second one by a vertical bar (
    **|** ).

    **Coding Scheme: Student Pet Peeve Data (Page 4):** A code scheme has unique numbers linked to different types of content or themes found in narrative text. For this assignment, you will see a unique number for each different type of pet peeve. For example, a pet peeve on not being able to locate required readings is assigned the number “01”. Sometimes the content of narrative text cannot be categorized, because it is unclear or doesn’t make sense. For this assignment, this type of narrative text is given the code number “99”. If narrative text is not a pet peeve, it is given the code number “97”.

    **Code Sheet: Student Pet Peeve Data (Page 5):** This is the form that you use to enter the code scheme number for each pet peeve in a student’s narrative text. The first column of the code sheet lists the student’s unique ID number. The next column (Code 1) is used to write the number from the code scheme that best describes the content of the first pet peeve listed by the student. The second column (Code 2) is for the second pet peeve, and the third column (Code 3) is for the last one.

    ## **Example**

    Here is an example of how to code the narrative text on course pet peeves. In this example, the student described the following pet peeves in courses she had taken in the past:

    186 Assignments that are just “busy work” with no perceived value.
    **|**
    Lack of feedback.

    **ID**

    First, the number “186” is the unique ID number for this student. When you code this student’s pet peeves, you need to write them on the line for this ID number.

    **Codes**

    Next you will see a vertical bar | in the narrative text on page 3 which means there are more than one pet peeve listed by the student.

    **Code Sheet Example (Refer to Coding Scheme page 5)**

    The first pet peeve is about assignments that are considered to be “busy work”. When you review the code scheme for student pet peeves, it looks like the number “08” (Assignments not geared to learning [e.g., busy work]) best describes this student’s pet peeve. You then enter the number “08” into the second column (Code 1) of the code sheet (see below).

    In the next pet peeve, the student writes about “lack of feedback”. While her response is not very specific, it is most likely to related to code number “13” (Assignments returned without comments or feedback). You then enter “13” in the third column of the code sheet. Because this student did not list a third pet peeve, you then leave the fourth column (Code 3) blank.

    Code Sheet: Student Pet Peeve Data

    | | | | |
    | — | — | — | — |
    | **ID #** | **Code 1** | **Code 2** | **Code 3** |
    | 186 | 08 | 13 | |

    You are now ready to start content coding the narrative text of pet peeves for the 10 students in this assignment on page 3. When you are finished, you need to submit your completed code sheet on page 7 to the submission link in Week 5.

    ## **Week 10: Qualitative Coding Assignment**

    ## **Student Narrative Text on Course Pet Peeves**

    001 Professors who “don’t allow” students to disagree with their opinions.
    **|**
    Professors who grade based on the placement of commas and the number of spaces typed between words rather than on the ideas and thoughts developed.
    **|**
    Professors who give me reason to feel about 2 inches tall when I give an incorrect answer to a question.

    002 Ridiculous amounts of reading to be done in a short period of time.
    **|**
    Not having an opportunity to discuss different viewpoints or different facets of a topic-issue.

    003 I get frustrated with instructors that behave as though we have nothing else going on in our lives except their class and their assignments.

    004 I don’t like to read material that doesn’t have a practical benefit. I want to leave here with a marketable skill, not a head filled with historical facts or scientific jargon.

    005 Students who use the classroom to show how
    **smart** they are and to
    **build** themselves up.
    **|**
    Those who rattle their candy and gum wrappers or chip bags.

    006 When required readings are not available.
    **|**
    When instructors put-down students.
    **|**
    When assignments are too difficult.

    007 Professor who believe their view is the
    **only** one acceptable.
    **|** Disorganized classes.
    **|** Dry readings.

    008 Professors who are condescending toward students.
    **|** Test questions that come out of the blue.

    009 People make noise – opening snacks, chewing loud (pretzels).
    **|** When people monopolize class.

    010 Allowing personal bias to dictate evaluations of students work. (e.g., If you disagree, then you’re wrong.)
    **|** When expectations for grades are unclear.

    ## **Week 10: Qualitative Coding Assignment**

    ## **Coding Scheme: Student Pet Peeve Data**

    **Course Requirements**

    **01** = Can’t locate required readings

    **02** =
    _Unclear_ expectations of students

    **03** =
    _Unrealistic_ expectations of students (e.g., too many readings, assignments too difficult)

    **04** = Working in groups (e.g., too much, meaningless)

    **05** = Course doesn’t follow syllabus

    **Course Content**

    **06** = Content of required readings (e.g., irrelevant, inappropriate, boring, dry)

    **07** = No clinical, policy or real-life application of course content

    **08** = Assignments not geared to learning (e.g., busy work)

    **09** = Too little time spent on the most important topics

    **Teacher – Student Relationship**

    **10** = Teacher doesn’t encourage students to voice opinions that are different from their own

    **11** = Teacher talks down to students (e.g., condescending, makes students feel stupid)

    **12** = Teacher has low expectations of students (e.g., intelligence, experience, ability to complete assignments)

    **Teaching Behavior**

    **13** = Assignments returned without comments or feedback (e.g., papers)

    **14** = Personality of teacher (e.g., opinionated, egotistical, arrogant, thinks their approach is the only way)

    **15** = Unfair or inappropriate grading (e.g., papers, exams, final grades)

    **16** = Poor facilitator of class discussions

    **Student Behavior**

    **17** = Students who monopolize class time

    **18** = Irrelevant comments or discussions by other students (e.g., personal stories)

    **19** = Limited or no development of peer relationships with classmates

    **20** = Overbearing, intimidating, and/or opinionated students

    **21** = Students making noises in class (e.g., rattling papers, unwrapping food)

    **98** = Other: Student’s written response not a pet peeve or doesn’t fit coding scheme

    **99** = Unable to decipher meaning of student response

    ## **Week 10: Qualitative Coding Assignment**

    ## **Code Sheet: Student Pet Peeve Data**

    **Qualitative Analyses:** The analytic method you will use to analyze the narrative data for this Assignment is called content analysis. It requires you to read each student’s narrative and then code its content using the thematic categories on page 4 (Coding Scheme: Student Pet Peeve Data). Once you have completed the coding, you will need to describe the most common types of “pet peeves” that students have about their courses.

    | | | | |
    | — | — | — | — |
    | **ID #** | **CODE 1** | **CODE 2** | **CODE 3** |
    | 001 | | | |
    | 002 | | | |
    | 003 | | | |
    | 004 | | | |
    | 005 | | | |
    | 006 | | | |
    | 007 | | | |
    | 008 | | | |
    | 009 | | | |
    | 010 | | | |

    After you complete the code sheet,
    **summarize the major themes** or most common pet peeves described by the 10 students in their previous courses:

    **## CodingAssignment.docx**

    ## **Week 10: Qualitative Coding Assignment**

    Content coding is one way to identify the themes or patterns found in the narrative text of qualitative research studies. The qualitative research assignment for Week 8 requires you to content code the narrative pet peeves of 10 nursing and social work students taking courses in a “brick and mortar” university. These students were asked to anonymously describe the problems (or “pet peeves”) they experienced in previous courses that detracted from their learning experience.

    **To complete this assignment**, you need the
    **three** documents: the student narrative text on pet peeves, the code scheme, and the code sheet. Below is a description of each of these documents. All of the needed resources can be found in this document.

    **Student Narrative Text on Course Pet Peeves (Page 3):** You will see the narrative text written by each of the 10 students in this document. Each student has a unique identification (ID) number. For example, 001 is the ID number of the first student and 010 is number for the last student. Some students only wrote about one pet peeve, whereas others listed up to two or more pet peeves. If a student listed two or more pet peeves, a “vertical bar”
    **|** is used to separate each them. Take a look at the student whose ID number is 002. This student’s first pet peeve about course readings is separated from the second one by a vertical bar (
    **|** ).

    **Coding Scheme: Student Pet Peeve Data (Page 4):** A code scheme has unique numbers linked to different types of content or themes found in narrative text. For this assignment, you will see a unique number for each different type of pet peeve. For example, a pet peeve on not being able to locate required readings is assigned the number “01”. Sometimes the content of narrative text cannot be categorized, because it is unclear or doesn’t make sense. For this assignment, this type of narrative text is given the code number “99”. If narrative text is not a pet peeve, it is given the code number “97”.

    **Code Sheet: Student Pet Peeve Data (Page 5):** This is the form that you use to enter the code scheme number for each pet peeve in a student’s narrative text. The first column of the code sheet lists the student’s unique ID number. The next column (Code 1) is used to write the number from the code scheme that best describes the content of the first pet peeve listed by the student. The second column (Code 2) is for the second pet peeve, and the third column (Code 3) is for the last one.

    ## **Example**

    Here is an example of how to code the narrative text on course pet peeves. In this example, the student described the following pet peeves in courses she had taken in the past:

    186 Assignments that are just “busy work” with no perceived value.
    **|**
    Lack of feedback.

    **ID**

    First, the number “186” is the unique ID number for this student. When you code this student’s pet peeves, you need to write them on the line for this ID number.

    **Codes**

    Next you will see a vertical bar | in the narrative text on page 3 which means there are more than one pet peeve listed by the student.

    **Code Sheet Example (Refer to Coding Scheme page 5)**

    The first pet peeve is about assignments that are considered to be “busy work”. When you review the code scheme for student pet peeves, it looks like the number “08” (Assignments not geared to learning [e.g., busy work]) best describes this student’s pet peeve. You then enter the number “08” into the second column (Code 1) of the code sheet (see below).

    In the next pet peeve, the student writes about “lack of feedback”. While her response is not very specific, it is most likely to related to code number “13” (Assignments returned without comments or feedback). You then enter “13” in the third column of the code sheet. Because this student did not list a third pet peeve, you then leave the fourth column (Code 3) blank.

    Code Sheet: Student Pet Peeve Data

    | | | | |
    | — | — | — | — |
    | **ID #** | **Code 1** | **Code 2** | **Code 3** |
    | 186 | 08 | 13 | |

    You are now ready to start content coding the narrative text of pet peeves for the 10 students in this assignment on page 3. When you are finished, you need to submit your completed code sheet on page 7 to the submission link in Week 5.

    ## **Week 10: Qualitative Coding Assignment**

    ## **Student Narrative Text on Course Pet Peeves**

    001 Professors who “don’t allow” students to disagree with their opinions.
    **|**
    Professors who grade based on the placement of commas and the number of spaces typed between words rather than on the ideas and thoughts developed.
    **|**
    Professors who give me reason to feel about 2 inches tall when I give an incorrect answer to a question.

    002 Ridiculous amounts of reading to be done in a short period of time.
    **|**
    Not having an opportunity to discuss different viewpoints or different facets of a topic-issue.

    003 I get frustrated with instructors that behave as though we have nothing else going on in our lives except their class and their assignments.

    004 I don’t like to read material that doesn’t have a practical benefit. I want to leave here with a marketable skill, not a head filled with historical facts or scientific jargon.

    005 Students who use the classroom to show how
    **smart** they are and to
    **build** themselves up.
    **|**
    Those who rattle their candy and gum wrappers or chip bags.

    006 When required readings are not available.
    **|**
    When instructors put-down students.
    **|**
    When assignments are too difficult.

    007 Professor who believe their view is the
    **only** one acceptable.
    **|** Disorganized classes.
    **|** Dry readings.

    008 Professors who are condescending toward students.
    **|** Test questions that come out of the blue.

    009 People make noise – opening snacks, chewing loud (pretzels).
    **|** When people monopolize class.

    010 Allowing personal bias to dictate evaluations of students work. (e.g., If you disagree, then you’re wrong.)
    **|** When expectations for grades are unclear.

    ## **Week 10: Qualitative Coding Assignment**

    ## **Coding Scheme: Student Pet Peeve Data**

    **Course Requirements**

    **01** = Can’t locate required readings

    **02** =
    _Unclear_ expectations of students

    **03** =
    _Unrealistic_ expectations of students (e.g., too many readings, assignments too difficult)

    **04** = Working in groups (e.g., too much, meaningless)

    **05** = Course doesn’t follow syllabus

    **Course Content**

    **06** = Content of required readings (e.g., irrelevant, inappropriate, boring, dry)

    **07** = No clinical, policy or real-life application of course content

    **08** = Assignments not geared to learning (e.g., busy work)

    **09** = Too little time spent on the most important topics

    **Teacher – Student Relationship**

    **10** = Teacher doesn’t encourage students to voice opinions that are different from their own

    **11** = Teacher talks down to students (e.g., condescending, makes students feel stupid)

    **12** = Teacher has low expectations of students (e.g., intelligence, experience, ability to complete assignments)

    **Teaching Behavior**

    **13** = Assignments returned without comments or feedback (e.g., papers)

    **14** = Personality of teacher (e.g., opinionated, egotistical, arrogant, thinks their approach is the only way)

    **15** = Unfair or inappropriate grading (e.g., papers, exams, final grades)

    **16** = Poor facilitator of class discussions

    **Student Behavior**

    **17** = Students who monopolize class time

    **18** = Irrelevant comments or discussions by other students (e.g., personal stories)

    **19** = Limited or no development of peer relationships with classmates

    **20** = Overbearing, intimidating, and/or opinionated students

    **21** = Students making noises in class (e.g., rattling papers, unwrapping food)

    **98** = Other: Student’s written response not a pet peeve or doesn’t fit coding scheme

    **99** = Unable to decipher meaning of student response

    ## **Week 10: Qualitative Coding Assignment**

    ## **Code Sheet: Student Pet Peeve Data**

    **Qualitative Analyses:** The analytic method you will use to analyze the narrative data for this Assignment is called content analysis. It requires you to read each student’s narrative and then code its content using the thematic categories on page 4 (Coding Scheme: Student Pet Peeve Data). Once you have completed the coding, you will need to describe the most common types of “pet peeves” that students have about their courses.

    | | | | |
    | — | — | — | — |
    | **ID #** | **CODE 1** | **CODE 2** | **CODE 3** |
    | 001 | | | |
    | 002 | | | |
    | 003 | | | |
    | 004 | | | |
    | 005 | | | |
    | 006 | | | |
    | 007 | | | |
    | 008 | | | |
    | 009 | | | |
    | 010 | | | |

    After you complete the code sheet,
    **summarize the major themes** or most common pet peeves described by the 10 students in their previous courses:

    **## CodingAssignmentInstructions.docx**

    **Coding Assignment: Instructions**

    **Purpose**: The purpose of this assignment is to familiarize you with the process of coding and analyzing qualitative data.

    **Instructions:**

    1. Read through the entire document and complete the code book using the instructions provided.

    2. Submit the final code book
    **along with a summary of the major themes or most common pet peeves noted** to the drop box. Your analysis of the data should be a minimum of
    **3-4 full paragraphs**.

    3. You can submit the last page of the assignment with the code book and analysis. You do not need a formal APA paper with a title page and references. No references are required for this assignment. Simply provide your assessment based on the data that you coded.

    **## CodingAssignment.docx**

    ## **Week 10: Qualitative Coding Assignment**

    Content coding is one way to identify the themes or patterns found in the narrative text of qualitative research studies. The qualitative research assignment for Week 8 requires you to content code the narrative pet peeves of 10 nursing and social work students taking courses in a “brick and mortar” university. These students were asked to anonymously describe the problems (or “pet peeves”) they experienced in previous courses that detracted from their learning experience.

    **To complete this assignment**, you need the
    **three** documents: the student narrative text on pet peeves, the code scheme, and the code sheet. Below is a description of each of these documents. All of the needed resources can be found in this document.

    **Student Narrative Text on Course Pet Peeves (Page 3):** You will see the narrative text written by each of the 10 students in this document. Each student has a unique identification (ID) number. For example, 001 is the ID number of the first student and 010 is number for the last student. Some students only wrote about one pet peeve, whereas others listed up to two or more pet peeves. If a student listed two or more pet peeves, a “vertical bar”
    **|** is used to separate each them. Take a look at the student whose ID number is 002. This student’s first pet peeve about course readings is separated from the second one by a vertical bar (
    **|** ).

    **Coding Scheme: Student Pet Peeve Data (Page 4):** A code scheme has unique numbers linked to different types of content or themes found in narrative text. For this assignment, you will see a unique number for each different type of pet peeve. For example, a pet peeve on not being able to locate required readings is assigned the number “01”. Sometimes the content of narrative text cannot be categorized, because it is unclear or doesn’t make sense. For this assignment, this type of narrative text is given the code number “99”. If narrative text is not a pet peeve, it is given the code number “97”.

    **Code Sheet: Student Pet Peeve Data (Page 5):** This is the form that you use to enter the code scheme number for each pet peeve in a student’s narrative text. The first column of the code sheet lists the student’s unique ID number. The next column (Code 1) is used to write the number from the code scheme that best describes the content of the first pet peeve listed by the student. The second column (Code 2) is for the second pet peeve, and the third column (Code 3) is for the last one.

    ## **Example**

    Here is an example of how to code the narrative text on course pet peeves. In this example, the student described the following pet peeves in courses she had taken in the past:

    186 Assignments that are just “busy work” with no perceived value.
    **|**
    Lack of feedback.

    **ID**

    First, the number “186” is the unique ID number for this student. When you code this student’s pet peeves, you need to write them on the line for this ID number.

    **Codes**

    Next you will see a vertical bar | in the narrative text on page 3 which means there are more than one pet peeve listed by the student.

    **Code Sheet Example (Refer to Coding Scheme page 5)**

    The first pet peeve is about assignments that are considered to be “busy work”. When you review the code scheme for student pet peeves, it looks like the number “08” (Assignments not geared to learning [e.g., busy work]) best describes this student’s pet peeve. You then enter the number “08” into the second column (Code 1) of the code sheet (see below).

    In the next pet peeve, the student writes about “lack of feedback”. While her response is not very specific, it is most likely to related to code number “13” (Assignments returned without comments or feedback). You then enter “13” in the third column of the code sheet. Because this student did not list a third pet peeve, you then leave the fourth column (Code 3) blank.

    Code Sheet: Student Pet Peeve Data

    | | | | |
    | — | — | — | — |
    | **ID #** | **Code 1** | **Code 2** | **Code 3** |
    | 186 | 08 | 13 | |

    You are now ready to start content coding the narrative text of pet peeves for the 10 students in this assignment on page 3. When you are finished, you need to submit your completed code sheet on page 7 to the submission link in Week 5.

    ## **Week 10: Qualitative Coding Assignment**

    ## **Student Narrative Text on Course Pet Peeves**

    001 Professors who “don’t allow” students to disagree with their opinions.
    **|**
    Professors who grade based on the placement of commas and the number of spaces typed between words rather than on the ideas and thoughts developed.
    **|**
    Professors who give me reason to feel about 2 inches tall when I give an incorrect answer to a question.

    002 Ridiculous amounts of reading to be done in a short period of time.
    **|**
    Not having an opportunity to discuss different viewpoints or different facets of a topic-issue.

    003 I get frustrated with instructors that behave as though we have nothing else going on in our lives except their class and their assignments.

    004 I don’t like to read material that doesn’t have a practical benefit. I want to leave here with a marketable skill, not a head filled with historical facts or scientific jargon.

    005 Students who use the classroom to show how
    **smart** they are and to
    **build** themselves up.
    **|**
    Those who rattle their candy and gum wrappers or chip bags.

    006 When required readings are not available.
    **|**
    When instructors put-down students.
    **|**
    When assignments are too difficult.

    007 Professor who believe their view is the
    **only** one acceptable.
    **|** Disorganized classes.
    **|** Dry readings.

    008 Professors who are condescending toward students.
    **|** Test questions that come out of the blue.

    009 People make noise – opening snacks, chewing loud (pretzels).
    **|** When people monopolize class.

    010 Allowing personal bias to dictate evaluations of students work. (e.g., If you disagree, then you’re wrong.)
    **|** When expectations for grades are unclear.

    ## **Week 10: Qualitative Coding Assignment**

    ## **Coding Scheme: Student Pet Peeve Data**

    **Course Requirements**

    **01** = Can’t locate required readings

    **02** =
    _Unclear_ expectations of students

    **03** =
    _Unrealistic_ expectations of students (e.g., too many readings, assignments too difficult)

    **04** = Working in groups (e.g., too much, meaningless)

    **05** = Course doesn’t follow syllabus

    **Course Content**

    **06** = Content of required readings (e.g., irrelevant, inappropriate, boring, dry)

    **07** = No clinical, policy or real-life application of course content

    **08** = Assignments not geared to learning (e.g., busy work)

    **09** = Too little time spent on the most important topics

    **Teacher – Student Relationship**

    **10** = Teacher doesn’t encourage students to voice opinions that are different from their own

    **11** = Teacher talks down to students (e.g., condescending, makes students feel stupid)

    **12** = Teacher has low expectations of students (e.g., intelligence, experience, ability to complete assignments)

    **Teaching Behavior**

    **13** = Assignments returned without comments or feedback (e.g., papers)

    **14** = Personality of teacher (e.g., opinionated, egotistical, arrogant, thinks their approach is the only way)

    **15** = Unfair or inappropriate grading (e.g., papers, exams, final grades)

    **16** = Poor facilitator of class discussions

    **Student Behavior**

    **17** = Students who monopolize class time

    **18** = Irrelevant comments or discussions by other students (e.g., personal stories)

    **19** = Limited or no development of peer relationships with classmates

    **20** = Overbearing, intimidating, and/or opinionated students

    **21** = Students making noises in class (e.g., rattling papers, unwrapping food)

    **98** = Other: Student’s written response not a pet peeve or doesn’t fit coding scheme

    **99** = Unable to decipher meaning of student response

    ## **Week 10: Qualitative Coding Assignment**

    ## **Code Sheet: Student Pet Peeve Data**

    **Qualitative Analyses:** The analytic method you will use to analyze the narrative data for this Assignment is called content analysis. It requires you to read each student’s narrative and then code its content using the thematic categories on page 4 (Coding Scheme: Student Pet Peeve Data). Once you have completed the coding, you will need to describe the most common types of “pet peeves” that students have about their courses.

    | | | | |
    | — | — | — | — |
    | **ID #** | **CODE 1** | **CODE 2** | **CODE 3** |
    | 001 | | | |
    | 002 | | | |
    | 003 | | | |
    | 004 | | | |
    | 005 | | | |
    | 006 | | | |
    | 007 | | | |
    | 008 | | | |
    | 009 | | | |
    | 010 | | | |

    After you complete the code sheet,
    **summarize the major themes** or most common pet peeves described by the 10 students in their previous courses:

    **## CodingAssignmentInstructions.docx**

    **Coding Assignment: Instructions**

    **Purpose**: The purpose of this assignment is to familiarize you with the process of coding and analyzing qualitative data.

    **Instructions:**

    1. Read through the entire document and complete the code book using the instructions provided.

    2. Submit the final code book
    **along with a summary of the major themes or most common pet peeves noted** to the drop box. Your analysis of the data should be a minimum of
    **3-4 full paragraphs**.

    3. You can submit the last page of the assignment with the code book and analysis. You do not need a formal APA paper with a title page and references. No references are required for this assignment. Simply provide your assessment based on the data that you coded.

    **## CodingAssignment.docx**

    ## **Week 10: Qualitative Coding Assignment**

    Content coding is one way to identify the themes or patterns found in the narrative text of qualitative research studies. The qualitative research assignment for Week 8 requires you to content code the narrative pet peeves of 10 nursing and social work students taking courses in a “brick and mortar” university. These students were asked to anonymously describe the problems (or “pet peeves”) they experienced in previous courses that detracted from their learning experience.

    **To complete this assignment**, you need the
    **three** documents: the student narrative text on pet peeves, the code scheme, and the code sheet. Below is a description of each of these documents. All of the needed resources can be found in this document.

    **Student Narrative Text on Course Pet Peeves (Page 3):** You will see the narrative text written by each of the 10 students in this document. Each student has a unique identification (ID) number. For example, 001 is the ID number of the first student and 010 is number for the last student. Some students only wrote about one pet peeve, whereas others listed up to two or more pet peeves. If a student listed two or more pet peeves, a “vertical bar”
    **|** is used to separate each them. Take a look at the student whose ID number is 002. This student’s first pet peeve about course readings is separated from the second one by a vertical bar (
    **|** ).

    **Coding Scheme: Student Pet Peeve Data (Page 4):** A code scheme has unique numbers linked to different types of content or themes found in narrative text. For this assignment, you will see a unique number for each different type of pet peeve. For example, a pet peeve on not being able to locate required readings is assigned the number “01”. Sometimes the content of narrative text cannot be categorized, because it is unclear or doesn’t make sense. For this assignment, this type of narrative text is given the code number “99”. If narrative text is not a pet peeve, it is given the code number “97”.

    **Code Sheet: Student Pet Peeve Data (Page 5):** This is the form that you use to enter the code scheme number for each pet peeve in a student’s narrative text. The first column of the code sheet lists the student’s unique ID number. The next column (Code 1) is used to write the number from the code scheme that best describes the content of the first pet peeve listed by the student. The second column (Code 2) is for the second pet peeve, and the third column (Code 3) is for the last one.

    ## **Example**

    Here is an example of how to code the narrative text on course pet peeves. In this example, the student described the following pet peeves in courses she had taken in the past:

    186 Assignments that are just “busy work” with no perceived value.
    **|**
    Lack of feedback.

    **ID**

    First, the number “186” is the unique ID number for this student. When you code this student’s pet peeves, you need to write them on the line for this ID number.

    **Codes**

    Next you will see a vertical bar | in the narrative text on page 3 which means there are more than one pet peeve listed by the student.

    **Code Sheet Example (Refer to Coding Scheme page 5)**

    The first pet peeve is about assignments that are considered to be “busy work”. When you review the code scheme for student pet peeves, it looks like the number “08” (Assignments not geared to learning [e.g., busy work]) best describes this student’s pet peeve. You then enter the number “08” into the second column (Code 1) of the code sheet (see below).

    In the next pet peeve, the student writes about “lack of feedback”. While her response is not very specific, it is most likely to related to code number “13” (Assignments returned without comments or feedback). You then enter “13” in the third column of the code sheet. Because this student did not list a third pet peeve, you then leave the fourth column (Code 3) blank.

    Code Sheet: Student Pet Peeve Data

    | | | | |
    | — | — | — | — |
    | **ID #** | **Code 1** | **Code 2** | **Code 3** |
    | 186 | 08 | 13 | |

    You are now ready to start content coding the narrative text of pet peeves for the 10 students in this assignment on page 3. When you are finished, you need to submit your completed code sheet on page 7 to the submission link in Week 5.

    ## **Week 10: Qualitative Coding Assignment**

    ## **Student Narrative Text on Course Pet Peeves**

    001 Professors who “don’t allow” students to disagree with their opinions.
    **|**
    Professors who grade based on the placement of commas and the number of spaces typed between words rather than on the ideas and thoughts developed.
    **|**
    Professors who give me reason to feel about 2 inches tall when I give an incorrect answer to a question.

    002 Ridiculous amounts of reading to be done in a short period of time.
    **|**
    Not having an opportunity to discuss different viewpoints or different facets of a topic-issue.

    003 I get frustrated with instructors that behave as though we have nothing else going on in our lives except their class and their assignments.

    004 I don’t like to read material that doesn’t have a practical benefit. I want to leave here with a marketable skill, not a head filled with historical facts or scientific jargon.

    005 Students who use the classroom to show how
    **smart** they are and to
    **build** themselves up.
    **|**
    Those who rattle their candy and gum wrappers or chip bags.

    006 When required readings are not available.
    **|**
    When instructors put-down students.
    **|**
    When assignments are too difficult.

    007 Professor who believe their view is the
    **only** one acceptable.
    **|** Disorganized classes.
    **|** Dry readings.

    008 Professors who are condescending toward students.
    **|** Test questions that come out of the blue.

    009 People make noise – opening snacks, chewing loud (pretzels).
    **|** When people monopolize class.

    010 Allowing personal bias to dictate evaluations of students work. (e.g., If you disagree, then you’re wrong.)
    **|** When expectations for grades are unclear.

    ## **Week 10: Qualitative Coding Assignment**

    ## **Coding Scheme: Student Pet Peeve Data**

    **Course Requirements**

    **01** = Can’t locate required readings

    **02** =
    _Unclear_ expectations of students

    **03** =
    _Unrealistic_ expectations of students (e.g., too many readings, assignments too difficult)

    **04** = Working in groups (e.g., too much, meaningless)

    **05** = Course doesn’t follow syllabus

    **Course Content**

    **06** = Content of required readings (e.g., irrelevant, inappropriate, boring, dry)

    **07** = No clinical, policy or real-life application of course content

    **08** = Assignments not geared to learning (e.g., busy work)

    **09** = Too little time spent on the most important topics

    **Teacher – Student Relationship**

    **10** = Teacher doesn’t encourage students to voice opinions that are different from their own

    **11** = Teacher talks down to students (e.g., condescending, makes students feel stupid)

    **12** = Teacher has low expectations of students (e.g., intelligence, experience, ability to complete assignments)

    **Teaching Behavior**

    **13** = Assignments returned without comments or feedback (e.g., papers)

    **14** = Personality of teacher (e.g., opinionated, egotistical, arrogant, thinks their approach is the only way)

    **15** = Unfair or inappropriate grading (e.g., papers, exams, final grades)

    **16** = Poor facilitator of class discussions

    **Student Behavior**

    **17** = Students who monopolize class time

    **18** = Irrelevant comments or discussions by other students (e.g., personal stories)

    **19** = Limited or no development of peer relationships with classmates

    **20** = Overbearing, intimidating, and/or opinionated students

    **21** = Students making noises in class (e.g., rattling papers, unwrapping food)

    **98** = Other: Student’s written response not a pet peeve or doesn’t fit coding scheme

    **99** = Unable to decipher meaning of student response

    ## **Week 10: Qualitative Coding Assignment**

    ## **Code Sheet: Student Pet Peeve Data**

    **Qualitative Analyses:** The analytic method you will use to analyze the narrative data for this Assignment is called content analysis. It requires you to read each student’s narrative and then code its content using the thematic categories on page 4 (Coding Scheme: Student Pet Peeve Data). Once you have completed the coding, you will need to describe the most common types of “pet peeves” that students have about their courses.

    | | | | |
    | — | — | — | — |
    | **ID #** | **CODE 1** | **CODE 2** | **CODE 3** |
    | 001 | | | |
    | 002 | | | |
    | 003 | | | |
    | 004 | | | |
    | 005 | | | |
    | 006 | | | |
    | 007 | | | |
    | 008 | | | |
    | 009 | | | |
    | 010 | | | |

    After you complete the code sheet,
    **summarize the major themes** or most common pet peeves described by the 10 students in their previous courses:

    – 1
    – 2

  • [Solved] Case Study

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    – ## CaseStudyDiscussion5.docx **## CaseStudyDiscussion5.docx** Case Study Discussion 5 **Study Discussion Instructions** **Scenario:** A 13 year old boy is accompanied by his parents into the community mental health clinic for the evaluation of Attention Deficit Hyperactivity Disorder (ADHD). Both …

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    – ## CaseStudyDiscussion5.docx

    **## CaseStudyDiscussion5.docx**

    Case Study Discussion 5

    **Study Discussion Instructions**

    **Scenario:** A 13 year old boy is accompanied by his parents into the community mental health clinic for the evaluation of Attention Deficit Hyperactivity Disorder (ADHD).  Both parents are impatient, demanding and requesting for you to start their child on a CNS stimulant medication.

    **Based on this scenario, respond to the following prompts:**

    1. Which neurotransmitter(s) are involved in ADHD?  How will you approach this clinical case?

    2. According to the DSM V-TR, what is the criteria for this condition? What is the NICHQ Vanderbilt Assessment Scale and how will you apply it to this case study?

    3. If the child meets diagnostic criteria for ADHD, what diagnostic(s) or lab(s) will you order prior to prescribing a CNS stimulant drug? Why is it important to assess and monitor a child’s weight and height once you start treatment for ADHD?

    **## CaseStudyDiscussion5.docx**

    Case Study Discussion 5

    **Study Discussion Instructions**

    **Scenario:** A 13 year old boy is accompanied by his parents into the community mental health clinic for the evaluation of Attention Deficit Hyperactivity Disorder (ADHD).  Both parents are impatient, demanding and requesting for you to start their child on a CNS stimulant medication.

    **Based on this scenario, respond to the following prompts:**

    1. Which neurotransmitter(s) are involved in ADHD?  How will you approach this clinical case?

    2. According to the DSM V-TR, what is the criteria for this condition? What is the NICHQ Vanderbilt Assessment Scale and how will you apply it to this case study?

    3. If the child meets diagnostic criteria for ADHD, what diagnostic(s) or lab(s) will you order prior to prescribing a CNS stimulant drug? Why is it important to assess and monitor a child’s weight and height once you start treatment for ADHD?

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    I need a response to two discussion questions. – ## Discussion4.docx **## Discussion4.docx** **1.** Dynamic experiential therapy helps comprehend family systems and individual behavior. Experiential therapies like role-playing, sculpting, and creative projects bypass linguistic defenses to reveal de…

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    Assignment Prompt & Instructions

    I need a response to two discussion questions.

    – ## Discussion4.docx

    **## Discussion4.docx**

    **1.**

    Dynamic experiential therapy helps comprehend family systems and individual behavior. Experiential therapies like role-playing, sculpting, and creative projects bypass linguistic defenses to reveal deeper emotional truths. These strategies work well in family therapy, where relational dynamics are complicated and multi-layered. Sharing family activities can reveal individual problems and group patterns, revealing how family relationships impact experiences.

    Family experiences shape each member's viewpoint, identity, and coping methods. Family is where people learn emotional regulation, communication, and relational expectations. Healthy family dynamics build trust, resilience, and emotional security. In dysfunctional families, members may internalize maladaptive tendencies including poor communication, conflict avoidance, or inconsistent caregiving. Action-oriented exercises in experiential therapy reveal latent patterns like the scapegoat, hero, or caretaker that control family relations. These roles often arise in response to family stress and can inhibit real self-expression if left unchecked, according to Duke (2021).

    Moreover, an individual trauma of a family member can greatly impact the functioning of the whole family. The experience of trauma is usually not personal, but the resounding experience within the emotional environment of the family system. As in the case, where one of the members is abused, or when a family member suffers a long-term illness or loss, the roles and duties in the family tend to change, often with a sudden shift in their structure. Siblings can adopt adult roles earlier than they should, parents can become emotionally distant, or behavior of a family can focus on the trauma. According to the study conducted by Burlakova et al., (2024), the unresolved trauma of one of the members can result in higher levels of anxiety or emotional distancing or even enmeshment within the family. It is the family ability to adapt, communicate, and support one another during such periods that decides whether trauma develops into a resilience point or dysfunction.

    Experiential therapy may particularly help working on such ripple effects. The therapists may encourage family members to take part in symbolic or physical activities that busy them to exteriorize the trauma, validate emotions, and renegotiate. Such activities generate a similar sense of empathy and enable the reconstruction of emotional bonds that were potentially deteriorated or lost. Finally, it is particularly a feature of experiential therapy that it develops healing as a means of correcting the trauma of the individual but also by building a healthier form of interactions and emotional responsiveness at the family level.

    **2.**

    Top of Form

    ·
    **How does family experience impact the experience of individual members of the family?**

    In experiential family therapy, each person is seen as having their perspective and emotional experience, but the larger family system shapes these. For example, Satir emphasized how the relationship between parents or partners can shape how the entire family functions. Family members are more likely to feel secure if the relationship is strong and supportive. On the other hand, if the relationship is more dysfunctional, family members may feel off balance or insecure.

    Kempler also discussed how each family member should take responsibility for their role in the family and their own life. Families are encouraged to explore the closeness or distance between members, and how subgroups (such as parent/child or sibling relationships) impact the overall family dynamic. These patterns can influence how safe, supported, and understood each individual feels within the family.

    ·
    **Likewise, how does a personal trauma of one family member impact the family unit?**

    Even when one member of the family experiences trauma, it often affects the entire family. Stress, fear, and guilt are just some of the emotions that may be felt by family members in the system. Kempler believed that allowing family members to express their emotions openly can be healing—not just for the person sharing, but also for the others who witness and begin to understand the impact.

    One example of this is when a child in the family struggles with drug addiction. Although addiction directly affects one person, it deeply impacts the entire family—not only through the practical challenges of avoiding enabling behaviors, but also through each member’s emotional response. This is why support groups like Nar-Anon Family Groups exist—to help family members process their experience together.

    Whitaker added that while families often want symptoms to disappear quickly, focusing solely on symptom relief can block deeper growth. He believed symptoms are often signs of larger systemic issues. Instead of treating just the individual who experiences trauma, involving the entire family can help them grow, heal, and better support each other moving forward.

    **3.**

    Experiential family therapy, as shown in the Carl Whitaker video, really puts focus on how emotions, actions, and direct experiences play a role in healing and communication. Instead of just talking about problems, Whitaker gets the family to
    _feel_ the experience of being in the moment with one another. You can see how some family members start off holding back, but when they're guided to express themselves more openly—through emotion and interaction—they slowly begin to break out of their comfort zones.

    Family experiences definitely shape how each individual functions. In the video, it was clear that past dynamics and unspoken expectations were affecting how each person interacted. For example, when one family member is used to being the “fixer” or the “quiet one,” those roles start to define their self-image, even outside the home. Over time, that can create internal conflict, especially if they feel trapped in that role.

    On the other side, when one person goes through trauma, the whole family feels it. The pain doesn’t just stay with one person—it shifts the whole family dynamic. Whether it’s a loss, abuse, or mental health struggle, it can cause distance, tension, or even overprotectiveness. Sometimes families try to “hold it together” by ignoring the pain, but experiential therapy works by bringing those feelings out in the open so they can be faced together.

    According to Capuzzi and Stauffer (2021), experiential family therapy focuses on emotional expression and real-life interaction, which helps both the individual and the group grow stronger together. It helps create an environment where people don’t feel judged or pressured to act a certain way. Instead, they’re free to be vulnerable and express themselves honestly. This is especially helpful for families who’ve learned to avoid conflict or sweep things under the rug.

    Overall, I believe experiential therapy is powerful because it doesn’t just talk
    _about_ change—it allows people to
    _feel_ what change looks like in real time. It shows the family how to connect again, which can be the first step toward real healing.

    **4.**

    Experiential therapy involves engaging clients in activities that help uncover deeper emotional and relational patterns, often more effectively than traditional talk therapy. It's particularly effective in family situations, where unspoken dynamics and past experiences influence how family members interact. By using hands-on methods such as role-playing or sculpting, families can discover and address underlying issues that impact both individuals and the group as a whole.

    **1. How does the family experience impact the experience of individual members of the family?**

    Family experiences play a significant role in shaping how people perceive themselves and interact with the world. The roles they assume, their communication style, and the emotional expectations within the family all greatly influence a person's identity, coping abilities, and relationships. Experiential therapy helps reveal these patterns, enabling individuals to become more self-aware and make more informed choices.

    **2. How does a personal trauma of one family member impact the family unit?**

    When a family member experiences trauma, it affects everyone in the family. Others may exhibit altered behavior, leading to imbalance or problems within the family. Experiential therapy helps family members recognize these changes and work together to rebuild connections, trust, and emotional stability.

    Family experiences play a crucial role in shaping personal growth, and trauma experienced by one member can impact the whole family. Experiential therapy offers a powerful approach to healing by bringing hidden issues to light, enabling families and individuals to improve through action, understanding, and deeper connections.

    **5.**

    The psychological and emotional development of all family members primarily relies on the experiences that the family undergoes. The communication modes, the way one resolves disputes within the family, and the emotional character of the household unit become part of the background that influences a person's self-perception and the way they perceive and think about other people. Individuals from families where communication is not only open but also safe to share their feelings will generally cope better and have more positive relationships.

    When any member of the family experiences some trauma in their life, this problem cannot only cause a burden to the victim but will also disrupt the entire family system. Trauma affects family structure, communication patterns, and emotional availability (PsychotherapyNet, 2015). For example, when a parent still has unresolved trauma, they will be emotionally detached or irregular in the parenting process, thereby causing insecurity in the children. The family of a child who has suffered some form of trauma, like an accident or abuse, most likely struggles with feelings of either guilt, powerlessness, or hypervigilance on the part of parents in the family, and abandonment or resentment on the part of siblings. Such changes in family relationships may, in turn, produce a pattern of misunderstanding and strain that is maintained unless something is done about it.

    Experiential therapy would provide an effective means of dealing with these complicated issues of the family. Through events like role-playing, art therapy, or psychodrama, family members have access to and the ability to express emotions they may not be able to express in regular talk therapy. The approaches aid in uncovering unconscious patterns and unmet needs within the family system. An example of this could be a sculpting game in which family members physically place themselves in space, thus illustrating emotional distances or unions that are hard to describe using words. Given these common experiences, at least, the families should be able to design new means of communication, restore compromised trust, and establish more helpful relationships.

    **6.**

    Family is the first environment where emotional expression, identity development, and relational patterns begin to form. In terms of how family experiences shape individual members, I've seen firsthand how that dynamic plays out. When one family member, especially a parent, has unresolved trauma from their own childhood. It can impact everything from communication to conflict resolution. In our case, one parent's trauma has created tension and emotional distance during problem-solving moments. That pain, even if unspoken, shows up in frustration, withdrawal, or defensiveness. It's not intentional, but it still affects the whole family system. This does not happen all the time, but it does exist. The kids notice the tension and sometimes adjust their own behavior to avoid triggering it, which creates a pattern where certain problems go unaddressed. Over time, it builds frustration, resentment, or confusion across the board. I've come to notice that one person's trauma isn't just theirs, but it ripples through the entire family. But at the same time, healing doesn't have to fall on one person alone. Therapy that encourages emotional awareness and shared experiences can help shift those long-standing patterns, allowing for growth and connection across the whole family. Experiential family therapy moves past the notion of talk therapy methods and helps the family experience life together. Capuzz (2021), notes that some of the goals of EFT are to promote unity and cohesiveness while also promoting individuality and creativity.

    **7.**

         Experiential therapy deals with therapeutic understanding of this type of therapy.  It deals with some incorporating activities or action.  The family unit is impacted by getting involved and understanding how the one member was affected.  This one incident, if not addressed in a corporate positive way can have a very negative outcome.  This can plunge the family into experiencing separate anxieties and keep the family distant from each other.  The therapist's job is to as soon as possible, get to the root of the single members trauma problems and have them work it out possible by use of role playing, painting, sculpting or rock climbing.  These types of actions can bring a client or family out of a defensive posture to a more compliant posture.  They are more aware of their feelings and can help them resolve the situation instead of pointing the finger at everyone.

            How does a personal trauma of one family member impact the family unit?  Depending on the affected individual in the family and if another member of the family has committed the trauma, this can cause an infraction in the whole family causing a deep mistrust in the family and possible legal actions may be involve.  The counselor is there to ascertain the deep problems and how to go about resolving the situation.  The trauma can affect the whole family negatively so that the injured person may feel deeply isolated from the family and not be able to communicate with his/her loved ones.  The member could go into a period of depression or try to commit suicide to try to escape from their feelings.  All of these things can way on a client's mind.  That's why it is so important to get into counseling as soon as possible.  This is how I feel when it comes to experiential therapy.  Fifty years ago, this type of clinical therapy was not readily used.  Now it has been seen to produce a more positive outcome then once thought.

    Bottom of Form

    **## Discussion4.docx**

    **1.**

    Dynamic experiential therapy helps comprehend family systems and individual behavior. Experiential therapies like role-playing, sculpting, and creative projects bypass linguistic defenses to reveal deeper emotional truths. These strategies work well in family therapy, where relational dynamics are complicated and multi-layered. Sharing family activities can reveal individual problems and group patterns, revealing how family relationships impact experiences.

    Family experiences shape each member's viewpoint, identity, and coping methods. Family is where people learn emotional regulation, communication, and relational expectations. Healthy family dynamics build trust, resilience, and emotional security. In dysfunctional families, members may internalize maladaptive tendencies including poor communication, conflict avoidance, or inconsistent caregiving. Action-oriented exercises in experiential therapy reveal latent patterns like the scapegoat, hero, or caretaker that control family relations. These roles often arise in response to family stress and can inhibit real self-expression if left unchecked, according to Duke (2021).

    Moreover, an individual trauma of a family member can greatly impact the functioning of the whole family. The experience of trauma is usually not personal, but the resounding experience within the emotional environment of the family system. As in the case, where one of the members is abused, or when a family member suffers a long-term illness or loss, the roles and duties in the family tend to change, often with a sudden shift in their structure. Siblings can adopt adult roles earlier than they should, parents can become emotionally distant, or behavior of a family can focus on the trauma. According to the study conducted by Burlakova et al., (2024), the unresolved trauma of one of the members can result in higher levels of anxiety or emotional distancing or even enmeshment within the family. It is the family ability to adapt, communicate, and support one another during such periods that decides whether trauma develops into a resilience point or dysfunction.

    Experiential therapy may particularly help working on such ripple effects. The therapists may encourage family members to take part in symbolic or physical activities that busy them to exteriorize the trauma, validate emotions, and renegotiate. Such activities generate a similar sense of empathy and enable the reconstruction of emotional bonds that were potentially deteriorated or lost. Finally, it is particularly a feature of experiential therapy that it develops healing as a means of correcting the trauma of the individual but also by building a healthier form of interactions and emotional responsiveness at the family level.

    **2.**

    Top of Form

    ·
    **How does family experience impact the experience of individual members of the family?**

    In experiential family therapy, each person is seen as having their perspective and emotional experience, but the larger family system shapes these. For example, Satir emphasized how the relationship between parents or partners can shape how the entire family functions. Family members are more likely to feel secure if the relationship is strong and supportive. On the other hand, if the relationship is more dysfunctional, family members may feel off balance or insecure.

    Kempler also discussed how each family member should take responsibility for their role in the family and their own life. Families are encouraged to explore the closeness or distance between members, and how subgroups (such as parent/child or sibling relationships) impact the overall family dynamic. These patterns can influence how safe, supported, and understood each individual feels within the family.

    ·
    **Likewise, how does a personal trauma of one family member impact the family unit?**

    Even when one member of the family experiences trauma, it often affects the entire family. Stress, fear, and guilt are just some of the emotions that may be felt by family members in the system. Kempler believed that allowing family members to express their emotions openly can be healing—not just for the person sharing, but also for the others who witness and begin to understand the impact.

    One example of this is when a child in the family struggles with drug addiction. Although addiction directly affects one person, it deeply impacts the entire family—not only through the practical challenges of avoiding enabling behaviors, but also through each member’s emotional response. This is why support groups like Nar-Anon Family Groups exist—to help family members process their experience together.

    Whitaker added that while families often want symptoms to disappear quickly, focusing solely on symptom relief can block deeper growth. He believed symptoms are often signs of larger systemic issues. Instead of treating just the individual who experiences trauma, involving the entire family can help them grow, heal, and better support each other moving forward.

    **3.**

    Experiential family therapy, as shown in the Carl Whitaker video, really puts focus on how emotions, actions, and direct experiences play a role in healing and communication. Instead of just talking about problems, Whitaker gets the family to
    _feel_ the experience of being in the moment with one another. You can see how some family members start off holding back, but when they're guided to express themselves more openly—through emotion and interaction—they slowly begin to break out of their comfort zones.

    Family experiences definitely shape how each individual functions. In the video, it was clear that past dynamics and unspoken expectations were affecting how each person interacted. For example, when one family member is used to being the “fixer” or the “quiet one,” those roles start to define their self-image, even outside the home. Over time, that can create internal conflict, especially if they feel trapped in that role.

    On the other side, when one person goes through trauma, the whole family feels it. The pain doesn’t just stay with one person—it shifts the whole family dynamic. Whether it’s a loss, abuse, or mental health struggle, it can cause distance, tension, or even overprotectiveness. Sometimes families try to “hold it together” by ignoring the pain, but experiential therapy works by bringing those feelings out in the open so they can be faced together.

    According to Capuzzi and Stauffer (2021), experiential family therapy focuses on emotional expression and real-life interaction, which helps both the individual and the group grow stronger together. It helps create an environment where people don’t feel judged or pressured to act a certain way. Instead, they’re free to be vulnerable and express themselves honestly. This is especially helpful for families who’ve learned to avoid conflict or sweep things under the rug.

    Overall, I believe experiential therapy is powerful because it doesn’t just talk
    _about_ change—it allows people to
    _feel_ what change looks like in real time. It shows the family how to connect again, which can be the first step toward real healing.

    **4.**

    Experiential therapy involves engaging clients in activities that help uncover deeper emotional and relational patterns, often more effectively than traditional talk therapy. It's particularly effective in family situations, where unspoken dynamics and past experiences influence how family members interact. By using hands-on methods such as role-playing or sculpting, families can discover and address underlying issues that impact both individuals and the group as a whole.

    **1. How does the family experience impact the experience of individual members of the family?**

    Family experiences play a significant role in shaping how people perceive themselves and interact with the world. The roles they assume, their communication style, and the emotional expectations within the family all greatly influence a person's identity, coping abilities, and relationships. Experiential therapy helps reveal these patterns, enabling individuals to become more self-aware and make more informed choices.

    **2. How does a personal trauma of one family member impact the family unit?**

    When a family member experiences trauma, it affects everyone in the family. Others may exhibit altered behavior, leading to imbalance or problems within the family. Experiential therapy helps family members recognize these changes and work together to rebuild connections, trust, and emotional stability.

    Family experiences play a crucial role in shaping personal growth, and trauma experienced by one member can impact the whole family. Experiential therapy offers a powerful approach to healing by bringing hidden issues to light, enabling families and individuals to improve through action, understanding, and deeper connections.

    **5.**

    The psychological and emotional development of all family members primarily relies on the experiences that the family undergoes. The communication modes, the way one resolves disputes within the family, and the emotional character of the household unit become part of the background that influences a person's self-perception and the way they perceive and think about other people. Individuals from families where communication is not only open but also safe to share their feelings will generally cope better and have more positive relationships.

    When any member of the family experiences some trauma in their life, this problem cannot only cause a burden to the victim but will also disrupt the entire family system. Trauma affects family structure, communication patterns, and emotional availability (PsychotherapyNet, 2015). For example, when a parent still has unresolved trauma, they will be emotionally detached or irregular in the parenting process, thereby causing insecurity in the children. The family of a child who has suffered some form of trauma, like an accident or abuse, most likely struggles with feelings of either guilt, powerlessness, or hypervigilance on the part of parents in the family, and abandonment or resentment on the part of siblings. Such changes in family relationships may, in turn, produce a pattern of misunderstanding and strain that is maintained unless something is done about it.

    Experiential therapy would provide an effective means of dealing with these complicated issues of the family. Through events like role-playing, art therapy, or psychodrama, family members have access to and the ability to express emotions they may not be able to express in regular talk therapy. The approaches aid in uncovering unconscious patterns and unmet needs within the family system. An example of this could be a sculpting game in which family members physically place themselves in space, thus illustrating emotional distances or unions that are hard to describe using words. Given these common experiences, at least, the families should be able to design new means of communication, restore compromised trust, and establish more helpful relationships.

    **6.**

    Family is the first environment where emotional expression, identity development, and relational patterns begin to form. In terms of how family experiences shape individual members, I've seen firsthand how that dynamic plays out. When one family member, especially a parent, has unresolved trauma from their own childhood. It can impact everything from communication to conflict resolution. In our case, one parent's trauma has created tension and emotional distance during problem-solving moments. That pain, even if unspoken, shows up in frustration, withdrawal, or defensiveness. It's not intentional, but it still affects the whole family system. This does not happen all the time, but it does exist. The kids notice the tension and sometimes adjust their own behavior to avoid triggering it, which creates a pattern where certain problems go unaddressed. Over time, it builds frustration, resentment, or confusion across the board. I've come to notice that one person's trauma isn't just theirs, but it ripples through the entire family. But at the same time, healing doesn't have to fall on one person alone. Therapy that encourages emotional awareness and shared experiences can help shift those long-standing patterns, allowing for growth and connection across the whole family. Experiential family therapy moves past the notion of talk therapy methods and helps the family experience life together. Capuzz (2021), notes that some of the goals of EFT are to promote unity and cohesiveness while also promoting individuality and creativity.

    **7.**

         Experiential therapy deals with therapeutic understanding of this type of therapy.  It deals with some incorporating activities or action.  The family unit is impacted by getting involved and understanding how the one member was affected.  This one incident, if not addressed in a corporate positive way can have a very negative outcome.  This can plunge the family into experiencing separate anxieties and keep the family distant from each other.  The therapist's job is to as soon as possible, get to the root of the single members trauma problems and have them work it out possible by use of role playing, painting, sculpting or rock climbing.  These types of actions can bring a client or family out of a defensive posture to a more compliant posture.  They are more aware of their feelings and can help them resolve the situation instead of pointing the finger at everyone.

            How does a personal trauma of one family member impact the family unit?  Depending on the affected individual in the family and if another member of the family has committed the trauma, this can cause an infraction in the whole family causing a deep mistrust in the family and possible legal actions may be involve.  The counselor is there to ascertain the deep problems and how to go about resolving the situation.  The trauma can affect the whole family negatively so that the injured person may feel deeply isolated from the family and not be able to communicate with his/her loved ones.  The member could go into a period of depression or try to commit suicide to try to escape from their feelings.  All of these things can way on a client's mind.  That's why it is so important to get into counseling as soon as possible.  This is how I feel when it comes to experiential therapy.  Fifty years ago, this type of clinical therapy was not readily used.  Now it has been seen to produce a more positive outcome then once thought.

    Bottom of Form