Foster Parents And Solution Focused Brief Therapy Social Work Essay

Foster Parents And Solution Focused Brief Therapy Social Work Essay Abstract Approximately sixty percent of children living in therapeutic foster care, enter the system with a diagnosis of moderate to severe mental health issues. These children, placed in therapeutic foster homes, can present disruptive behaviors. Maladaptive coping skills on the part of the child or stress inducing behaviors on the part of the caregiver can cause a crises leading to potential removal from the home. Solution focused brief therapy, could increase the quality of the relationship between foster parent and child. Foster children and parents can have a disparity between the perception of a situation and improper communication of opposing views may lead to crisis. Using tools and tenants of solution focused brief therapy could decrease placement disruptions. The purpose of this article is to identify common issues and challenges facing foster parents and children, and examples of interventions using solution based therapy. The strength-based interventions, coupled with the current evidenced-based training, will decrease placement disruptions, and increase the potential of successful transitions from foster care. The article will discuss current evidenced-based interventions, and solution focused therapy as an additional therapeutic approach. In this article, common issues and challenges facing foster parents and children are discussed; and strengths and limitations of implementing solution focused therapy techniques are explored. Keywords: Therapeutic Foster Care, Foster Parents, Foster Children, Solution Focused Brief Therapy, Training Foster Parents and Solution Focused Brief Therapy: An estimated 541,000 children in America live in the foster care system today (U.S. Department of Health and Human Services, 2010). Residential treatment facilities, psychiatric group homes, and foster/ kinship care comprise most of these out of home placements. Therapeutic Foster Care, (TFC) is an additional type of out of home placement and is a specialized service designed to serve children with special needs (Berika, 1999). These special needs range from emotional, cognitive, and physical/medical and can serve as a step down between a residential treatment center and foster care (Strijker, Oijen, Dickscheit, 2010). Each specific type of out of home placement offers differences in the goals and functions of foster care and therapeutic foster care are numerous. Maltreated children are placed in foster care primarily to receive protection, and stability. If the child exhibits the need for mental health or substance abuse therapy, the service is provided outside of the home (Farmer, Mustillo, Burns, Holden, 2008). Transitioning statement from fc 2 tfc (on the other hand ) Therapeutic foster care combines the structure of a residential treatment facility with the care and protection of the home environment. Fifty nine percent of children entering therapeutic foster care address serious levels of emotional behavioral issues; and need rehabilitation (Hochstadt, Jaudes, Zimo, Schacter, 1987). Therapeutic interventions take place within the home, with the goal of integrating newly acquired interpersonal skills into the home environment, which are necessary for future family reunification. Multiple reasons exist facilitating the need to place a child outside of the home for treatment. High-risk family factors include poverty, divorce within the immediate family, (Williams at all, 1990), biological parental mental illness, witnessing domestic violence, and prior incarcerations within the immediate family (Johnson, 1989). The inability or unwillingness of the primary caregiver to care for the child is additional reasons for biological parental rights termination (Pecora, White, Jackson, Wiggins, 2009). Alternatively, the child may have been removed from the home due to neglect or poor parenting. Substance abuse by the biological parents, or even the young person themselves, are additional factors in the decision to remove the child from the biological home. Thus, due to numerous reasons, the youth may have difficulty acclimating to new living situations. Children placed in therapeutic foster care tend to exhibit poor coping skills, low frustration tolerance, and externalizing disorders such as Oppositional Defiant Disorder, Conduct Disorder, Attention Deficit Hyperactivity Disorder (Fiegelman Harrington, 1993). The behaviors that accompany such externalizing disorders may cause foster parents to experience empathy fatigue (Lipscome, Moyers, Farmer, 2004). Empathy fatigue is a leading cause for which a foster parent decides to surrender the foster child (Parker, 2009). This is known as a placement disruption or the childs unscheduled removal from the foster home permanently. Numerous publications report findings, that placement disruption has a detrimental effect on foster children. The American Academy of Pediatrics reported placement disruption, Hinders the development and healing process of children (American Academy of pediatrics 2000). Placement disruption jeopardizes the opportunity for children to develop trusting and secure relationships with adults (Robertson, 1989). The act of separating a child from biological families induces feelings of rejection, guilt, abandonment, and shame, (Garland et al., 2000, Simm at el 2000) regardless of the reason. Multiple placements before the age of 14 are associated with higher rates of delinquency in youths. Recent studies show a relationship between foster child placement disruption and the increase of foster care alumni homelessness, incarceration, and victimization. (Courtney, Dworsky, Lee, Raap, 2009). According to the Midwest Evaluation of Adult Functioning of Former Foster Youth, Far too many foster youth are not acquiring the life skills or developing the interpersonal connections they need if they are to become productive young adults (Midwest Evaluation of Adult Functioning of Former Foster Youth, 2010). Foster parents are to provide a safe and nurturing home, which will instill interpersonal communication and effective life skills to youth. The establishment of the connection between the foster parent and the foster child needs is critical due to beliefs that foster parents would benefit from the use of solution focused based therapeutic techniques with the foster child as these techniques provide____________________________________. Multiple training programs have attempted to incorporate these skills within the juveniles daily routine (Price, Chamberlain, Landsverk, Reid, Leve, Laurent, 2008). LIST PREVIOUS MODLES Multidimensional Treatment Foster Care is a strengths-based intervention promoting child and adolescent resiliency in youth exposed to early adversity. Application of MTFC within a treatment foster care home employs a point and level privilege system. Multiple studies show the effectiveness of using a reward level program (Fisher Chamberlain Leve 2009). A second intervention model, which is a modified version of the multidimensional treatment foster care intervention designed for younger children is called keeping foster parents trained and supported (Price, Chamberlain, Landsverk Reid, 2009). Other models of worth mentioning. When a child faces the instability of placement disruption, they do not have a consistent environment where they feel safe to mature; instead, they must re-adapt the new living situation. We suggest following the tenants and techniques of solution focused brief therapy in addition to the aforementioned foster parent training will increase placement stability. Training the foster parents in solution focused therapy techniques we believe they will assist the youth in becoming solution oriented. This new set of skills taught to the child, by the foster parent has the potential to increase the foster childs quality of life by decreasing placement disruptions. Solution focused therapy lends itself well as an additional element training of foster parents. Through a question and answer conversation, it enables the foster parent to see the perspective of a given situation through the eyes of the child. Solution focused brief therapy is strengths-based and future oriented, while still validating the persons experience (Littrell, 2006). Major tenants of this theory are (a.) change is constant (b.) there is always an exception to the problem (c.) there are many ways of looking at a situation, all equally important (Bannink, 2006/2010). It brings small successes to the child or foster parents awareness, and assists them in becoming solution oriented. This article will discuss several solutions focused based therapy techniques with examples of their application. Scaling questions, including what identifies and increase or decrease of one point and the application will be discussed. Coping questions, which illuminates the caregivers and foster childs strengths, will be investigated. The use of language tool statements, such as You must have had a reason to, will be explored. The identification of the childs resources both internal and external will also be examined with examples illustrating the application. The implementation of solution-focused therapy to increase foster care placement stability has been used in residential therapeutic treatment facilities. In a recent study it was found during the first year of treatment, the youth were counseled using the techniques of Cognitive behavioral therapy. In the second year they were counseled using solution focused brief therapy. It was discovered, the number of disruptions from these youth decreased from mean equaling 6.29 (standard deviation equaling 3.6) to mean equals 1.45 (standard deviation .68), P In this article, we will discuss various emotional health rehabilitation needs of foster children referred to therapeutic foster care. A concise exploration of current evidence-based therapeutic foster parent training models highlighting their strengths and weaknesses will take place. The core tenants of solution focused brief therapy will be explored with the intent purpose of identifying specific interventions for use with this population. Furthermore, examples of the preferred intervention techniques of solution focused brief therapy will be provided. Finally, the strengths and limitations of using solution focused brief therapy with this population will be discussed with suggestions for further research. I. Socioeconomic ramifications of child maltreatment. Neglecting the therapeutic foster care populations has a debilitating effect on the economy. Homelessness (check tense and safe assign) In studies focused on homelessness in adulthood, placement in foster care in childhood or adolescence frequently emerges as a risk factor. {{57 Fowler,P.J. 2009;}} For example a study conducted by the Casey Institute showed within a two year period shows homelessness for foster alumni exceeded 12.%, which is the rate for a single episode of homelessness amid US adults. One fifth of the adolescents taking part in the study experienced chronic homelessness. {{86 Anonymous ;}} Homelessness in adolescence and young adulthood has been shown to be associated with elevated risks of a number of negative outcomes. {{57 Fowler,P.J. 2009;}} These services need to begin earlier, to be extended to all eligible children in foster care, and to remain available until former foster care youth have attained stability as young adults (Kushel et al., 2007; Pecora et al., 2006). Research findings indicate that services need to begin early when a family first arrives at a shelter or the child first enters foster care, particularly since early intervention for young children can reduce the magnitude of trauma and subsequent problems later in life {{80 Dozier M Higley E Albus, K Nutter A. (2002);}} Housing instability was related to emotional and behavioral problems, physical and sexual victimization, criminal conviction, and high school dropout. From this information Fowler concluded adolescents transitioning from foster care are at considerably higher risk of homelessness {{57 Fowler,P.J. 2009;}} A.1 Maltreatment leading to out of home placement Sixty four percent of cases involved in the child welfare system are due to parental neglect. Failure to attend to the childs physical, emotional, or educational needs may cause severe, long term psychological challenges. Domestic violence in the childs presence; familial substance use that interferes with parenting abilities, Physical abuse (16%), sexual abuse (9%), and psychological maltreatment (7%) are other reasons children are reported to child welfare.({{72 Leve, L.D. 2009;}} b. Needs of Those in Therapeutic Foster Care Characteristics of Those in Foster Care Social and Academic Health Children involved in the foster care system are at a higher risk of low academic performance and school failure. Children facing challenges, usually present with psychosocial problems at a substantially increased rate than the general population. These range from impulse control, to Attention deficit hyperactivity disorder, to conduct disorders which maturate during young adult hood and beyond. Children who fail to develop successful peer relations during school entry are at increased risk for conduct problems, peer rejection, and academic failure throughout childhood and adolescence {{91 Anonymous 2001;24 Egelund, Tine 2009;}} emotional and behavioral problems, exposure to physical and sexual abuse, adolescent pregnancy, incarceration and high school dropout. {{57 Fowler,P.J. 2009;}} A preponderance of children in the welfare system have been identified as experiencing cognitive delays as evidenced by the Denver Developmental Screening Test II {{91 Anonymous 2001;}}. This is the most widely used psychometric test utilized for this young population. Early behavior problems among children placed in foster care have predicted delinquency, substance use, and sexual behavior 6 years later {{62 Linares,L.O. 2006}} Medical and Physical health The gravity and extent of the health care problems facing abused and neglected children are truly alarming.   Specified underlying neurobiological systems are influenced by types of adversity witnessed by children in the system increase risk for negative outcomes. These include common childhood diagnosis are at uncommon levels such as ADHD, disruptive behavior, anxiety, and affective disorders.{{72 Leve,L.D. 2009}} Studies observed increased shifts in the hypothalamic-pituitary-adrenal HPA Axis, a hormone affected by cortisol imbalances. This hormone controls reactions to stress and has been discovered among children experiencing stress in foster care. Increased atypical diurnal cortisol levels{{74 Pears, K.C. 2008;}} are known to be higher especially among young female children who have experienced biological caregiver neglect {{70 Fisher,P.A. 2007;}}. Similar to the HPA axis studies, problems with executive functioning are more common in foster children than in the general population {{74 Pears, K.C. 2008;}}. However therapeutic interventions designed for foster children may positively affect the HPA axis activity as it has been noted decreasing stress decreases the levels of cortisol{{70 Fisher,P.A. 2007;}}. (More research needs done) Fisher Suggests interventions which decrease stress levels of younger juveniles in out of home placements may produce increased outcomes on the social cognitive level and increase the functioning of an neurobiological systems. {{95 Fisher,P.A. 2008;}}{{72 Leve,L.D. 2009}} d. REHABILITATION NEEDS OF CHILDREN IN FOSTER CARE: EVIDENCE-BASED INTERVENTIONS Evidence-based interventions were formed and assessed to supervise the psychological and physical welfare of children in foster care. Stress inducing behavior on the part of the parent can cause disruptive behavior in the foster child which leads to early termination from the home. Maladaptive coping skills of the child that havent been rectified affect the childs relationship with their caregiver and over time start to give negative connotations to authority figures. Implementing the interventions has shown a decrease in the need for extraneous mental and physical health care by increasing the probability of attaining placement stability. Interventions must target young people while they are still in foster care, before the age of 17 years, to ensure connection to services such as tuition assistance, employment training, and health insurance. {{57 Fowler,P.J. 2009;}} Models MTFC The MTFC model acknowledges and identifies the affect of emotional hardships on the physical and psychological missing word of the foster care population. It originated in 1983 in response to an Oregon State request for proposals from the juvenile justice system to develop community-based alternatives to incarceration for adolescent placements in residential/group care. (Leve,2009) This model gives an evidence based solution to strengthen the self-esteem of the foster children and teach them resiliency to improve behavioral problems. Additionally, consistent with research on resiliency, the model now incorporates key positive individual and interpersonal relationships, adaptive neurobiological functioning, and adaptive social behavior. (Leve, 2009) How it works The MTFC intervention teaches caregivers how to give positive mentoring, improve parental skills and the importance of consistency through training, supervision and the endorsement of a skills coach. MTFC was selected by the Office of Juvenile Justice and Delinquency Prevention (Elliott, 1998) as 1 of 10 evidence-based National Blueprints Programs; was selected as 1 of 9 National Exemplary Safe, Disciplined, and Drug-Free Schools model programs; was highlighted in 2 U.S. Surgeon General reports (U.S. Department of Health and Human Services, 2000a, 2000b) (Leve,2009) These reports recorded government savings, showed improvement of behavior in child, and helped stress level of caregiver. State Public Policy group reported a $32,915 cost savings in 2006 to taxpayers for each (Leve,2009) In order for the intervention to be effective, the foster child needs positive reinforcement, individual and family therapy, along with social skills and academic mentoring. The team The skills coach is conditioned to focus on beneficial skills and actions rather than past behaviors or problematic situations. The foster parents and program supervisor work together to carefully monitor youth adjustment in the classroom. (Leve,2009) Classroom observations and evaluations allow the caregiver to evaluate behavioral changes without excessive amounts of external influences in a neutral setting. These caregivers are taught to use the same incentives or point systems employed in the foster home to provide positive feedback and brief, non-emotional consequences for problem behavior. (Leve,2009)The consistency from one environment to another eases the transition process for the foster child. Positive outcomes, including the likelihood of achieving permanency ( this effect is particularly marked for children who have had multiple prior foster placement failures), childrens attachment to caregivers, foster-parent stress levels, older childrens delinquency and antisocial beha vior, participation in school and subsequent time incarcerated. (Fisher P.A. 2009)

Social Role of Women in Society

Introduction The social role which I feel that I occupy and that I am going to focus on in this essay is the one of a women in this society. I believe I have been socialized into this role for numerous reasons. Throughout this paper I will explain how I think I have been socialized into this role. Social Roles; There are a variety of social roles in our society. They have been established since the early years. It is the people within our society that establish and portray these roles in their everyday life. â€Å"Social roles are the part people play as members of a social group.With each social role you adopt, your behaviour changes to fit the expectations both you and others have of that role. † (McLeod, S. A. (2008). Social Roles. Retrieved from: [Accessed 21/10/2012] http://www. simplypsychology. org/social-roles. html I believe social roles are in place so that we as people know our place in society and with our roles in society come many opportunities but also many rule s and regulations. Whereas, other species on our land seem to be set in their ways and abide by them no matter what. If they dot the consequences are usually very extreme.As a woman I feel like I have been socialised into this tradition role for numerous reasons. To be honest I think my family and where I am from has had a major impact on how I have been drawn to this role. I am from a tradition country Irish family. There is my brother and I in my family. It really frustrates me in my life as there seems to be a different set of rules and obligations for my brother over me. Their seems to be so many societal expectations for women. As I have grown older things have become much clearer to me as why I have always been treated differently to my other sibling.When I was younger I thought maybe it was because of the four year age gap, but now I realise it is merely because I am a female and that is why some obligations are always ordered for me to do and not for my older sibling who is a male. â€Å"When we occupy a certain status in society, we have functions to serve† (Donohoe and Gaynor 1999) Social Roles as Constructed Not Natural I believe that my social role as a woman is socially created as it has been in place for many generations. Women since the early years have always been seen in a traditional way as been the house-wife and mother in the home.Even though I have just entered into my adult years I already feel the pressures of the role which is socially constructed for me. I am worried for myself that I will be discriminated in the workforce just because of my gender and also the fact that I am a young woman with the potential to have kids. â€Å"Even with the fact that women are now able to participate more in the public world and get paid employment, they still face inequality in the work place† (Gender Roles of the 21st Century. † 123HelpMe. com. 3 Oct 2012) This is a major concern of mine and it is not through my own fault that th ese restrictions may affect me; it is simply due to our society. I also think my role as a woman has been socially constructed as society wants us all to be in a set manner for order in our world and so a conflict does not occur. Socialization â€Å"Socialization refers to the way in which we absorb the rules of behaviour which are common in our society† (Abbott 1998:10) Socialization sets out how we should live in accord to our society and its expectations. (McDonald, Bernadette 2006) It is also the process of development of the human being in a social context.Human behaviour is learned primarily through the process of socialization which involves the transmission of culture by language and gesture and at the same time through the same interaction with others we learn about our ‘self’ and develop a sense of who we are and how to behave. Primary socialization; this happens in your childhood and is the ‘most intense period of cultural learning’ (Giddi ns 2001:26) this is the stage in our lives we begin to learn the basics such as acceptable behaviour and things like our native language. My primary agents of socialization were my parents and grandparents.Secondary socialization, this is the stage of socialization that occurs in the later stage of our lives when we are maturing in our lives. â€Å"At this stage children adapt to the wider world and learn to relate to a variety of people in a variety of different ways† (Bernadette McDonald, 2006. An Introduction to Sociology in Ireland, Dublin, Type IT) If we are part of a group we are influenced greatly by them such as; our family, peer group and the media. ‘Social interactions in these contexts help people learn the values, norms and beliefs which make up the patterns of their culture’ (Giddens 2001:28).I strongly think that I learned my social role as a woman in the secondary stage of socialisation. When I was playing hurling with the boys I was noticing that they treated me different just because I was a women, they would be afraid to tackle me even though I was just as tough as them. This was the first stage in my life where it really hit me that as I woman I was going to be treated much different in my society in comparison to my male counterparts. I have lived with my parents all of my life and they are very set in their ways. This has clearly impacted on me in my life also.It has made me see myself as different so other people, like I have a set of obligations as a women and if I do not perform them I seem to fail in my role as a women. According to Macionis and Plummer (2002) â€Å" The family also confers on children on a social position, that is, parents not only bring children into the physical world, they also pace them in society in terms of race, ethnicity, religion and class† From this I think what they are trying to say is that as your parents are responsible for giving you life you must abide by the values that they entrust onto you.Also another main element that I think was an agent to my socialization of a woman was my peer group and school. I went to an all girl’s school and we had a set way of doing stuff in school and also the fact my whole peer group was girls it took me awhile to get used to been able to deal with having men within my peer group. I believe people in mixed schools have a much better chance in life as they are more aware of how to deal with the mixture of genders. I believe that society is so strong that my role as a woman will never be abolished and we will always have set obligations in our life compared to our male counterparts.Constraining or Creative? There are many viewpoints in sociology in how we interpret social roles. Some people interpret roles and are very dominant in enforcing them and on the other hand others are more relaxed about enforcing society’s roles. On some occasions I challenge the social role I obtain, I try to change the way people view me through the actions I carry out. I sometimes try to be tough to others to show that I am not the typical women and that I go by my own rules. But then sometimes I end up giving up as after all usually if anyone tries to challenge society they usually fail and as a person I am not too fond of failing.I thought I could exercise the agency in my social role but it is not as easy I thought. Society is very tough but I hope through the power of knowledge as I grow older and further my studies I will be more confident to challenge society’s values and the agencies theories that are upheld. Conclusion On a whole there are so many reasons why I think I was socialized into my role as a woman in the society. My family and peer group had a great effect on me in my life values and the set of obligation that apply to me just as I am a woman.In the primary stage of my life I was brought into a traditional family which enforced the strong old values of how women were to work in the house. Then as I matured and grew older in my secondary stage of developed I began to be unhappy with my role as I seen how different my brother was treated. I started to challenge my role a lot but got greatly dishearted as the values and set forces in societies are almost irreversible and also when you go against the values of society you usually as the old proverb goes you get burned badly.Through the study of sociology it is making me believe in myself so much more and as I deepen my studies in it I feel it is giving me more self belief and confidence to stand up and argue against the role I was socialized into as a woman. Bibliography and Referencing Page McLeod, S. A. (2008). Social Roles. Retrieved from: [Accessed 21/10/2012] http://www. simplypsychology. org/social-roles. html Donohoe and Gaynor 1999 Gender Roles of the 21st Century. † 123HelpMe. com. 23 Oct 2012 Abbott 1998:10 Bernadette McDonald, 2006. An Introduction to Sociology in Ireland, Dublin, Type IT Macionis and Plummer 2002

Essay on Learning Can Be Fun - 1649 Words

I hear I forget, I see I remember, I do I understand.† These wise words said by Confucius himself may be one of the most fundamental tenants to education and learning there is. The concept that Confucius lays out in this quote is that students learn best by taking an active role in their learning. There is no point in telling students information they need to know, as it is usually just forgotten. At the same time, just visualizing a situation is not enough for some students; it is vital that hands on and interactive experience is incorporated into learning. The idea of â€Å"interactive learning† is commonly misinterpreted and undervalued, as it should be incorporated significantly into the day-to-day classroom activities of children of all†¦show more content†¦This misunderstanding is most likely due to misconceptions of the word â€Å"interactive†. For the purposes of this paper, interactive refers to an environment in which students feel safe to move about and take an active role in their learning. In fact, studies have shown that â€Å"the use of hand gestures seems to make it easier for children to link their developing mental representations to aspects of the environment, and to facilitate new insights during problem solving† (McLaren et al.). In order to test this theory, a class of 20 kindergarteners were observed in numerous different environments, some being classified as â€Å"interactive†, while some were classified as â€Å"standard†, or â€Å"normal classroom setting†. For the interactive environment, students were pulled in groups of five to a table, where they played a spelling game with each other, with the goal of learning and retaining all of the words that were used. As a control, the students were tested before the game was started, so that the academic progress could be adequately measured. For the â€Å"normal classroom setting†, all 20 kindergarteners were to sit on the floor as the teacher stood in front of them and taught them to spell the given words. After each environment was tested, a spelling quiz was given out to the students, to gauge how much of what was taught was retained. The results were astounding. There was a clear distinctionShow MoreRelatedVideo Games And Its Effects On Education Essay1665 Words   |  7 Pagesto give learning material to students in a way that they understand. Most students don’t care about their education because they think it’s boring and unnecessary. Students feel if the homework or lesson is too hard they won’t give it their best work. We should use video games as a new source of teaching. Students can benefit from video games because it’s a fun interactive way of learning, improves a student s thinking ability, and increases participation. 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Hybrid Proposal - 1124 Words

Date: March 11th, 2012 To: From: Subject: Proposal to Research Alternative Energy in Vehicles I have received your RFP and have written up a proposal based on the requirements you have listed. This proposal outlines the research I would like to continue regarding the feasibility of alternative energy sources in vehicles, particularly in hybrid vehicles. I have included a summary of the topic, a description of the graphics I plan to use, deadlines that will be met, costs involved, and an outline for the report. I am quite eager to research this topic more and appreciate you taking the time to read through this proposal. If you need to get a hold of me, you can reach me at bpryan@ualberta.ca. Attached: â€Å"Proposal:†¦show more content†¦Figures of different hybrid models will also be included as well as a table comparing the costs of various hybrids to traditionally fuelled cars. 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Bas Assignmnent - 3464 Words

Assignment Cover Sheet 200336 Business Academic Skills College of Business -- School of Marketing Student family name: | | Student first name: | | Student number: | | Unit name and number: | 200336 Business Academic Skills | Workshop day: | | Workshop time: | | Workshop room: | | Workshop tutor: | | Title of assignment: | Learning Task: Essay development | Length: | About 800 words | Date due: | In your week 10 workshop AND the BAS vUWS/Turnitin assignment box by 11am of the day of your workshop in Week 10 (beginning 3 May 2010) | Date submitted: | | Campus of enrolment: | | Declaration: I hold a copy of this assignment if the original is lost or damaged. I hereby certify that no part of†¦show more content†¦From there you can either download SLU s comprehensive Academic Skills Guide – in its entirety or as individual chapters – or explore other Australian university language and learning resources. Student Learning Unit Academic Skills Workshops In addition to the online support, the Student Learning Unit provides free face-to-face workshops for those students requiring more intensive assistance with academic literacy. You need to register for these workshops. For more information about these workshops and how to register for them you can use the following link: http://www.uws.edu.au/currentstudents/current_students/getting_help/study_and_life_skills_workshops PART A – Compiling a reference list For this task, you are to compile a reference list of TEN (10) information sources that could be used in the construction of your essay plan in Part B. That is, when constructing your essay plan you will be selecting a subset from these references that you believe is particularly relevant in terms of answering the essay question outlined in Part B below. Remember that for the ‘Assessment Task: Essay’ you need to find at least FIVE (5) scholarly information sources in addition to the lead reference (shown on page 7 of this template) as part of the essay question. So finding suitable scholarly information sources and then listing the references for these information sources in Part A means that students do information search once (and get feedback on the

Virgin Mobile Marketing Metrics Free Essays

Virgin Mobile’s business model consists of several different strategies for success. On July 2002, Virgin launched its new cellular service company, mostly geared for individuals ages 15- 19. The UK-based company had plans to acquire new clientele by tapping the youth market with the following tactics: Text messaging bundles: Virgin believed text messaging was a key selling point for youth as kids would often communicate with friends or family through this medium as it was cheaper than daytime minutes and a more discrete form of communication while in class. We will write a custom essay sample on Virgin Mobile Marketing Metrics or any similar topic only for you Order Now Ring Tones: Virgin offered a large selection of favourite and popular tunes and music that could be set as your cellular ringtone. Fun Clips: Are audio clippings of new gossip, sports information, jokes and other information that teens generally have interest in and have the time to review. Other features such as Music Messenger allowed cell phone users to share their favourite music with their friends and classmates. These features appealed more to the youth market and generated additional cell phone usage (if not by using minutes) and customer loyalty. Virgin believed that these mediums would bond customers to their phones therefore creating more interest. Virgin signed contracts with several phone manufacturers such as: Kyocera, Nokia, LG and more to enable a variety of phones to choose from; each providing a different benefit that would appeal to the youth.By adding these features and targeting the 15-24 market, as well as being a contract-free cell phone provider, this generated more interest in the market because the ones under 18 would have had to use their parents to sign a contract for them in order to have a wireless device, this way, Virgin enables customers the freedom. Assuming the number of customers is 5 in year one, and retention rate is 75% the decline in customers yearly thereafter will be deducted by the same percentage.By taking the number of effective customers in 2001 and mul tiplying it by retention rates we acquire the pattern or deduction. (copy and pasting the formula along the years 2002, 2003, 2004, 2005 and 2006; the five-year wireless contract). | | | | | | Retention rate was calculated by assuming the number of total customers was 100. 25 customers left to another service provider. 100-25 = 75. (75/100) *100 = 75% Retention. Tab 1 of spreadsheet Tab 2 of spreadsheet How to cite Virgin Mobile Marketing Metrics, Papers

The Role of Leaders in Building Learning Organization Free-Samples

Question: Discuss about the role of Leaders in Building a Learning Organization. Answer: Leaders are the member of the organization who plays a lead role to attain the objectives of the organization. Learning organization is the process of constantly learning and improvements in an individual or entire organization. It focuses on the activities of an individual and continuous testing made on it so that improvements and transformation of knowledge can be done as soon as possible. It can be said that learning organization is able to acquire, create and transfer the information or knowledge so that new knowledge and behavior reflect. In learning organization, leaders play a crucial role to enhance the knowledge of employee and make them learn new activities (Rippon James, 2015). John C. Maxwell quoted as a phrase, A leader is one who knows the way, goes the way, and shows the way. The main aim of behind saying this quote that a true leader must be known about the vision and it should be clear. After having efficient knowledge and understanding about the vision, a leader must go with it. To achieve the goal in the context of organization, leaders should make aware others about vision so that they can contribute with better understanding for achieving the goals. It is the most inspirable quote which shows that leaders are not a famous people rather than it can be anyone who shows a path to others for success. It has been analyzed that most of the leaders in the organization are not clear about the vision and also do not follow the vision and start to guide others about the vision and mission (Lunenburg, 2011). It makes them fail to learn others. The phrase by Maxwell is giving clear understanding that leaders in learning organization must aware about the goal and the way to achieve the goal before providing any guidance to others. About the way it can be said that destination should be known by leader because without knowing the destination, leader cannot take or guide others about the destination. It is important to have the knowledge about the way and destination point. Visions has been made before planning and ass per time changes it can be adapted. It makes the shifting of vision from one part to another. Make adjustment in the vision is not an issue rather than without vision setting the way it is the major issue. Goes the way defines that every leader must know about the vision and should follow them in an adequate manner. Firstly, leader should accept the vision and follow them after that guide others. It is not possible to give correct guidance without accepting or experiencing it. It is considered as the most difficult step of leadership. Generally, people wants to be a leader and guide others without knowing that where they are going to others. In the sense of showing the path, leader is the flashlig ht that carries so many people behind him to show the path of success. This path is fulfilled by motivating people by leader and makes them aware about pros and cons of the path so that their mind can be settled. Leader should walk with people while showing the path to get the vision. Instructions are not The theory of organization learning is the process in which the learning of organization changes time to time as per gaining experience. Experience is the base of make the changes in organization and enhances the knowledge within organization (Ho, 2011). Knowledge covers a single topic that would be able to create better an organization. The theory of learning organization is system thinking, shared vision, team learning, mental models and mastery on personal basis. An approach related to system contains four parts such as structure, people, task and environment. An organization is considered as the most adaptive system which interacts with environment. The efficiency of organization can be evaluated by the quality of decisions taken by manager. A team is a unit which works together to achieve the common goal (Ward, 2016). Leader is the person who performs their role to make team member understand about the goals and way of working. Along with that leader helps to remove the obstacle s while performing the task and analyze performance of each employees and in case of finding issues and mistakes, it is the responsibility of leader to guide them in perfect manner without point out and dishonoring. Vision of organization should be shared with every employee who participates in the team (Salim Sulaiman, 2011). The theory of organization learning refers that the personal analysis should be there because it cannot be done to work on an individual while he or she does not take initiative step for change. There are three types of organizational learning theory which diagram is reflected below: Figure 1: organizational learning Source: (Havig, et. al., 2011) Single loop learning covers the loop of feedback when the modification of strategy brings the unexpected results. For instance, in single loop learning action is required if situation is not under control and even in case situation come under control, the procedure of action through improving and preventing harm will be carry on. Double loop learning brings the change in the environment of organization efficiently (Nahavandi, 2016). Value and assumptions are taken place in the organization with heartily and acceptable by everyone. It is the method which able to make all employees satisfied through effective learning. Deuterolearning is the learning which improves the system of learning itself. Structural and behavioral components are the part of this learning which helps to make decision regarding that how to learn. However, organizational learning considers as a complex mechanism but with the help of theories and principle the learning system can be made easier (Mckenna, 2015). Leadership in organization learning is considered the importance of learning. It defines that learning is crucial for organizations success. It describes the reason behind motive, means and opportunity. It is the responsibility of leaders in the organization to create an example. Leaders should accept the introspective look and enhance the awareness towards the leading personally and motivating others mainly as connected to fostering learning process (Khandekar Sharma, 2011). They must know about their personalities, believes and application of power within organization. Dynamic visionary leaders have the ability to overcome the failure and make the sustainable growth (Day Sammons, 2013). A team leader should discuss the vision with others team members and motivate them towards attaining it. Motivate the team does not mean to force them towards achieving the goal rather it is important for the leader to understand the expectations and need of an individual. Innovation is the key so urce of making sustainable business. To overcome the challenging task, innovation or creating is the element which easily acquires the situation positively. Leader is the person who can motivate their subordinates in various ways. It has been suggested that in case of achieving goal by team (Kools Stoll, 2016). Team leader should appreciate team by giving monetary or non-monetary gifts and celebrate the achievement of team with them. Setting the example can bring the huge change in the organization. Leader wants to others to do what he wants, it is important to him starts by taking first step (Havig, et. al., 2011). Communication is considered as an intangible channel which connects leader and team worker together. Communication between them should not be restricted only to interchanging the information but also involve to creating the trust and confidence of team. The quality of foresee should be in leader so that he or she makes ensure to the organization that in case of non-avai lability of resources organization can run. Succession planning of leaders can take other members in the path of grow and enhance the confidence level of team members as well as himself. It has been concluded that the role of leader in learning organization plays a crucial role. The principle role of leaders is to make the environment in which learning can be done in an efficient manner. Communication is the source which connects with followers. The role of leader in learning organization should not be dominating and over controlled rather behave and acts by providing knowledge and guidance to build system of organization that helps to amplifies the learning. It is necessary for the organization to remain relevant because it helps to keep learning fast to the others. In this essay the phrase written by Maxwell has been discussed which would be helpful to understand the actual role of leader in learning organization. Maxwell focused on three areas knowing, going and showing. In the context of knowing he meant to describe the vision in the point of view of leader and force to understand the vision firstly before following. Going is the description to follow the way thr ough which vision can attend. Showing is the way in which leaders show the path to followers of learning and motivate them towards attaining then goals appropriately. References Day, C Sammons,P. (2013). Successful leadership: a review of the international literature. Retreived on 8th april 2017 from: https://files.eric.ed.gov/fulltext/ED546806.pdf. Havig, A. K., Skogstad, A., Kjekshus, L. E. Romren, T. I., (2011). Leadership, staffing and quality of care in nursing homes. Journal List BMC Health Serv Resv.11; 2011PMC3295728. Ho, L.A. (2011). Meditation, learning, organizational innovation and performance. Industrial Management and Data Systems, 111, 113-131. Khandekar, A. Sharma, A. (2011). Organizational learning and performance: Understanding Indian Scenario in Present Global Context.Education + Training,48(8/9), 682-692. Kools, M. Stoll, L. (2016). What Makes a School a Learning Organization?. OECD Education Working Papers, No. 137, OECD Publishing, Paris. Lunenburg, F. C. (2011). Systems Thinking and the Learning Organization: The Path to School Improvement. Schooling volume 2, number 1, 2011. Mckenna, G. (2015). 4 lessons in leadership from Richard Goyder, one of Australia's most influential businessmen. . Retreived on 8th april 2017 from: https://www.businessinsider.com.au/4-lessons-in-leadership-from-richard-goyder-one-of-australias-most-influential-businessmen-2015-7. Nahavandi, A. (2016). The Art and Science of Leadership -Global Edition. Pearson. Najafbagy, R. Doroudi, D. (2010). Model of learning organization in broadcasting organization of Islamic republic of Iran. Serbian Journal of Management 5 (2) (2010) 213 225. Rippon, D. James, I. A. (2015). Leadership philosophy of care home managers. Nursing Times; 111: 7, 12-16. Salim, I. S Sulaiman, M. (2011). Organizational learning, innovation and performance: a study of Malaysian small and medium sized enterprises.International Journal of Business and Management,6(12), 118-125. Ward, J. (2016). Keeping the family business healthy: How to plan for continuing growth, profitability, and family leadership. Springer.