EACH SET OF 2 HAS ITS OWN INSTRUCTIONS Guided Response R.docx

EACH SET OF 2 HAS ITS OWN INSTRUCTIONS:
Guided Response:
Respond to at least two of your classmates’ postings. When
responding to your classmates, please provide a resource
located in your region that assists clients with acquiring
interview and professional clothing (e.g., a clothing closet at a
church such as Hope Ministries Clothes Closet of Bushnell, FL;
Dress for Success of Phoenix, AZ; Bottomless Closet of
Milwaukee, WI; etc.). Explain what the resource offers
clients—be specific. Support your initial and subsequent posts
by citing at least two scholarly and peer-reviewed sources in
addition to the course text. The
Scholarly, Peer-Reviewed, and Other Credible Sources
(Links to an external site.)
table offers additional guidance on appropriate source types.
TAMMY’S POST:
The scenario
As a human service professional, the agency I represent only
provides career assistance, none of which is monetary; all other
assistance is a referral to other resources. My sincerely
motivated client cannot afford clothes for interviews. Other
options have been exhausted.
Kitchener's ethical decision-making model
Kitchener's model is based on five assumptions that need to be
at the core of any ethical evaluation and assumes that all ethical
behaviors are presumed to be based on 1) autonomy, acting on
free-will 2) beneficence, the intention is of benefit to the client,

3) nonmaleficence, actions are not harmful to the client, 4)
justice, respect to rights and dignity of client and agency, and
5) fidelity, to commit to client need as appropriate to agency
mission (Martin, 2018).
Applying the NOHS ethical principle to my rationale
The NOHS preamble states its purpose as providing human
service professionals and educators with guidelines to manage
ethical dilemmas effectively broken down into two sections.
The first section focusing on human service professionals
standards, and the second section focusing on human service
educator standards. The human service professional standards
categorize responsibilities of and to the client, community, and
agency. The standards hone in on respect for dignity, honoring
integrity, doing no harm, and avoiding exploitation by
maintaining self-awareness and awareness of historical and
current global influences that impact oppression and
marginalization and demonstrate ethical personal and
professional aspects. A human service professional has a duty to
clients to recognize client strengths, a right to confidentiality,
protect client records, avoid intimate relationships with clients,
and not impose personal biases and values. To the public and
society, these standards extend a professional obligation to
provide services without discrimination or bias, the awareness
of laws and advocacy if these violate client rights, how social
and political issues impact diversity, and social justice
advocacy eliminate oppression (Martin, 2018).
My mission and rationale
To choose a profession upholding clients' empowerment
struggling through disparity, I would purchase the client an
outfit. A clean and presentable impression during the interview
is instrumental in gaining employment. I would document my
rationale and actions with the agency and preferably gain

permission before acting on my own accord since there is a
potential of liability. Ideally, I would request a superior to
accompany me in shopping for the client to reduce any potential
of manipulation or deception being alleged later (biases,
intimacy, coercion). The outfit would be of average means and
under no obligation to the client to reimburse however
appropriate for the industry (frivolous or discrimination) to
protect client confidentiality and dignity. The act would not be
for purposes of recognition to nor the cost of financial benefit
(tax relief and funding) to the agency. I would recommend the
client sign an affidavit disclaiming that they are not being
bribed nor coerced or under any influence to which unethical
favors are being offered. Ideally, I would request verification of
the interviews and results of each be documented as well.
Again, this is of request, not demand.
To protect the agency, there should be an exception written that
is highly stipulated to these crises, however not necessarily
public, to alleviate funds' future exhaustion, or torts and
litigation of the, "But, you did it for ...". This gesture could
motivate an optimistic forefront of funding to better services to
clients through grants or donations from local sponsors or
contributors. As noted, the agency is not seamless since 'all
other resources are referred.' When agencies gear to one project
there can be abundant assistance but the stress to oppressed and
immobilized client further contributes to their state of
destitution.
Local Resource
The East Hill Church of Christ of York, Nebraska, offers annual
and seasonal clothing drives. This year, the Fall Clothing
Exchange was held Saturday, October 24, from 8:00 A.M. until
12:00 noon. In between the drive, there are frequent 'closets'
offered. For means to free clothing along with other essential
items to suffice, this is an ideal resource (East Hill Church of

Christ, n.d.). A limitation is that York's small city has no major
public transportation other than YCT that operates on specific
business days and restricted hours with 24 hours advance
notice, including Uber or Lyft. However, many of their and
other congregations are more than happy to help. Often posting
for ISO on the local and surrounding Facebook groups is a great
way to reach out in a very tight-knit community.
References
East Hill Church of Christ (n.d.). Clothing Exchange.
https://www.easthillcofc.org/clothing-exchange.html (Links to
an external site.)
Martin, M. E. (2018).
Introduction to human services: Through the eyes of practice
settings
(4th ed.). Pearson.
CARMEN’S POST:
Ethic
The scenario for this week’s discussion had us to determine as
human service professionals bound by general ethical principles
but also by the agency policies of your employer. Our agency
only provides career assistance; all other assistance is a referral
to other resources. The client is in a situation where they cannot
afford clothes for interviews, and your agency provides no
monetary assistance. Other options have been exhausted, and
you are contemplating paying for an outfit yourself because this
client is sincerely trying to become self-sufficient.
According to Martin (2018) there are times when emotions
should lead, and we do not want to become ridged or heartless
in our application of rules (p. 45). I feel that this is one of those

instances. However, in making my final decision I feel that
behaving ethically may also be challenging, it is important to
understand the relationship between ethical value and emotions
in that individuals often use their emotions to justify their
unethical or immoral behavior (Martin, 2018, p. 46). Keeping
this in mind I feel I would not be able to purchase this client as
I want to be just/ fair with other clients that might be going
through the same experience. However, I feel that I would be
able to brainstorm with other co-worker to see if they have
other resources. In making this decision I analyze the YouTube
video: Overview of Ethics for Counseling in which they stated
that having ethical awareness is essential as there can have lots
of grey areas, in addition, there are no clear “correct” answer.
They also mention that when we put so much focus or caring for
a client, it can be emotional causing over involvement, and can
result in dual relationship and crossing boundaries. Therefore, I
felt that If I cannot provide the same support to all my clients I
would not be able to purchase for this client, in addition, I
would need to check on agency policies as there are rules in
which staff cannot purchase nor take items for/ from clients;
however, I would work diligently to find other resources and
brainstorm with co-workers to find other alternatives. I would
also discuss with supervisor as this can be a continued dilemma.
According to National Organization for Human Services (n.d.)
the first standard is human service professionals recognize and
build on client and community strength. I feel our role is to
empower our clients to advocate for self and utilize resources in
the community. Kitchener’s model has us evaluate our decision
before acting. This model is very useful as I was able to analyze
the gray areas and pick the best choice and explore other
options. My priority was to cause no harm not only to this client
but all my client. I want to be able to be resourceful to all my
clients. According to Pollard (1987) decision making and
problem solving are beneficial in groups setting as well. This
would be a great opportunity to discuss this matter with my
employer of how we can continue to grow by providing these

resources to clients. I would provide recommendations such as
having staff donate clothing, ask my supervisor if I can post a
flier and start a donation box in which clients can find clothing,
reach out to churches and community agency that can also help
our agency in helping our clients reach their goals. This was a
difficult assessment of self, but helpful to analyze what I felt
might be the best practice.
References
Martin, M. E. (2018).
Introduction to human services: Through the eyes of practice
settings
(4th ed.). Pearson.
National Organization for Human Services. (n.d.).
Ethical standards for human services professionals
(Links to an external site.) (Links to an external site.)
.
https://www.nationalhumanservices.org/ethical-standards-for-
hs-professionals (Links to an external site.)
Pollard, W. E. (1987). Decision Making and the Use of
Evaluation Research: DECISION MAKING INDIVIDUAL
DECISION MAKING GROUP DECISION MAKING USE OF
EVALUATION RESEARCH IN DECISION MAKING
PROBLEM STRUCTURING EVALUATION OF SOLUTIONS
IMPLEMENTATION SUMMARY REFERENCES.
The American Behavioral Scientist (1986-1994), 30
(6), 661. https://search-proquest-com.proxy-
library.ashford.edu/docview/194853554?accountid=32521
https://www.youtube.com/watch?v=lwLr5C_-OLQ
Guided Response

: Review several of your classmates’ stories. Respond to at least
two with an analysis of how the conditioning did or did not
affect their learning. Compare their outcomes with your own
and suggest reasons for any variance. Be sure to respond to any
queries or comments posted by your instructor.
ARICA’S POST:
First, describe the difference between classical and operant
conditioning. Reflect on your own educational experience.
Describe examples of classical and operant conditioning that
you have experienced. Also, describe outcomes of each.
The classical conditioning is the automatic behavior of the
children within the classroom. Operant conditioning is the
reinforcement or punishment after a behavior occurs.
When thinking back to my own educational experience, I
remember working in small groups for a project, the teacher
would let us do our own thing if we were working and getting
our project done. She never intervened unless there were
issues, or we needed to move onto the next subject. The
outcome was that either you got your work done or you didn’t.
The consequence was that you didn’t get a good grade if you
didn’t complete your project.
An operant conditioning is when we read, we would track how
many minutes that we did. After a certain number of minutes,
we would receive a book it for pizza hut which meant that we
could get a free personal pan pizza. I was motivated to read to
obtain my reward of my book it. Every so often we would go
on a Friday and I would redeem my pizza with pride that I
accomplished that reading.
Then, compare positive and negative reinforcement strategies.

How is negative reinforcement different than punishment? Refer
to the examples you shared in your first paragraph: explain
whether they were instances of positive reinforcement, negative
reinforcement, or punishment. Provide your reasoning and
explain how they impacted your learning.
My teacher used positive reinforcement with the book it by
encouraging us to read. A negative reinforcement could have
been taking away a privilege in the classroom because they
weren’t doing their reading or even our work during small group
work. My teacher chose to use natural consequence in the
group project and a positive reinforcement for the book it. I
never experienced a punishment that I can remember during my
school career. It made me responsible by knowing that I had
jobs to do and that I would either receive a reward or a natural
consequence of not receiving a good grade. I still use this with
my own children in terms of their grades. My philosophy is that
you get what you put into something
CIARA’S POST:
· First, describe the difference between classical and operant
conditioning. Reflect on your own educational experience.
Describe examples of classical and operant conditioning that
you have experienced. Also, describe outcomes of each.
Classical conditioning is the behavior the child has been
conditioned to have, conditioning its the connection that the
child has connected with certain events. Ex: If a child
accidentally drop a glass cup, automatically he will be filled
with fear because he is conditioned to think a mistake/accident
deserves scolding or corporal punishment.
Operant on the other hand comes after the fact.

I was conditioned as a young girls to thin for myself, to
educated myself to develop my own opinion and not to copy
what everyone else was doing. I was conditioned this way
because that is how my father taught me. Not only did he
condition me to be this ways he modeled it in his own life. I
was conditioned to ask questions and to speak-up. As I got older
since I was conditioned to think for myself, ask questions and
do what I know is right; as a mother I was able to over come
challenges that most in the same situation would have not with
integrity. As my children faced challenges I was able to teach
them how to over come, think for themselves and also ask
questions. I am thankful for this conditioning because it lead me
to become a Christian not by following a religion, or a tradition
because I knew not of one but instead because I have learned
about the Savior for myself through study and application. The
conditioning was to think for myself, and the Operant which is
the follow up after my behavior lead me to accepting Christ.
· Then, compare positive and negative reinforcement strategies.
How is negative reinforcement different than punishment?
Positive: Keep- up the hard work
Negative: Ignore the child/ no feed back at all.
Negative reinforcement and punishment differ because one is
mental and the other is more physical. Otherwise they both are
form of punishments that is negative and can be damaging to the
child.
· Refer to the examples you shared in your first paragraph:
explain whether they were instances of positive reinforcement,
negative reinforcement, or punishment. Provide your reasoning
and explain how they impacted your learning.
My example provided above was an example of positive

reinforcement. My father never spoke a negative word to me,
maybe he thought it but he never said it. He alway
acknowledged when I made good choices or was just quiet and
enjoyed my company. He did more listening but never failed to
correct me when I did bad things. The interesting part is he ever
used physical punishment but would have this look on his face
without saying anything or just shaking he is head and that
would be cutting. Gentle and quiet spirit in positive and
negative reinforcement goes a long ways.
Guided Response
: Review a number of your classmates’ posts and respond to at
least two explanations. Ask them to clarify any ideas that are
confusing or lack depth. Share other examples of how
educational psychology theories inform practice. Be sure to
respond to any queries or comments posted by your instructor.
ALYSSA’S POST:
“In Reciprocal Teaching, students are taught four cognitive
strategies for increasing reading comprehension: generating
questions, summarizing, attempting to clarify word meanings
and confusing text, and predicting what will happen next.”
(LeFrançois, G. R. 2018 ) Reciprocal Teaching prepares
students to lead by asking questions, and finding the meaning of
what they are reading or being read. When you engage your
students in the story for example, in the video, asking what are
otters, or having your student ask their peers along with
yourself about words they may not know they will gain a deeper
understanding about the story. With this teaching method
students are encouraged to ask questions, make predictions
about what they think might happen next, or even comment on
what another student thinks might happen next. “In Bruner's
Theory, the learner goes "beyond the information given"—that
is, makes inferences and decisions—by relating new learning

(new stimulus input) to previously learned concepts (which he
labels categories and coding systems).” ( LeFrançois, G. R.
2018) I think this Bruner’s theory employs reciprocal teaching
because it causes the students to think about what they have
previously learned or even something they have yet to learn and
ask questions regarding it.
LeFrançois, G. R. (2018). Psychology for teaching (2nd ed.).
Retrieved from https://content.ashford.edu
DESIREE’S POST:
Good Morning,
After watching the text comprehension video it was very clear
what the purpose of this group activity was for and how to
structure reading for individuals. The students here assume
responsibility for one another by helping with words that they
are not familiar with and providing a definition with the
guidance of the teacher. As well as using the four steps to a
discussion that each student may lead asking questions about
the book that engage the other students to be a part of this
discussion.
Reciprocal teaching is a way for students to comprehend what
going on is book by making predictions about what the book
will be about, asking questions that collate with the book and
allow the students to have a discussion to better understand and
put into practice what they are learning about. This also goes
with closed reading because the students are able to ask
questions that have purpose and discussion verses just having
the classroom teacher led. Students are more involved in the
learning and teaching process of the classroom.
I believe that reciprocal learning can be supported with
Ausubel's theory: Reception learning. Why you may ask because

his theory discusses how students learn through making
connections to what they already know. So if we are using the
method of scaffolding in the classroom and reading lessons like
in the video students are able to make predictions that are
correct about what they are learning and add information to the
related topic if they did not know that previously to reading or
the learning activity.
References:
LeFrançois, G. R. (2018).
Psychology for teaching
(2nd ed.). Retrieved from https://content.ashford.edu
Boyles, N. (2013).
Closing in on close reading
.
Educational leadership, 70
(4). 36-41. Retrieved from
http://www.ascd.org/publications/educational-
leadership/dec12/vol70/num04/Closing-in-on-Close-
Reading.aspx (Links to an external site.)
wetalearningmedia. (2008, May 19th).
Watch & learn: text comprehension.
[Video file].
Retrieved from
http://www.youtube.com/watch?v=rbnwBVrJVdY

EACH SET OF 2 HAS ITS OWN INSTRUCTIONS Guided Response R.docx

EACH SET OF 2 HAS ITS OWN INSTRUCTIONS Guided Response R.docx

More Related Content

Similar to EACH SET OF 2 HAS ITS OWN INSTRUCTIONS Guided Response R.docx (10)

More from joellemurphey (20)

Recently uploaded (20)

EACH SET OF 2 HAS ITS OWN INSTRUCTIONS Guided Response R.docx