INSTRUCTIONS:
Use the HS1005 Written Response Template that is attached to answer each prompt in 2-3 paragraphs.
Please review the assignment requirements before you send/accept a bid to complete this assignment.
HS1005:
Mental Health:
Explain key principles and concepts related to mental health in young children.
Written Response Submission Form
Your Name: First and last
Your E-Mail Address: Your e-mail here
Instructions
Write your responses where it reads “
Enter your response here.
” Write as much as needed to satisfy the requirements indicated. Each item contains the
Rubric
Rubric
Rubric
Rubric
Rubric
, which will be used to evaluate your responses.
Item 1
The resource, “
The Impact of Abuse and Neglect on Children
” discusses Type 1 and Type 2 trauma. Explain three key factors that characterize Type 2 trauma in relation to children. (1-2 paragraphs)
Your Response
Your Response
Your Response
Your Response
Your Response
Your Response
Enter your response here.
Rubric
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0
Not Present |
1
Needs Improvement |
2
Meets Expectations |
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Topic 1: Factors That Impact Mental Health in Young Children |
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Explain three key factors that characterize Type 2 trauma in relation to children. LO1: Explain Type 2 trauma as it relates to children. |
Response is missing. |
Response is vague, inaccurate, and/or incomplete. |
Response is clear, accurate, and complete. |
Item 2
Explain three ways that growing up in poverty could affect the mental health of a young child. (1-2 paragraphs)
Your Response
Enter your response here.
Rubric
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Explain three ways that growing up in poverty could affect the mental health of a young child. LO2: Explain how growing up in poverty may affect the mental health of young children. |
Item 3
Explain how behaviors associated with addiction in family members can pose risks to the mental health of a young child. (1–2 paragraphs)
Your Response
Enter your response here.
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Explain how behaviors associated with addiction in family members can pose risks to the mental health of a young child. LO3: Explain how behaviors associated with addiction in family members can pose risks to the mental health of young children. |
Item 4
Describe at least two ways the mental health of young children can be affected by abuse and neglect. (1–2 paragraphs)
Your Response
Enter your response here.
Rubric
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Describe at least two ways the mental health of young children can be affected by abuse and neglect. LO4: Describe how young children’s mental health can be affected by abuse and neglect. |
Item 5
Explain how chronic or serious physical illness might affect the mental health of a child at home and in school. (1-2 paragraphs)
Your Response
Enter your response here.
Rubric
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Explain how chronic or serious physical illness might affect the mental health of a child at home and in school. LO5: Explain possible effects of chronic or serious physical illnesses on the mental health of children at home and in school. |
Item 6
Review the chart: “Characteristics related to mental, behavioral, and developmental disorders among US children aged 2 to 8 years,” in the CDC article: “
Key Findings: Health-care, Family, and Community Factors Associated with Mental, Behavioral, and Developmental Disorders in Early Childhood
—United States, 2011-2012. Explain at least two findings related to mental, behavioral, or developmental disorders (MBDD) that are not mentioned in the narrative. (2-3 sentences)
Your Response
Enter your response here.
Rubric
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Explain at least two findings related to mental, behavioral, or developmental disorders (MBDD) that are not mentioned in the narrative. LO6: Explain specific characteristics related to mental, behavioral and developmental disorders among US children aged 2-8 years old. |
Item 7
Describe at least three characteristics of environments that support the emotional well-being of young children. (1-2 paragraphs)
Your Response
Enter your response here.
Rubric
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Topic 2: Working with Staff and Families |
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Describe at least three characteristics of environments that support the emotional well-being of young children. LO1: Describe characteristics of environments that support the emotional well-being of young children. |
Item 8
Describe at least three signs that might indicate that a young child is experiencing stress.
(1-2 paragraphs)
Your Response
Enter your response here.
Rubric
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Topic 2: Working with Families and Staff |
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Describe at least three signs that might indicate that a young child is experiencing stress. LO2: Describe possible signs of stress in young children. |
Item 9
You are the director of an early childhood program and recently attended a workshop on early childhood mental health. The presenter shared two briefs and a video from the Center on the Developing Child, Harvard University: “InBrief: Early Childhood Mental Health” (
), “InBrief: The Impact of Early Adversity” (
InBrief: The Impact of Early Adversity on Children’s Development
), and “InBrief: Early Childhood Mental Health Overview Video” (
http://developingchild.harvard.edu/resources/inbrief-early-childhood-mental-health/)
Summarize three key points you want your staff to be aware of related to early childhood mental health. (2 paragraphs)
Your Response
Enter your response here.
Rubric
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Summarize three key points you want your staff to be aware of related to early childhood mental health. LO3: Explain current thinking with regard to early childhood mental health. |
Item 10
Shawn, a new preschool teacher in your child development center, has concerns about Gina’s ongoing erratic behavior in the classroom. He comes to you because of your experience with children and with families. You are aware that Gina’s family has also been concerned about whether there are mental health issues that need to be considered. When you suggest that Shawn speak with Gina’s parents, he expresses unease about having this type of conversation. Summarize three key points you would stress to help Shawn with this conversation. (1-2 paragraphs)
Your Response
Enter your response here.
Rubric
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Summarize three key points you would stress to help Shawn with this conversation. LO4: Explain approaches to use with family members when talking about possible mental health issues. |
Item 11
Explain at least three reasons it is difficult to identify mental illness in young children. (1-2 paragraphs)
Your Response
Enter your response here.
Rubric
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Explain at least three reasons it is difficult to identify mental illness in young children. LO5: Explain why it is difficult to identify mental illness in young children. |
Provide a citation for each resource you used to write your response to this Assessment. A sample citation is provided below :
· Center on the Developing Child (2013). Early Childhood Mental Health (InBrief). Retrieved from
www.developingchild.harvard.edu.
Mastery Rubric
In order to achieve mastery of this Competency, you must achieve a “2” on every rubric row in addition to meeting the additional expectation indicated in the Mastery Rubric.
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MASTERY RUBRIC |
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Exceeds Expectations: Analyzes Sources to Make Informed Conclusions |
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LO1: Analyze multiple, relevant sources to explain principles and concepts related to the mental health of young children. |
Analyze multiple, relevant sources to gather evidence that explains key principles and concepts related to mental health of young children. · Yes · No |
Professional Skill Building
The faculty Assessor will provide feedback based on the following Professional Skills: Written Communication and Interpreting Data and Quantitative Fluency. Although the feedback is here to inform the development of your skills, it is not a barrier to achieving the Competency, unless the writing is too poor to be able to score the content of the Assessment. Review the rubric and check your work based on the learning objectives listed. If you are concerned that you will not meet these expectations yet, reach out to your Coach so he or she can work with you to further develop these important professional skills.
It is highly recommended that you use this opportunity to practice these important skills in the context of this Competency Assessment in order to receive feedback about your current level of proficiency.
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Written Communication: Write with clarity, coherence, and purpose. |
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LO1: Construct complete and correct sentences (AWE 2; Sentence Level Skills) |
Sentences are incoherent and impede reader’s access to ideas. |
Sentences are incomplete and/or include fragments and run-on sentences, limiting reader’s access to ideas. |
Sentence structure effectively conveys meaning to the reader. |
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LO2: Demonstrate the effective use of grammar and mechanics. (AWE 2; Sentence Level Skills) |
Multiple inaccuracies in grammar and mechanics impede reader’s access to ideas. |
Some inaccuracies in grammar and mechanics limit reader’s access to ideas. |
Use of grammar and mechanics is straightforward and effectively conveys meaning to reader. |
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LO3: Create cohesive paragraphs with a clear central idea. (AWE 2; Paragraph Level Skills) |
Paragraphs, or lack of paragraphs, impede reader’s access to ideas. |
Construction of main idea and/or supporting paragraphs limit reader’s access to ideas. |
Main idea and/or supporting paragraphs effectively convey meaning to reader. |
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LO4: Use supporting material to support a claim. (AWE 2; Use of Evidence) |
Supporting materials are not present. |
Supporting material is used inconsistently or inappropriately. |
Supporting material is used to enhance meaning. Writing is appropriately paraphrased and uses direct quotes as applicable. |
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LO6: Identify sources. |
Sources are missing. |
Writing inconsistently identifies or misrepresents sources. |
Writing clearly identifies the source of nonoriginal material and/or ideas. |
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Interpreting Data & Quantitative Fluency: |
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LO1: Identify conclusions from numeric information presented in narrative and/or graphic form. |
No conclusions are made based on numeric information. |
Connections between conclusions and numeric information are vague or inaccurate. |
Conclusions identified are appropriately connected to the numeric information. |
©2017 Walden University 17
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Academic Writing Expectations Checklist
The faculty Assessor will use this checklist to evaluate whether your written responses adhere to the conventions of scholarly writing. Review this checklist prior to submitting your Assessment to ensure your writing follows academic writing expectations. Click the links to access Writing Center resources:
Sentence-Level Skills
|_| Constructing complete and correct sentences
Note: See an explanation of
sentence components
and how to avoid
sentence fragments and run-ons
.
|_| Using and spelling words correctly
Note: See a list of
commonly misused words
and information on
MS Word’s spell check
.
|_| Using
punctuation
appropriately
Note: See the different types of
punctuation and their uses.
|_| Using grammar appropriately
Note: See a
Grammarly tutorial
to catch further errors.
Paragraph-Level Skills
|_| Using paragraph breaks
Note: See a description of
paragraph basics
.
|_| Focusing each paragraph on one central idea (rather than multiple ideas)
Note: See an explanation of how
topic sentences
work.
Use of Evidence
|_| Using resources appropriately
Note: See examples of
integrating evidence
in a paper.
|_| Citing and referencing resources accurately
Note: See examples of
citing and referencing resources
in a paper.
|_| Paraphrasing (explaining in one’s own words) to avoid plagiarizing the source
Note: See
paraphrasing strategies
.
Formatting Written Assignments
|_| Using appropriate APA formatting, including title page, margins, and font
Note: See
APA overview
and
APA template
from the Writing Center.
Comments:
©2014 Walden University 1
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Formatting
Title Page
Citation
Outline
