What you would add to/subtract from the traditional list
Problem: If you were making a list of deadly sins or vices, are there any that you would add to/subtract from the traditional list? Why?
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How can a useless object support innovation? Provide a one paragraph explanation for the questions stated.
What additional elements did you add to the items you created? How will the elements you added improve the message? Why?
1. How likely is it that the solution will work? 2. What problems do you see with implementing the solution?
What types of information about how teens use social media and technology might not be available as a result of operating at this level of measurement?
What are your responsibilities to children, families, and other professionals (Ministry of Education, Health, Fire, Building/Zoning, Municipal etc.)?
Use an Argument Type and Toulmin Model Handout to evaluate sample arguments. Any troubles naming parts of an argument? Where is easiest to start?
Discuss Erikson's Identity vs. Role Confusion. What role does fidelity play in this crisis and what are the implications if the crisis is not resolved?
Do you feel there are certain kinds of emotions that an ethical speaker should not appeal? Why or why not?
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Problem: Developmental Assessments Cognitive Tests: Assessments like the Wechsler Intelligence Scale for Children (WISC)
Behavioral Checklists and Rating Scales Standardized Rating Scales: Tools like the Child Behavior Checklist (CBCL) or the Conners Rating Scales
Observation Naturalistic Observation: Clinicians observe the child in their natural environment, such as home or school, to understand their behavior in context
Adolescents (13-18 years) Techniques: Open-Ended Questions: Adolescents often respond well to open-ended questions that invite them
Middle Childhood (9-12 years) Techniques: Cognitive Assessments: Clinicians can utilize structured interviews combined with cognitive tests
Developmentally Appropriate Language: Clinicians simplify their language, avoiding jargon, and using short sentences to ensure comprehension.
Observational Techniques: Since infants may not be able to verbally articulate their feelings, clinicians often rely on observation of behaviors,