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  • [Solved] LP737 week 5

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    **files (2)** – ## Topic_Week5DiscussionBoard.pdf – ## ActivityC_InterviewPeopleatDifferentLevels.pdf **## Topic_Week5DiscussionBoard.pdf** Week 5 Discussion Board This week, let's reflect on how Kegan’s stages of adult development manifest in your workplace or professional experiences, and consi…

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    Assignment Prompt & Instructions

    **files (2)**

    – ## Topic_Week5DiscussionBoard.pdf

    – ## ActivityC_InterviewPeopleatDifferentLevels.pdf

    **## Topic_Week5DiscussionBoard.pdf**

    Week 5 Discussion Board
    This week, let's reflect on how Kegan’s stages of adult development manifest in your workplace
    or professional experiences, and consider implications for organizational psychology practice.

    Instructions:
    Choose one of the prompts below and respond in 300 words or fewer, using Kegan’s stages
    (e.g., socialized mind, self-authoring mind, self-transforming mind) to analyze your observations.
    Support your response with concrete examples, and don't forget to use APA style when you cite
    your 2 readings.

    Discussion Prompts:
    1. Leadership in Action

    Think of a leader you’ve worked with (or yourself in a leadership role). How did their decision-
    making, communication, or response to challenges reflect a particular stage of development
    (e.g., socialized, self-authoring, or self-transforming)? What were the strengths and limitations
    of their approach?

    2. Feedback & Growth
    Recall a time you received difficult feedback or witnessed someone else receiving it. How did
    the recipient’s stage of development (e.g., dependent on others’ opinions vs. internally
    guided) shape their reaction? How might a coach or HR professional tailor feedback to foster
    growth?

    3. Team Dynamics & Conflict
    Describe a team conflict you observed. How did the developmental stages of those involved
    influence how they engaged (e.g., relying on group norms vs. advocating independent
    perspectives)? What could have been done differently to bridge gaps?

    4. Organizational Culture’s Impact
    How does your organization’s culture (e.g., hierarchy, innovation-driven, collaborative)
    encourage or inhibit movement toward later stages of development (e.g., self-authoring or
    self-transforming)? Share a policy or norm that either supports or blocks growth.

    Guidelines

    Clearly identify the Kegan stage(s) you’re discussing.

    Use specific examples to illustrate your points.

    Suggest practical interventions (e.g., coaching, training, culture shifts) where relevant.

    Engagement Tip: In your replies to peers, compare their examples to your own experiences or

    **## ActivityC_InterviewPeopleatDifferentLevels.pdf**

    Activity C: Interview People at Different Levels
    6/21/2026

    6 Points Possible

    In Progress
    NEXT UP: Submit Assignment

    Unlimited Attempts Allowed

    Attempt 1 Add Comment

    Details

    Overview: This week, we’ve learned a bit about the different levels of human development, according to cognitive-developmental thinking.
    This assignment is an opportunity to make those levels more concrete by finding people who might be at different levels—using Kegan's,
    Loevinger's, or Cook-Greuter's models—and asking them questions that will elicit some evidence of where they might be operating!

    Assignment: Identify at least two volunteers you think ought to be operating at different levels of human development on a cognitive-
    developmental model and interview them to collect data–stories, anecdotes, reflections, thoughts, observations–from them that can help
    you show their levels. See if you can come up with some questions that help you understand their level without needing to explain to them
    anything about adult development. Write a short paper that uses what you learned in your interviews to make a case about what level you
    think they are operating at.

    Format: 2 – 3 page paper

    Due: Sunday 6/21

    Note on This Assignment: this assignment is mostly about the doing – interviewing someone to see what level they are operating at – and
    the challenge is in finding people who are likely at different levels, coming up with a few questions that will get you data about their level,
    and then making sense of those data, picking out the important parts to use, quote, etc.

    Thinking about picking your volunteers and your questions: Bill (one of the teachers of this course historically, but not this semester)
    and Dave talked about this in the Week 3 Podcast! If you have more questions, drop in on our office hours!

    This assignment is worth 10 points. Structure your paper using the following guidance and rubric.

    1. Introduction (2 pts)

    Model Summary: Introduce cognitive-development theory and explain your chosen framework (Kegan/Loevinger/Cook-Greuter) in your
    own words.
    Interview Design: Describe how your interview questions target developmental cues without mentioning the model.

    2. Participants (2 pts)

    Who They Are: Provide brief demographics (e.g., roles, ages) and why you expected them to differ in developmental levels.

    3. Findings (3 pts)

    Level Assignment: For each volunteer, name their likely stage (e.g., "Kegan Stage 3") and support it with evidence:
    Example: "Anna’s focus on ‘doing what’s expected’ (quote: ‘I follow the handbook’) suggests Kegan’s Stage 3."

    4. Insights (3 pts)

    Learning: How did this exercise deepen your grasp of the model? What did you learn about your own development?
    OD Application: How could you use this skill in organizational development (e.g., coaching, change management)?

    Tips for Success

    ✔ Interview Questions: Ask open-ended questions about decision-making, conflicts, or personal growth.
    ✔ Evidence Matters: Use direct quotes to justify your analysis.
    ✔ Listen for Clues: Note how they reason, not just what they say.

    Need Help?

    Review the Week 3 Podcast with Bill and Dave.

    Choose a submission type

    Attend office hours for feedback on your questions or analysis.

    ASSIGNMENT: 10 POINTS TOTAL – to earn full points, use the rubric below.

    Criteria Excellent (Full Points)

    1. Introduction (2 pts)

    • Framework Explanation (1 pt) Clear, original explanation of chosen model in student's own words

    • Question Design (1 pt) Thoughtful description of how questions reveal developmental levels

    2. Participants (2 pts)

    • Demographics (1 pt) Complete, relevant details about both participants

    • Selection Rationale (1 pt) Clear, logical explanation for expected developmental differences

    3. Findings (3 pts)

    • Stage Identification (1 pt) Accurate stage identification for both participants

    • Evidence (1 pt) Multiple strong quotes/observations supporting analysis

    • Theory Connections (1 pt) Clear, explicit connections to theoretical framework

    4. Insights (3 pts)

    • Model Understanding (1 pt) Deep, meaningful learning about the model demonstrated

    • Self-Reflection (1 pt) Honest, thoughtful reflection on own development

    • OD Applications (1 pt) Practical, specific organizational development applications
    View Rubric

    Interview People at Different Levels

    Criteria Comments Points

    Introduction

    view longer description
    Comment /2 pts

    Participants

    view longer description
    Comment /2 pts

    FIndings

    view longer description
    Comment /3 pts

    Insights

    view longer description
    Comment /3 pts

    Upload Office 365

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    Choose a file to upload

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    I agree to the tool's End-User License Agreement (https://api.turnitin.com/api/lti/1p0/user/static_eula)
    This assignment submission is my own, original work
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    **## ActivityC_InterviewPeopleatDifferentLevels.pdf**

    Activity C: Interview People at Different Levels
    6/21/2026

    6 Points Possible

    In Progress
    NEXT UP: Submit Assignment

    Unlimited Attempts Allowed

    Attempt 1 Add Comment

    Details

    Overview: This week, we’ve learned a bit about the different levels of human development, according to cognitive-developmental thinking.
    This assignment is an opportunity to make those levels more concrete by finding people who might be at different levels—using Kegan's,
    Loevinger's, or Cook-Greuter's models—and asking them questions that will elicit some evidence of where they might be operating!

    Assignment: Identify at least two volunteers you think ought to be operating at different levels of human development on a cognitive-
    developmental model and interview them to collect data–stories, anecdotes, reflections, thoughts, observations–from them that can help
    you show their levels. See if you can come up with some questions that help you understand their level without needing to explain to them
    anything about adult development. Write a short paper that uses what you learned in your interviews to make a case about what level you
    think they are operating at.

    Format: 2 – 3 page paper

    Due: Sunday 6/21

    Note on This Assignment: this assignment is mostly about the doing – interviewing someone to see what level they are operating at – and
    the challenge is in finding people who are likely at different levels, coming up with a few questions that will get you data about their level,
    and then making sense of those data, picking out the important parts to use, quote, etc.

    Thinking about picking your volunteers and your questions: Bill (one of the teachers of this course historically, but not this semester)
    and Dave talked about this in the Week 3 Podcast! If you have more questions, drop in on our office hours!

    This assignment is worth 10 points. Structure your paper using the following guidance and rubric.

    1. Introduction (2 pts)

    Model Summary: Introduce cognitive-development theory and explain your chosen framework (Kegan/Loevinger/Cook-Greuter) in your
    own words.
    Interview Design: Describe how your interview questions target developmental cues without mentioning the model.

    2. Participants (2 pts)

    Who They Are: Provide brief demographics (e.g., roles, ages) and why you expected them to differ in developmental levels.

    3. Findings (3 pts)

    Level Assignment: For each volunteer, name their likely stage (e.g., "Kegan Stage 3") and support it with evidence:
    Example: "Anna’s focus on ‘doing what’s expected’ (quote: ‘I follow the handbook’) suggests Kegan’s Stage 3."

    4. Insights (3 pts)

    Learning: How did this exercise deepen your grasp of the model? What did you learn about your own development?
    OD Application: How could you use this skill in organizational development (e.g., coaching, change management)?

    Tips for Success

    ✔ Interview Questions: Ask open-ended questions about decision-making, conflicts, or personal growth.
    ✔ Evidence Matters: Use direct quotes to justify your analysis.
    ✔ Listen for Clues: Note how they reason, not just what they say.

    Need Help?

    Review the Week 3 Podcast with Bill and Dave.

    Choose a submission type

    Attend office hours for feedback on your questions or analysis.

    ASSIGNMENT: 10 POINTS TOTAL – to earn full points, use the rubric below.

    Criteria Excellent (Full Points)

    1. Introduction (2 pts)

    • Framework Explanation (1 pt) Clear, original explanation of chosen model in student's own words

    • Question Design (1 pt) Thoughtful description of how questions reveal developmental levels

    2. Participants (2 pts)

    • Demographics (1 pt) Complete, relevant details about both participants

    • Selection Rationale (1 pt) Clear, logical explanation for expected developmental differences

    3. Findings (3 pts)

    • Stage Identification (1 pt) Accurate stage identification for both participants

    • Evidence (1 pt) Multiple strong quotes/observations supporting analysis

    • Theory Connections (1 pt) Clear, explicit connections to theoretical framework

    4. Insights (3 pts)

    • Model Understanding (1 pt) Deep, meaningful learning about the model demonstrated

    • Self-Reflection (1 pt) Honest, thoughtful reflection on own development

    • OD Applications (1 pt) Practical, specific organizational development applications
    View Rubric

    Interview People at Different Levels

    Criteria Comments Points

    Introduction

    view longer description
    Comment /2 pts

    Participants

    view longer description
    Comment /2 pts

    FIndings

    view longer description
    Comment /3 pts

    Insights

    view longer description
    Comment /3 pts

    Upload Office 365

    Drag a file here, or
    Choose a file to upload

    Webcam Photo

    Canvas Files

    I agree to the tool's End-User License Agreement (https://api.turnitin.com/api/lti/1p0/user/static_eula)
    This assignment submission is my own, original work
    *

    Previous

    (https://canvas.williamjames.edu/courses/10838/modules/items/456481)
    Submit Assignment

    Next

    (https://canvas.williamjames.edu/courses/10838/modules/

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    [https://canvas.williamjames.edu/courses/10838/modules/items/456481](https://canvas.williamjames.edu/courses/10838/modules/items/456481)

    [https://canvas.williamjames.edu/courses/10838/modules/items/456487](https://canvas.williamjames.edu/courses/10838/modules/items/456487)

    **## Topic_Week5DiscussionBoard.pdf**

    Week 5 Discussion Board
    This week, let's reflect on how Kegan’s stages of adult development manifest in your workplace
    or professional experiences, and consider implications for organizational psychology practice.

    Instructions:
    Choose one of the prompts below and respond in 300 words or fewer, using Kegan’s stages
    (e.g., socialized mind, self-authoring mind, self-transforming mind) to analyze your observations.
    Support your response with concrete examples, and don't forget to use APA style when you cite
    your 2 readings.

    Discussion Prompts:
    1. Leadership in Action

    Think of a leader you’ve worked with (or yourself in a leadership role). How did their decision-
    making, communication, or response to challenges reflect a particular stage of development
    (e.g., socialized, self-authoring, or self-transforming)? What were the strengths and limitations
    of their approach?

    2. Feedback & Growth
    Recall a time you received difficult feedback or witnessed someone else receiving it. How did
    the recipient’s stage of development (e.g., dependent on others’ opinions vs. internally
    guided) shape their reaction? How might a coach or HR professional tailor feedback to foster
    growth?

    3. Team Dynamics & Conflict
    Describe a team conflict you observed. How did the developmental stages of those involved
    influence how they engaged (e.g., relying on group norms vs. advocating independent
    perspectives)? What could have been done differently to bridge gaps?

    4. Organizational Culture’s Impact
    How does your organization’s culture (e.g., hierarchy, innovation-driven, collaborative)
    encourage or inhibit movement toward later stages of development (e.g., self-authoring or
    self-transforming)? Share a policy or norm that either supports or blocks growth.

    Guidelines

    Clearly identify the Kegan stage(s) you’re discussing.

    Use specific examples to illustrate your points.

    Suggest practical interventions (e.g., coaching, training, culture shifts) where relevant.

    Engagement Tip: In your replies to peers, compare their examples to your own experiences or

    **## ActivityC_InterviewPeopleatDifferentLevels.pdf**

    Activity C: Interview People at Different Levels
    6/21/2026

    6 Points Possible

    In Progress
    NEXT UP: Submit Assignment

    Unlimited Attempts Allowed

    Attempt 1 Add Comment

    Details

    Overview: This week, we’ve learned a bit about the different levels of human development, according to cognitive-developmental thinking.
    This assignment is an opportunity to make those levels more concrete by finding people who might be at different levels—using Kegan's,
    Loevinger's, or Cook-Greuter's models—and asking them questions that will elicit some evidence of where they might be operating!

    Assignment: Identify at least two volunteers you think ought to be operating at different levels of human development on a cognitive-
    developmental model and interview them to collect data–stories, anecdotes, reflections, thoughts, observations–from them that can help
    you show their levels. See if you can come up with some questions that help you understand their level without needing to explain to them
    anything about adult development. Write a short paper that uses what you learned in your interviews to make a case about what level you
    think they are operating at.

    Format: 2 – 3 page paper

    Due: Sunday 6/21

    Note on This Assignment: this assignment is mostly about the doing – interviewing someone to see what level they are operating at – and
    the challenge is in finding people who are likely at different levels, coming up with a few questions that will get you data about their level,
    and then making sense of those data, picking out the important parts to use, quote, etc.

    Thinking about picking your volunteers and your questions: Bill (one of the teachers of this course historically, but not this semester)
    and Dave talked about this in the Week 3 Podcast! If you have more questions, drop in on our office hours!

    This assignment is worth 10 points. Structure your paper using the following guidance and rubric.

    1. Introduction (2 pts)

    Model Summary: Introduce cognitive-development theory and explain your chosen framework (Kegan/Loevinger/Cook-Greuter) in your
    own words.
    Interview Design: Describe how your interview questions target developmental cues without mentioning the model.

    2. Participants (2 pts)

    Who They Are: Provide brief demographics (e.g., roles, ages) and why you expected them to differ in developmental levels.

    3. Findings (3 pts)

    Level Assignment: For each volunteer, name their likely stage (e.g., "Kegan Stage 3") and support it with evidence:
    Example: "Anna’s focus on ‘doing what’s expected’ (quote: ‘I follow the handbook’) suggests Kegan’s Stage 3."

    4. Insights (3 pts)

    Learning: How did this exercise deepen your grasp of the model? What did you learn about your own development?
    OD Application: How could you use this skill in organizational development (e.g., coaching, change management)?

    Tips for Success

    ✔ Interview Questions: Ask open-ended questions about decision-making, conflicts, or personal growth.
    ✔ Evidence Matters: Use direct quotes to justify your analysis.
    ✔ Listen for Clues: Note how they reason, not just what they say.

    Need Help?

    Review the Week 3 Podcast with Bill and Dave.

    Choose a submission type

    Attend office hours for feedback on your questions or analysis.

    ASSIGNMENT: 10 POINTS TOTAL – to earn full points, use the rubric below.

    Criteria Excellent (Full Points)

    1. Introduction (2 pts)

    • Framework Explanation (1 pt) Clear, original explanation of chosen model in student's own words

    • Question Design (1 pt) Thoughtful description of how questions reveal developmental levels

    2. Participants (2 pts)

    • Demographics (1 pt) Complete, relevant details about both participants

    • Selection Rationale (1 pt) Clear, logical explanation for expected developmental differences

    3. Findings (3 pts)

    • Stage Identification (1 pt) Accurate stage identification for both participants

    • Evidence (1 pt) Multiple strong quotes/observations supporting analysis

    • Theory Connections (1 pt) Clear, explicit connections to theoretical framework

    4. Insights (3 pts)

    • Model Understanding (1 pt) Deep, meaningful learning about the model demonstrated

    • Self-Reflection (1 pt) Honest, thoughtful reflection on own development

    • OD Applications (1 pt) Practical, specific organizational development applications
    View Rubric

    Interview People at Different Levels

    Criteria Comments Points

    Introduction

    view longer description
    Comment /2 pts

    Participants

    view longer description
    Comment /2 pts

    FIndings

    view longer description
    Comment /3 pts

    Insights

    view longer description
    Comment /3 pts

    Upload Office 365

    Drag a file here, or
    Choose a file to upload

    Webcam Photo

    Canvas Files

    I agree to the tool's End-User License Agreement (https://api.turnitin.com/api/lti/1p0/user/static_eula)
    This assignment submission is my own, original work
    *

    Previous

    (https://canvas.williamjames.edu/courses/10838/modules/items/456481)
    Submit Assignment

    Next

    (https://canvas.williamjames.edu/courses/10838/modules/

    or

    [https://api.turnitin.com/api/lti/1p0/user/static_eula](https://api.turnitin.com/api/lti/1p0/user/static_eula)

    [https://canvas.williamjames.edu/courses/10838/modules/items/456481](https://canvas.williamjames.edu/courses/10838/modules/items/456481)

    [https://canvas.williamjames.edu/courses/10838/modules/items/456487](https://canvas.williamjames.edu/courses/10838/modules/items/456487)

    **## Topic_Week5DiscussionBoard.pdf**

    Week 5 Discussion Board
    This week, let's reflect on how Kegan’s stages of adult development manifest in your workplace
    or professional experiences, and consider implications for organizational psychology practice.

    Instructions:
    Choose one of the prompts below and respond in 300 words or fewer, using Kegan’s stages
    (e.g., socialized mind, self-authoring mind, self-transforming mind) to analyze your observations.
    Support your response with concrete examples, and don't forget to use APA style when you cite
    your 2 readings.

    Discussion Prompts:
    1. Leadership in Action

    Think of a leader you’ve worked with (or yourself in a leadership role). How did their decision-
    making, communication, or response to challenges reflect a particular stage of development
    (e.g., socialized, self-authoring, or self-transforming)? What were the strengths and limitations
    of their approach?

    2. Feedback & Growth
    Recall a time you received difficult feedback or witnessed someone else receiving it. How did
    the recipient’s stage of development (e.g., dependent on others’ opinions vs. internally
    guided) shape their reaction? How might a coach or HR professional tailor feedback to foster
    growth?

    3. Team Dynamics & Conflict
    Describe a team conflict you observed. How did the developmental stages of those involved
    influence how they engaged (e.g., relying on group norms vs. advocating independent
    perspectives)? What could have been done differently to bridge gaps?

    4. Organizational Culture’s Impact
    How does your organization’s culture (e.g., hierarchy, innovation-driven, collaborative)
    encourage or inhibit movement toward later stages of development (e.g., self-authoring or
    self-transforming)? Share a policy or norm that either supports or blocks growth.

    Guidelines

    Clearly identify the Kegan stage(s) you’re discussing.

    Use specific examples to illustrate your points.

    Suggest practical interventions (e.g., coaching, training, culture shifts) where relevant.

    Engagement Tip: In your replies to peers, compare their examples to your own experiences or

    **## ActivityC_InterviewPeopleatDifferentLevels.pdf**

    Activity C: Interview People at Different Levels
    6/21/2026

    6 Points Possible

    In Progress
    NEXT UP: Submit Assignment

    Unlimited Attempts Allowed

    Attempt 1 Add Comment

    Details

    Overview: This week, we’ve learned a bit about the different levels of human development, according to cognitive-developmental thinking.
    This assignment is an opportunity to make those levels more concrete by finding people who might be at different levels—using Kegan's,
    Loevinger's, or Cook-Greuter's models—and asking them questions that will elicit some evidence of where they might be operating!

    Assignment: Identify at least two volunteers you think ought to be operating at different levels of human development on a cognitive-
    developmental model and interview them to collect data–stories, anecdotes, reflections, thoughts, observations–from them that can help
    you show their levels. See if you can come up with some questions that help you understand their level without needing to explain to them
    anything about adult development. Write a short paper that uses what you learned in your interviews to make a case about what level you
    think they are operating at.

    Format: 2 – 3 page paper

    Due: Sunday 6/21

    Note on This Assignment: this assignment is mostly about the doing – interviewing someone to see what level they are operating at – and
    the challenge is in finding people who are likely at different levels, coming up with a few questions that will get you data about their level,
    and then making sense of those data, picking out the important parts to use, quote, etc.

    Thinking about picking your volunteers and your questions: Bill (one of the teachers of this course historically, but not this semester)
    and Dave talked about this in the Week 3 Podcast! If you have more questions, drop in on our office hours!

    This assignment is worth 10 points. Structure your paper using the following guidance and rubric.

    1. Introduction (2 pts)

    Model Summary: Introduce cognitive-development theory and explain your chosen framework (Kegan/Loevinger/Cook-Greuter) in your
    own words.
    Interview Design: Describe how your interview questions target developmental cues without mentioning the model.

    2. Participants (2 pts)

    Who They Are: Provide brief demographics (e.g., roles, ages) and why you expected them to differ in developmental levels.

    3. Findings (3 pts)

    Level Assignment: For each volunteer, name their likely stage (e.g., "Kegan Stage 3") and support it with evidence:
    Example: "Anna’s focus on ‘doing what’s expected’ (quote: ‘I follow the handbook’) suggests Kegan’s Stage 3."

    4. Insights (3 pts)

    Learning: How did this exercise deepen your grasp of the model? What did you learn about your own development?
    OD Application: How could you use this skill in organizational development (e.g., coaching, change management)?

    Tips for Success

    ✔ Interview Questions: Ask open-ended questions about decision-making, conflicts, or personal growth.
    ✔ Evidence Matters: Use direct quotes to justify your analysis.
    ✔ Listen for Clues: Note how they reason, not just what they say.

    Need Help?

    Review the Week 3 Podcast with Bill and Dave.

    Choose a submission type

    Attend office hours for feedback on your questions or analysis.

    ASSIGNMENT: 10 POINTS TOTAL – to earn full points, use the rubric below.

    Criteria Excellent (Full Points)

    1. Introduction (2 pts)

    • Framework Explanation (1 pt) Clear, original explanation of chosen model in student's own words

    • Question Design (1 pt) Thoughtful description of how questions reveal developmental levels

    2. Participants (2 pts)

    • Demographics (1 pt) Complete, relevant details about both participants

    • Selection Rationale (1 pt) Clear, logical explanation for expected developmental differences

    3. Findings (3 pts)

    • Stage Identification (1 pt) Accurate stage identification for both participants

    • Evidence (1 pt) Multiple strong quotes/observations supporting analysis

    • Theory Connections (1 pt) Clear, explicit connections to theoretical framework

    4. Insights (3 pts)

    • Model Understanding (1 pt) Deep, meaningful learning about the model demonstrated

    • Self-Reflection (1 pt) Honest, thoughtful reflection on own development

    • OD Applications (1 pt) Practical, specific organizational development applications
    View Rubric

    Interview People at Different Levels

    Criteria Comments Points

    Introduction

    view longer description
    Comment /2 pts

    Participants

    view longer description
    Comment /2 pts

    FIndings

    view longer description
    Comment /3 pts

    Insights

    view longer description
    Comment /3 pts

    Upload Office 365

    Drag a file here, or
    Choose a file to upload

    Webcam Photo

    Canvas Files

    I agree to the tool's End-User License Agreement (https://api.turnitin.com/api/lti/1p0/user/static_eula)
    This assignment submission is my own, original work
    *

    Previous

    (https://canvas.williamjames.edu/courses/10838/modules/items/456481)
    Submit Assignment

    Next

    (https://canvas.williamjames.edu/courses/10838/modules/

    or

    [https://api.turnitin.com/api/lti/1p0/user/static_eula](https://api.turnitin.com/api/lti/1p0/user/static_eula)

    [https://canvas.williamjames.edu/courses/10838/modules/items/456481](https://canvas.williamjames.edu/courses/10838/modules/items/456481)

    [https://canvas.williamjames.edu/courses/10838/modules/items/456487](https://canvas.williamjames.edu/courses/10838/modules/items/456487)

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    psy

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  • [Solved] Cultural identity

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    Page 1 of 4 Cultural Identity Presentation General Instructions Cultural Self-Analysis – Create a PowerPoint (or similar project using a web-based platform) describing your cultural identity and its impact on your life and interactions with others in terms of the following questions. Please be sure …

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    Assignment Prompt & Instructions

    Page 1 of 4

    Cultural Identity Presentation

    General Instructions

    Cultural Self-Analysis – Create a PowerPoint (or similar project using a web-based platform)

    describing your cultural identity and its impact on your life and interactions with others in terms

    of the following questions. Please be sure to explicitly address all of the questions in each

    section. The PowerPoint/Project should flow as a narrative story rather than a question and

    answer forma

  • [Solved] D4 – Responses

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    Follow Instructions 2 responses **files (3)** – ## Instructionstoresponses.docx – ## RespondtoKathryn.docx – RespondtoCamily.pdf **## Instructionstoresponses.docx** Speaking of responses: The intent of this assignment (RPO peer feedback in weeks 2, 4 and 6) is not simply to affirm and/or encourage y…

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    Assignment Prompt & Instructions

    Follow Instructions

    2 responses

    **files (3)**

    – ## Instructionstoresponses.docx

    – ## RespondtoKathryn.docx

    – RespondtoCamily.pdf

    **## Instructionstoresponses.docx**

    Speaking of responses: The intent of this assignment (RPO peer feedback in weeks 2, 4 and 6) is not simply to affirm and/or encourage your classmates but to provide substantive critique that will hopefully help your peers do a better job with that particular stage of the RPO. I thought, as a class, you all did a good job, not only with your responses to your colleagues’ initial posts, but your responses TO the responses (that sounds confusing but not sure how else to say it)!

    **## RespondtoKathryn.docx**

    RESEARCH PLAN OVERVIEW 1

    **Research Plan Overview: A Phenomenological Study of Young Adults Aging Out of Foster Care**

    Kathryn Parker

    School of Behavioral Sciences Liberty University

    EDCO 747

    Dr. Fred Milacci

    **Author Note**

    I have no known conflict of interest to disclose.

    Correspondence concerning this article should be addressed to Kathryn Parker.

    Email:
    [Kparker170@liberty.edu](mailto:Kparker170@liberty.edu)

    **Research Plan Overview: A Phenomenological Study of Young Adults Aging Out of Foster Care**

    Name: Kathryn Parker

    Stage of Completion: Stage 2

    I. Introduction

    A. Problem Statement

    1. Youth aging out of the foster care system are facing numerous challenges that include periods of housing instability, employment volatility, and limited social connections. There are resources available but transitioning youth choose not to accept the support. This has resulted in an increase in foster care youth, between the ages of 18 -25, having higher rates of homelessness.

    a. Lindquist-Grantz, R., Downing, K., Hicks, M., Houchin, C., & Ackman, V. (2022). Watch me rise: An evaluation of wraparound with homeless youth with a child welfare history.
    _Children and Youth Services Review._,
    _141_.
    [https://doi.org/10.1016/j.childyouth.2022.106587](https://doi.org/10.1016/j.childyouth.2022.106587)

    b. Courtney, M. E., Park, S., & Harty, J. S. (2025). Foster care policy and homelessness among youth transitioning to adulthood from foster care.
    _Child Abuse & Neglect, 169(Pt 1_), 107638-107638.
    [https://doi.org/10.1016/j.chiabu.2025.107638](https://doi.org/10.1016/j.chiabu.2025.107638)

    2. This topic is important to study because education and the ability for stable employment is linked to reducing housing instability for foster care youth transitioning into adulthood. Successfully linking youth to housing stability and employment opportunities can improve physical and mental health problems and lead to lower reliance on government assistance in the future.

    a. Lee, J. S., Gimm, G., Mohindroo, M., & Lever, L. (2023). Assessing homelessness and incarceration among youth aging out of foster care, by type of disability.
    _Child & Adolescent Social Work Journal, 40_(6), 743-759.
    [https://doi.org/10.1007/s10560-022-00817-9](https://doi.org/10.1007/s10560-022-00817-9)

    b. Lindquist-Grantz, R., Downing, K., Hicks, M., Houchin, C., & Ackman, V. (2022). Watch me rise: An evaluation of wraparound with homeless youth with a child welfare history.
    _Children and Youth Services Review._,
    _141_.
    [https://doi.org/10.1016/j.childyouth.2022.106587](https://doi.org/10.1016/j.childyouth.2022.106587)

    3. The problem is that youth aging out of foster care have had negative experiences in foster care and historically have not seen the value in choosing to enroll in extended foster care (Levinson, 2024). Affordable housing has had an impact on the availability of housing options for youth aging out of foster care, but the federal government has created federal housing vouchers for transitioning you up to age 25 (Levinson, 2025).

    B. Purpose

    1. The purpose of this phenomenological study is to describe young adults’ experiences transitioning out of foster care in Florida.

    C. General research questions

    1. How do young adults describe their experiences transitioning out of foster care?

    2. How do young adults aging out of foster care describe the challenges they experience?

    3. How do young adults aging out of foster care describe the resources available to them?

    D. Research Plan

    1. This study will use a qualitative approach.

    2. By using the phenomenological approach, transitional youth will have the opportunity to provide their lived experience of aging out of foster care without the supports needed for housing stability. A phenomenological approach is recommended because it provides the opportunity to give personal narratives that allow for the research to have a depth of understanding (Creswell & Poth, 2025).

    II. Review of Related Literature

    A. Theoretical Framework

    1. There are several philosophical assumptions that led to this choice of research. The first, ontological assumptions, is based on the thought that housing instability of youth aging out of foster care is experienced differently (Creswell & Poth, 2025). The methodological assumption will allow for themes and patterns to develop instead of testing predetermined hypothesis. Finally epistemological assumptions will provide the opportunity for the researcher to engage with the study participants to develop deeper insight to the experience (Creswell & Poth, 2025).

    2. The theory that informs this study is Critical Theory. According to Cresswell and Poth, “critical theory can be defined by the configuration of methodological postures it embraces” (2025). In the context of this study, Critical Theory places an emphasis on understanding inequalities shaped by limited opportunities for youth aging out of foster care.

    B. Important Thinkers/experts/theorists in this field of study

    1. Davis L., & Thibodeau, H. (2024). Preventing homelessness among youth aging out of foster care: Formative evaluation results of a coach-like engagement model.
    _Families in Society : The Journal of Contemporary Human Services._,
    _105_(4), 703–715.
    [https://doi.org/10.1177/10443894231193272](https://doi.org/10.1177/10443894231193272)

    a. The completed study focuses on approaching the youth as a whole person rather than a problem to solve (Davis & Thibodeau, 2024).

    b. This article highlights how the implementation of engagement with youth aging out of foster care provides a direct correlation to successful housing outcomes 12 months post engagement with the program (Davis & Thibodeau, 2024).

    2. Montgomery, D. M., & Reilly, T. (2025). “To be honest, it was just the hope”: Why transition-age youth enroll and remain in state-initiated extended foster care.
    _Child & Adolescent Social Work Journal._ [https://doi.org/10.1007/s10560-025-01064-4](https://doi.org/10.1007/s10560-025-01064-4)

    a. This journal article focuses on the reasons why youth choose to leave foster care and what professionals can do to engage youth to maximize extended foster care.

    b. The findings of the article emphasized the importance of providing hope to youth gaining out of foster care (Montgomery & Reilly, 2025).

    C. Related Research

    1. Research article

    Henson, M., Schelbe, L., & Lee, H. (2024). Helping youth in foster care develop life skills: Perspectives from caregivers, child welfare professionals, and agency representatives. Child & Youth Care Forum, 53(3), 667- 691.
    [https://doi.org/10.1007/s10566-023-09766-5](https://doi.org/10.1007/s10566-023-09766-5)

    a. The article focused on understanding the barriers and support of child welfare professionals to implementing life skills for extended foster care youth (Hensen et al., 2024).

    b. Understanding the current climate of extended foster care helps child welfare professionals evaluate gaps in programs already available.

    c. The findings suggest that specific training and resources are needed for child welfare professionals to be successful in helping youth develop life skills.

    2. Research article

    Courtney, M. E., Park, S., & Harty, J. S. (2025). Foster care policy and homelessness among youth transitioning to adulthood from foster care.
    _Child Abuse & Neglect, 169(Pt 1_), 107638-107638.
    [https://doi.org/10.1016/j.chiabu.2025.107638](https://doi.org/10.1016/j.chiabu.2025.107638)

    a. The study aimed to review polices that are currently in place to help extended foster care youth and determine if they help reduce homelessness in this population (Courtney, et al., 2025).

    b. The impact on physical and mental health for foster youth transitioning to adulthood has been linked to housing instability (Courtney et al, 2025). To improve outcomes for foster youth, having access to extended foster care has improved the transition to adulthood (Courtney et al., 2025).

    c. This article was able to capture a large sample size which provided valuable information to policy makers. This is important so there can be further funding allocated to this population (Courtney et al, 2025).

    III. Methods

    A. Design (approach) and Rationale

    1. The phenomenological approach will be used for this study

    2. A phenomenological approach is the most appropriate design study for understanding youth aging out of foster care because the approach prioritizes the focus of the study to understanding the young adult’s lived experience individually and helps look for common meaning between several individuals (Creswell & Poth, 2025).

    B. Site

    1. Family Partnerships of Central Florida (FPOCF) office, the Centralized Based Care Center in Florida

    2. The location is centrally located in the middle of the county and houses visitation rooms.

    3. The site will support in-person interviews at the convenience of the participants with office availability Monday – Sunday 0800 – 2000. Virtual interviews will be conducted on an as-needed basis and as a last resort.

    4. The FPOCF office is known to most participants and is a secure facility.

    C. Participants

    1. A phenomenological research study should have between 12-15 participants (Creswell & Poth, 2025). This study will include 14 participants.

    2. The participants will be identified from the Independent Living team at FPOCF. All young adults aging out of foster care must have an exit interview with this team.

    3. Participants must be aging out of traditional foster care in Florida and are typically between the ages of 18- 25.

    D. Role of Researcher or Personal Biography

    1. Kathryn Parker

    2. Licensed Mental Health Counselor

    3. My role in this study would be as a researcher who has worked within child welfare for over 15 years. I have worked in various capacities including the Mobile Response Team (MRT) which is a 24-hour crisis response team. As a person who understands the legal challenges within child welfare, I will be able to help analyze various barriers identified by the young adult participants.

    4. As a person working on the side of regulations and rules, sometimes it is hard to understand why young adults do not want to take additional financial support after they are no longer required to, typically when they turn 18. I will need to be conscientious of my bias as a mother and a person who did not have resources available to me such as options to pay for college and career support.

    E. Data Collection

    1. In-depth interviews

    a. The initial interview will be a 60- 90 minute semi-structured interview held in person on an individual basis (Doucet et al., 2025). Follow-up interviews will be scheduled as needed for 30-60 minutes to clarify any of the researcher’s questions. The interviews will be recorded to capture nonverbal cues that might be missed during the interview by the researcher.

    b. The interview questions will be designed to be open-ended so they can help gather information in a conversational way and serve to help build report with the participants (Creswell & Poth, 2025; Doucet et al., 2025).

    c. During the first session, informed consent will be gathered. The participants will also be informed of their right to withdrawal consent at any time (Creswell & Poth, 2025).

    d. The interviews will be video recorded for the ability to review later as well as capture any microaggressions throughout the interview (Doucet et al., 2025).

    2. Focus Group

    a. Four group focus sessions will be held to help the researcher gather collective experiences. This method will help the researcher bring forward concepts that may not have been captured on an individual basis (Creswell & Poth, 2025).

    b. Group rules will be established by the participants with a goal of at least 8 of the total group participants in attendance (Creswell & Poth, 2025).

    c. Each group will begin with a check-in session. This will allow for the participants to be grounded in the study as most will be transitioning from outside activities such as work or school (Doucet et al., 2025).

    F. Data Analysis

    1. 1st Technique (i.e., open coding)

    a. information about it (i.e., organizing data into…)

    b. specific information on how this process will be done

    c. why important (i.e., this process allows the researcher to…)

    2. 2nd Technique (i.e., constant comparison method of looking at data…)

    G. Trustworthiness (the reliability, dependability, and transferability information goes here)

    1. 1st Technique (i.e., member checks)

    a. information about it (i.e., having participants review and respond to…)

    b. why important (i.e., this process increases the reliability of the study because…)

    2. 2nd Technique (i.e., audit trail)

    a. information about it

    b. why important

    3. 3rd Technique (i.e., reflexivity or memoing)

    a. information about it

    b. why important

    c. and so on…

    H. Ethical Considerations

    1. potential issue and how addressed (i.e., negative results could impact school/researcher, used pseudonyms for all participants and identifiable names)

    2. potential issue and how addressed

    3. protection of data

    **References**

    Courtney, M. E., Park, S., & Harty, J. S. (2025). Foster care policy and homelessness among

    youth transitioning to adulthood from foster care.
    _Child Abuse & Neglect, 169(Pt 1_),

    107638-107638.
    [https://doi.org/10.1016/j.chiabu.2025.107638](https://doi.org/10.1016/j.chiabu.2025.107638)

    Creswell, J. W., & Poth, C. N. (2025). Qualitative inquiry & research design: Choosing among five approaches (5th ed.). Sage Publications.

    Davis L., & Thibodeau, H. (2024). Preventing homelessness among youth aging out of foster

    care: Formative evaluation results of a coach-like engagement model.
    _Families in_

    _Society : The Journal of Contemporary Human Services._,
    _105_(4), 703–715.

    [https://doi.org/10.1177/10443894231193272](https://doi.org/10.1177/10443894231193272)

    Doucet, M., Clark, E., & Ungar, M. (2025). Finding our way home: Exploring the experiences of

    young people who have ‘aged out’ of care and experienced homelessness in canada
    _._

    _Child Protection and Practice,_ 6, 100195-100195.

    [https://doi.org/10.1016/j.chipro.2025.100195](https://doi.org/10.1016/j.chipro.2025.100195)

    Henson, M., Schelbe, L., & Lee, H. (2024). Helping youth in foster care develop life skills:

    Perspectives from caregivers, child welfare professionals, and agency representatives.

    _Child & Youth Care Forum, 53(3)_, 667- 691.

    [https://doi.org/10.1007/s10566-023-09766-5](https://doi.org/10.1007/s10566-023-09766-5)

    Lee, J. S., Gimm, G., Mohindroo, M., & Lever, L. (2023). Assessing homelessness and

    incarceration among youth aging out of foster care, by type of disability.
    _Child &_

    _Adolescent Social Work Journal, 40_(6), 743-759.

    [https://doi.org/10.1007/s10560-022-00817-9](https://doi.org/10.1007/s10560-022-00817-9)

    Levinson, K. (2024). From foster care to secure housing: How vouchers help young

    adults build self-sufficiency.
    _Route Fifty,_ [https://www.proquest.com/magazines/foster-care-secure-housing-how-vouchers-help/docview/3055185937/se-2](https://www.proquest.com/magazines/foster-care-secure-housing-how-vouchers-help/docview/3055185937/se-2)

    Lindquist-Grantz, R., Downing, K., Hicks, M., Houchin, C., & Ackman, V. (2022). Watch me

    rise: An evaluation of wraparound with homeless youth with a child welfare history.

    _Children and Youth Services Review._,
    _141_.

    [https://doi.org/10.1016/j.childyouth.2022.106587](https://doi.org/10.1016/j.childyouth.2022.106587)

    Montgomery, D. M., & Reilly, T. (2025). “To be honest, it was just the hope”: Why

    transition-age youth enroll and remain in state-initiated extended foster care.
    _Child & Adolescent Social Work Journal._ [https://doi.org/10.1007/s10560-025-01064-4](https://doi.org/10.1007/s10560-025-01064-4)

    **Appendix A Interview Questions/Guide**

    To foster engagement at the beginning of the interview, participants will be asked to think about their life and share three moments or experiences that feel important to who they are today. This opening dialogue will help the researcher understand a more about the participant.

    The following questions will be used to guide the in-person interviews.

    1) What does transition out of foster care mean to you?

    2) Can you describe your experience of aging out of foster care?

    3) Can you walk me through what it felt like when the team started transition planning with you?

    4) What does independence mean to you?

    5) How do you define “home” while you were in foster care and now that you are out of foster care?

    6) How did aging out of foster care have an impact on how you see yourself?

    7) What were the emotions most present during this time in your life?

    8) What helped you get through the most challenging moments?

    9) What personal strengths did you discover in yourself as you transitioned out?

    10) Can you describe a time when you felt strong during this transition?

    **Appendix B: Other Data Collection Procedures**

    As a part of the focus group, the meeting will begin with a grounding exercise and check-in about current daily life.

    The flowing questions will prompt further discussion during the group:

    1) What are some experiences you felt ready for and what are some things you felt were unexpected?

    2) What situations made things harder than they needed to be?

    3) What types of support were most helpful during your transition?

    4) What support do you wish had been available but wasn’t?

    5) Who or what made a positive difference in your life?

    6) Can you think of a moment when things started to shift for you?

    7) If you could change one thing about how the system prepares young people to age out, what would it be?

    **Appendix C Timeline and Budget**

    Be specific. Here is an example:

    August 2025—Finish coursework ($ for these items)

    September 2025—Get committee together and register for dissertation course EDCO 988 ($)

    Spring 2026—Defend proposal ($)

    Summer 2026—Submit research plan to the Institutional Review Board (IRB) for approval ($)

    And so on…

    **Appendix D Consent Form**

    Include a robust, substantive consent form; check out Liberty’s IRB Website for example(s). Do you need one for various participants? If you need one for students/minors, it is called an ‘assent form.’

    Page 1 of 4

    **RespondtoCamily.pdf**

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

    **RespondtoCamily.pdf**

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

    **## Instructionstoresponses.docx**

    Speaking of responses: The intent of this assignment (RPO peer feedback in weeks 2, 4 and 6) is not simply to affirm and/or encourage your classmates but to provide substantive critique that will hopefully help your peers do a better job with that particular stage of the RPO. I thought, as a class, you all did a good job, not only with your responses to your colleagues’ initial posts, but your responses TO the responses (that sounds confusing but not sure how else to say it)!

    **## RespondtoKathryn.docx**

    RESEARCH PLAN OVERVIEW 1

    **Research Plan Overview: A Phenomenological Study of Young Adults Aging Out of Foster Care**

    Kathryn Parker

    School of Behavioral Sciences Liberty University

    EDCO 747

    Dr. Fred Milacci

    **Author Note**

    I have no known conflict of interest to disclose.

    Correspondence concerning this article should be addressed to Kathryn Parker.

    Email:
    [Kparker170@liberty.edu](mailto:Kparker170@liberty.edu)

    **Research Plan Overview: A Phenomenological Study of Young Adults Aging Out of Foster Care**

    Name: Kathryn Parker

    Stage of Completion: Stage 2

    I. Introduction

    A. Problem Statement

    1. Youth aging out of the foster care system are facing numerous challenges that include periods of housing instability, employment volatility, and limited social connections. There are resources available but transitioning youth choose not to accept the support. This has resulted in an increase in foster care youth, between the ages of 18 -25, having higher rates of homelessness.

    a. Lindquist-Grantz, R., Downing, K., Hicks, M., Houchin, C., & Ackman, V. (2022). Watch me rise: An evaluation of wraparound with homeless youth with a child welfare history.
    _Children and Youth Services Review._,
    _141_.
    [https://doi.org/10.1016/j.childyouth.2022.106587](https://doi.org/10.1016/j.childyouth.2022.106587)

    b. Courtney, M. E., Park, S., & Harty, J. S. (2025). Foster care policy and homelessness among youth transitioning to adulthood from foster care.
    _Child Abuse & Neglect, 169(Pt 1_), 107638-107638.
    [https://doi.org/10.1016/j.chiabu.2025.107638](https://doi.org/10.1016/j.chiabu.2025.107638)

    2. This topic is important to study because education and the ability for stable employment is linked to reducing housing instability for foster care youth transitioning into adulthood. Successfully linking youth to housing stability and employment opportunities can improve physical and mental health problems and lead to lower reliance on government assistance in the future.

    a. Lee, J. S., Gimm, G., Mohindroo, M., & Lever, L. (2023). Assessing homelessness and incarceration among youth aging out of foster care, by type of disability.
    _Child & Adolescent Social Work Journal, 40_(6), 743-759.
    [https://doi.org/10.1007/s10560-022-00817-9](https://doi.org/10.1007/s10560-022-00817-9)

    b. Lindquist-Grantz, R., Downing, K., Hicks, M., Houchin, C., & Ackman, V. (2022). Watch me rise: An evaluation of wraparound with homeless youth with a child welfare history.
    _Children and Youth Services Review._,
    _141_.
    [https://doi.org/10.1016/j.childyouth.2022.106587](https://doi.org/10.1016/j.childyouth.2022.106587)

    3. The problem is that youth aging out of foster care have had negative experiences in foster care and historically have not seen the value in choosing to enroll in extended foster care (Levinson, 2024). Affordable housing has had an impact on the availability of housing options for youth aging out of foster care, but the federal government has created federal housing vouchers for transitioning you up to age 25 (Levinson, 2025).

    B. Purpose

    1. The purpose of this phenomenological study is to describe young adults’ experiences transitioning out of foster care in Florida.

    C. General research questions

    1. How do young adults describe their experiences transitioning out of foster care?

    2. How do young adults aging out of foster care describe the challenges they experience?

    3. How do young adults aging out of foster care describe the resources available to them?

    D. Research Plan

    1. This study will use a qualitative approach.

    2. By using the phenomenological approach, transitional youth will have the opportunity to provide their lived experience of aging out of foster care without the supports needed for housing stability. A phenomenological approach is recommended because it provides the opportunity to give personal narratives that allow for the research to have a depth of understanding (Creswell & Poth, 2025).

    II. Review of Related Literature

    A. Theoretical Framework

    1. There are several philosophical assumptions that led to this choice of research. The first, ontological assumptions, is based on the thought that housing instability of youth aging out of foster care is experienced differently (Creswell & Poth, 2025). The methodological assumption will allow for themes and patterns to develop instead of testing predetermined hypothesis. Finally epistemological assumptions will provide the opportunity for the researcher to engage with the study participants to develop deeper insight to the experience (Creswell & Poth, 2025).

    2. The theory that informs this study is Critical Theory. According to Cresswell and Poth, “critical theory can be defined by the configuration of methodological postures it embraces” (2025). In the context of this study, Critical Theory places an emphasis on understanding inequalities shaped by limited opportunities for youth aging out of foster care.

    B. Important Thinkers/experts/theorists in this field of study

    1. Davis L., & Thibodeau, H. (2024). Preventing homelessness among youth aging out of foster care: Formative evaluation results of a coach-like engagement model.
    _Families in Society : The Journal of Contemporary Human Services._,
    _105_(4), 703–715.
    [https://doi.org/10.1177/10443894231193272](https://doi.org/10.1177/10443894231193272)

    a. The completed study focuses on approaching the youth as a whole person rather than a problem to solve (Davis & Thibodeau, 2024).

    b. This article highlights how the implementation of engagement with youth aging out of foster care provides a direct correlation to successful housing outcomes 12 months post engagement with the program (Davis & Thibodeau, 2024).

    2. Montgomery, D. M., & Reilly, T. (2025). “To be honest, it was just the hope”: Why transition-age youth enroll and remain in state-initiated extended foster care.
    _Child & Adolescent Social Work Journal._ [https://doi.org/10.1007/s10560-025-01064-4](https://doi.org/10.1007/s10560-025-01064-4)

    a. This journal article focuses on the reasons why youth choose to leave foster care and what professionals can do to engage youth to maximize extended foster care.

    b. The findings of the article emphasized the importance of providing hope to youth gaining out of foster care (Montgomery & Reilly, 2025).

    C. Related Research

    1. Research article

    Henson, M., Schelbe, L., & Lee, H. (2024). Helping youth in foster care develop life skills: Perspectives from caregivers, child welfare professionals, and agency representatives. Child & Youth Care Forum, 53(3), 667- 691.
    [https://doi.org/10.1007/s10566-023-09766-5](https://doi.org/10.1007/s10566-023-09766-5)

    a. The article focused on understanding the barriers and support of child welfare professionals to implementing life skills for extended foster care youth (Hensen et al., 2024).

    b. Understanding the current climate of extended foster care helps child welfare professionals evaluate gaps in programs already available.

    c. The findings suggest that specific training and resources are needed for child welfare professionals to be successful in helping youth develop life skills.

    2. Research article

    Courtney, M. E., Park, S., & Harty, J. S. (2025). Foster care policy and homelessness among youth transitioning to adulthood from foster care.
    _Child Abuse & Neglect, 169(Pt 1_), 107638-107638.
    [https://doi.org/10.1016/j.chiabu.2025.107638](https://doi.org/10.1016/j.chiabu.2025.107638)

    a. The study aimed to review polices that are currently in place to help extended foster care youth and determine if they help reduce homelessness in this population (Courtney, et al., 2025).

    b. The impact on physical and mental health for foster youth transitioning to adulthood has been linked to housing instability (Courtney et al, 2025). To improve outcomes for foster youth, having access to extended foster care has improved the transition to adulthood (Courtney et al., 2025).

    c. This article was able to capture a large sample size which provided valuable information to policy makers. This is important so there can be further funding allocated to this population (Courtney et al, 2025).

    III. Methods

    A. Design (approach) and Rationale

    1. The phenomenological approach will be used for this study

    2. A phenomenological approach is the most appropriate design study for understanding youth aging out of foster care because the approach prioritizes the focus of the study to understanding the young adult’s lived experience individually and helps look for common meaning between several individuals (Creswell & Poth, 2025).

    B. Site

    1. Family Partnerships of Central Florida (FPOCF) office, the Centralized Based Care Center in Florida

    2. The location is centrally located in the middle of the county and houses visitation rooms.

    3. The site will support in-person interviews at the convenience of the participants with office availability Monday – Sunday 0800 – 2000. Virtual interviews will be conducted on an as-needed basis and as a last resort.

    4. The FPOCF office is known to most participants and is a secure facility.

    C. Participants

    1. A phenomenological research study should have between 12-15 participants (Creswell & Poth, 2025). This study will include 14 participants.

    2. The participants will be identified from the Independent Living team at FPOCF. All young adults aging out of foster care must have an exit interview with this team.

    3. Participants must be aging out of traditional foster care in Florida and are typically between the ages of 18- 25.

    D. Role of Researcher or Personal Biography

    1. Kathryn Parker

    2. Licensed Mental Health Counselor

    3. My role in this study would be as a researcher who has worked within child welfare for over 15 years. I have worked in various capacities including the Mobile Response Team (MRT) which is a 24-hour crisis response team. As a person who understands the legal challenges within child welfare, I will be able to help analyze various barriers identified by the young adult participants.

    4. As a person working on the side of regulations and rules, sometimes it is hard to understand why young adults do not want to take additional financial support after they are no longer required to, typically when they turn 18. I will need to be conscientious of my bias as a mother and a person who did not have resources available to me such as options to pay for college and career support.

    E. Data Collection

    1. In-depth interviews

    a. The initial interview will be a 60- 90 minute semi-structured interview held in person on an individual basis (Doucet et al., 2025). Follow-up interviews will be scheduled as needed for 30-60 minutes to clarify any of the researcher’s questions. The interviews will be recorded to capture nonverbal cues that might be missed during the interview by the researcher.

    b. The interview questions will be designed to be open-ended so they can help gather information in a conversational way and serve to help build report with the participants (Creswell & Poth, 2025; Doucet et al., 2025).

    c. During the first session, informed consent will be gathered. The participants will also be informed of their right to withdrawal consent at any time (Creswell & Poth, 2025).

    d. The interviews will be video recorded for the ability to review later as well as capture any microaggressions throughout the interview (Doucet et al., 2025).

    2. Focus Group

    a. Four group focus sessions will be held to help the researcher gather collective experiences. This method will help the researcher bring forward concepts that may not have been captured on an individual basis (Creswell & Poth, 2025).

    b. Group rules will be established by the participants with a goal of at least 8 of the total group participants in attendance (Creswell & Poth, 2025).

    c. Each group will begin with a check-in session. This will allow for the participants to be grounded in the study as most will be transitioning from outside activities such as work or school (Doucet et al., 2025).

    F. Data Analysis

    1. 1st Technique (i.e., open coding)

    a. information about it (i.e., organizing data into…)

    b. specific information on how this process will be done

    c. why important (i.e., this process allows the researcher to…)

    2. 2nd Technique (i.e., constant comparison method of looking at data…)

    G. Trustworthiness (the reliability, dependability, and transferability information goes here)

    1. 1st Technique (i.e., member checks)

    a. information about it (i.e., having participants review and respond to…)

    b. why important (i.e., this process increases the reliability of the study because…)

    2. 2nd Technique (i.e., audit trail)

    a. information about it

    b. why important

    3. 3rd Technique (i.e., reflexivity or memoing)

    a. information about it

    b. why important

    c. and so on…

    H. Ethical Considerations

    1. potential issue and how addressed (i.e., negative results could impact school/researcher, used pseudonyms for all participants and identifiable names)

    2. potential issue and how addressed

    3. protection of data

    **References**

    Courtney, M. E., Park, S., & Harty, J. S. (2025). Foster care policy and homelessness among

    youth transitioning to adulthood from foster care.
    _Child Abuse & Neglect, 169(Pt 1_),

    107638-107638.
    [https://doi.org/10.1016/j.chiabu.2025.107638](https://doi.org/10.1016/j.chiabu.2025.107638)

    Creswell, J. W., & Poth, C. N. (2025). Qualitative inquiry & research design: Choosing among five approaches (5th ed.). Sage Publications.

    Davis L., & Thibodeau, H. (2024). Preventing homelessness among youth aging out of foster

    care: Formative evaluation results of a coach-like engagement model.
    _Families in_

    _Society : The Journal of Contemporary Human Services._,
    _105_(4), 703–715.

    [https://doi.org/10.1177/10443894231193272](https://doi.org/10.1177/10443894231193272)

    Doucet, M., Clark, E., & Ungar, M. (2025). Finding our way home: Exploring the experiences of

    young people who have ‘aged out’ of care and experienced homelessness in canada
    _._

    _Child Protection and Practice,_ 6, 100195-100195.

    [https://doi.org/10.1016/j.chipro.2025.100195](https://doi.org/10.1016/j.chipro.2025.100195)

    Henson, M., Schelbe, L., & Lee, H. (2024). Helping youth in foster care develop life skills:

    Perspectives from caregivers, child welfare professionals, and agency representatives.

    _Child & Youth Care Forum, 53(3)_, 667- 691.

    [https://doi.org/10.1007/s10566-023-09766-5](https://doi.org/10.1007/s10566-023-09766-5)

    Lee, J. S., Gimm, G., Mohindroo, M., & Lever, L. (2023). Assessing homelessness and

    incarceration among youth aging out of foster care, by type of disability.
    _Child &_

    _Adolescent Social Work Journal, 40_(6), 743-759.

    [https://doi.org/10.1007/s10560-022-00817-9](https://doi.org/10.1007/s10560-022-00817-9)

    Levinson, K. (2024). From foster care to secure housing: How vouchers help young

    adults build self-sufficiency.
    _Route Fifty,_ [https://www.proquest.com/magazines/foster-care-secure-housing-how-vouchers-help/docview/3055185937/se-2](https://www.proquest.com/magazines/foster-care-secure-housing-how-vouchers-help/docview/3055185937/se-2)

    Lindquist-Grantz, R., Downing, K., Hicks, M., Houchin, C., & Ackman, V. (2022). Watch me

    rise: An evaluation of wraparound with homeless youth with a child welfare history.

    _Children and Youth Services Review._,
    _141_.

    [https://doi.org/10.1016/j.childyouth.2022.106587](https://doi.org/10.1016/j.childyouth.2022.106587)

    Montgomery, D. M., & Reilly, T. (2025). “To be honest, it was just the hope”: Why

    transition-age youth enroll and remain in state-initiated extended foster care.
    _Child & Adolescent Social Work Journal._ [https://doi.org/10.1007/s10560-025-01064-4](https://doi.org/10.1007/s10560-025-01064-4)

    **Appendix A Interview Questions/Guide**

    To foster engagement at the beginning of the interview, participants will be asked to think about their life and share three moments or experiences that feel important to who they are today. This opening dialogue will help the researcher understand a more about the participant.

    The following questions will be used to guide the in-person interviews.

    1) What does transition out of foster care mean to you?

    2) Can you describe your experience of aging out of foster care?

    3) Can you walk me through what it felt like when the team started transition planning with you?

    4) What does independence mean to you?

    5) How do you define “home” while you were in foster care and now that you are out of foster care?

    6) How did aging out of foster care have an impact on how you see yourself?

    7) What were the emotions most present during this time in your life?

    8) What helped you get through the most challenging moments?

    9) What personal strengths did you discover in yourself as you transitioned out?

    10) Can you describe a time when you felt strong during this transition?

    **Appendix B: Other Data Collection Procedures**

    As a part of the focus group, the meeting will begin with a grounding exercise and check-in about current daily life.

    The flowing questions will prompt further discussion during the group:

    1) What are some experiences you felt ready for and what are some things you felt were unexpected?

    2) What situations made things harder than they needed to be?

    3) What types of support were most helpful during your transition?

    4) What support do you wish had been available but wasn’t?

    5) Who or what made a positive difference in your life?

    6) Can you think of a moment when things started to shift for you?

    7) If you could change one thing about how the system prepares young people to age out, what would it be?

    **Appendix C Timeline and Budget**

    Be specific. Here is an example:

    August 2025—Finish coursework ($ for these items)

    September 2025—Get committee together and register for dissertation course EDCO 988 ($)

    Spring 2026—Defend proposal ($)

    Summer 2026—Submit research plan to the Institutional Review Board (IRB) for approval ($)

    And so on…

    **Appendix D Consent Form**

    Include a robust, substantive consent form; check out Liberty’s IRB Website for example(s). Do you need one for various participants? If you need one for students/minors, it is called an ‘assent form.’

    Page 1 of 4

    **RespondtoCamily.pdf**

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

    **## Instructionstoresponses.docx**

    Speaking of responses: The intent of this assignment (RPO peer feedback in weeks 2, 4 and 6) is not simply to affirm and/or encourage your classmates but to provide substantive critique that will hopefully help your peers do a better job with that particular stage of the RPO. I thought, as a class, you all did a good job, not only with your responses to your colleagues’ initial posts, but your responses TO the responses (that sounds confusing but not sure how else to say it)!

    **## RespondtoKathryn.docx**

    RESEARCH PLAN OVERVIEW 1

    **Research Plan Overview: A Phenomenological Study of Young Adults Aging Out of Foster Care**

    Kathryn Parker

    School of Behavioral Sciences Liberty University

    EDCO 747

    Dr. Fred Milacci

    **Author Note**

    I have no known conflict of interest to disclose.

    Correspondence concerning this article should be addressed to Kathryn Parker.

    Email:
    [Kparker170@liberty.edu](mailto:Kparker170@liberty.edu)

    **Research Plan Overview: A Phenomenological Study of Young Adults Aging Out of Foster Care**

    Name: Kathryn Parker

    Stage of Completion: Stage 2

    I. Introduction

    A. Problem Statement

    1. Youth aging out of the foster care system are facing numerous challenges that include periods of housing instability, employment volatility, and limited social connections. There are resources available but transitioning youth choose not to accept the support. This has resulted in an increase in foster care youth, between the ages of 18 -25, having higher rates of homelessness.

    a. Lindquist-Grantz, R., Downing, K., Hicks, M., Houchin, C., & Ackman, V. (2022). Watch me rise: An evaluation of wraparound with homeless youth with a child welfare history.
    _Children and Youth Services Review._,
    _141_.
    [https://doi.org/10.1016/j.childyouth.2022.106587](https://doi.org/10.1016/j.childyouth.2022.106587)

    b. Courtney, M. E., Park, S., & Harty, J. S. (2025). Foster care policy and homelessness among youth transitioning to adulthood from foster care.
    _Child Abuse & Neglect, 169(Pt 1_), 107638-107638.
    [https://doi.org/10.1016/j.chiabu.2025.107638](https://doi.org/10.1016/j.chiabu.2025.107638)

    2. This topic is important to study because education and the ability for stable employment is linked to reducing housing instability for foster care youth transitioning into adulthood. Successfully linking youth to housing stability and employment opportunities can improve physical and mental health problems and lead to lower reliance on government assistance in the future.

    a. Lee, J. S., Gimm, G., Mohindroo, M., & Lever, L. (2023). Assessing homelessness and incarceration among youth aging out of foster care, by type of disability.
    _Child & Adolescent Social Work Journal, 40_(6), 743-759.
    [https://doi.org/10.1007/s10560-022-00817-9](https://doi.org/10.1007/s10560-022-00817-9)

    b. Lindquist-Grantz, R., Downing, K., Hicks, M., Houchin, C., & Ackman, V. (2022). Watch me rise: An evaluation of wraparound with homeless youth with a child welfare history.
    _Children and Youth Services Review._,
    _141_.
    [https://doi.org/10.1016/j.childyouth.2022.106587](https://doi.org/10.1016/j.childyouth.2022.106587)

    3. The problem is that youth aging out of foster care have had negative experiences in foster care and historically have not seen the value in choosing to enroll in extended foster care (Levinson, 2024). Affordable housing has had an impact on the availability of housing options for youth aging out of foster care, but the federal government has created federal housing vouchers for transitioning you up to age 25 (Levinson, 2025).

    B. Purpose

    1. The purpose of this phenomenological study is to describe young adults’ experiences transitioning out of foster care in Florida.

    C. General research questions

    1. How do young adults describe their experiences transitioning out of foster care?

    2. How do young adults aging out of foster care describe the challenges they experience?

    3. How do young adults aging out of foster care describe the resources available to them?

    D. Research Plan

    1. This study will use a qualitative approach.

    2. By using the phenomenological approach, transitional youth will have the opportunity to provide their lived experience of aging out of foster care without the supports needed for housing stability. A phenomenological approach is recommended because it provides the opportunity to give personal narratives that allow for the research to have a depth of understanding (Creswell & Poth, 2025).

    II. Review of Related Literature

    A. Theoretical Framework

    1. There are several philosophical assumptions that led to this choice of research. The first, ontological assumptions, is based on the thought that housing instability of youth aging out of foster care is experienced differently (Creswell & Poth, 2025). The methodological assumption will allow for themes and patterns to develop instead of testing predetermined hypothesis. Finally epistemological assumptions will provide the opportunity for the researcher to engage with the study participants to develop deeper insight to the experience (Creswell & Poth, 2025).

    2. The theory that informs this study is Critical Theory. According to Cresswell and Poth, “critical theory can be defined by the configuration of methodological postures it embraces” (2025). In the context of this study, Critical Theory places an emphasis on understanding inequalities shaped by limited opportunities for youth aging out of foster care.

    B. Important Thinkers/experts/theorists in this field of study

    1. Davis L., & Thibodeau, H. (2024). Preventing homelessness among youth aging out of foster care: Formative evaluation results of a coach-like engagement model.
    _Families in Society : The Journal of Contemporary Human Services._,
    _105_(4), 703–715.
    [https://doi.org/10.1177/10443894231193272](https://doi.org/10.1177/10443894231193272)

    a. The completed study focuses on approaching the youth as a whole person rather than a problem to solve (Davis & Thibodeau, 2024).

    b. This article highlights how the implementation of engagement with youth aging out of foster care provides a direct correlation to successful housing outcomes 12 months post engagement with the program (Davis & Thibodeau, 2024).

    2. Montgomery, D. M., & Reilly, T. (2025). “To be honest, it was just the hope”: Why transition-age youth enroll and remain in state-initiated extended foster care.
    _Child & Adolescent Social Work Journal._ [https://doi.org/10.1007/s10560-025-01064-4](https://doi.org/10.1007/s10560-025-01064-4)

    a. This journal article focuses on the reasons why youth choose to leave foster care and what professionals can do to engage youth to maximize extended foster care.

    b. The findings of the article emphasized the importance of providing hope to youth gaining out of foster care (Montgomery & Reilly, 2025).

    C. Related Research

    1. Research article

    Henson, M., Schelbe, L., & Lee, H. (2024). Helping youth in foster care develop life skills: Perspectives from caregivers, child welfare professionals, and agency representatives. Child & Youth Care Forum, 53(3), 667- 691.
    [https://doi.org/10.1007/s10566-023-09766-5](https://doi.org/10.1007/s10566-023-09766-5)

    a. The article focused on understanding the barriers and support of child welfare professionals to implementing life skills for extended foster care youth (Hensen et al., 2024).

    b. Understanding the current climate of extended foster care helps child welfare professionals evaluate gaps in programs already available.

    c. The findings suggest that specific training and resources are needed for child welfare professionals to be successful in helping youth develop life skills.

    2. Research article

    Courtney, M. E., Park, S., & Harty, J. S. (2025). Foster care policy and homelessness among youth transitioning to adulthood from foster care.
    _Child Abuse & Neglect, 169(Pt 1_), 107638-107638.
    [https://doi.org/10.1016/j.chiabu.2025.107638](https://doi.org/10.1016/j.chiabu.2025.107638)

    a. The study aimed to review polices that are currently in place to help extended foster care youth and determine if they help reduce homelessness in this population (Courtney, et al., 2025).

    b. The impact on physical and mental health for foster youth transitioning to adulthood has been linked to housing instability (Courtney et al, 2025). To improve outcomes for foster youth, having access to extended foster care has improved the transition to adulthood (Courtney et al., 2025).

    c. This article was able to capture a large sample size which provided valuable information to policy makers. This is important so there can be further funding allocated to this population (Courtney et al, 2025).

    III. Methods

    A. Design (approach) and Rationale

    1. The phenomenological approach will be used for this study

    2. A phenomenological approach is the most appropriate design study for understanding youth aging out of foster care because the approach prioritizes the focus of the study to understanding the young adult’s lived experience individually and helps look for common meaning between several individuals (Creswell & Poth, 2025).

    B. Site

    1. Family Partnerships of Central Florida (FPOCF) office, the Centralized Based Care Center in Florida

    2. The location is centrally located in the middle of the county and houses visitation rooms.

    3. The site will support in-person interviews at the convenience of the participants with office availability Monday – Sunday 0800 – 2000. Virtual interviews will be conducted on an as-needed basis and as a last resort.

    4. The FPOCF office is known to most participants and is a secure facility.

    C. Participants

    1. A phenomenological research study should have between 12-15 participants (Creswell & Poth, 2025). This study will include 14 participants.

    2. The participants will be identified from the Independent Living team at FPOCF. All young adults aging out of foster care must have an exit interview with this team.

    3. Participants must be aging out of traditional foster care in Florida and are typically between the ages of 18- 25.

    D. Role of Researcher or Personal Biography

    1. Kathryn Parker

    2. Licensed Mental Health Counselor

    3. My role in this study would be as a researcher who has worked within child welfare for over 15 years. I have worked in various capacities including the Mobile Response Team (MRT) which is a 24-hour crisis response team. As a person who understands the legal challenges within child welfare, I will be able to help analyze various barriers identified by the young adult participants.

    4. As a person working on the side of regulations and rules, sometimes it is hard to understand why young adults do not want to take additional financial support after they are no longer required to, typically when they turn 18. I will need to be conscientious of my bias as a mother and a person who did not have resources available to me such as options to pay for college and career support.

    E. Data Collection

    1. In-depth interviews

    a. The initial interview will be a 60- 90 minute semi-structured interview held in person on an individual basis (Doucet et al., 2025). Follow-up interviews will be scheduled as needed for 30-60 minutes to clarify any of the researcher’s questions. The interviews will be recorded to capture nonverbal cues that might be missed during the interview by the researcher.

    b. The interview questions will be designed to be open-ended so they can help gather information in a conversational way and serve to help build report with the participants (Creswell & Poth, 2025; Doucet et al., 2025).

    c. During the first session, informed consent will be gathered. The participants will also be informed of their right to withdrawal consent at any time (Creswell & Poth, 2025).

    d. The interviews will be video recorded for the ability to review later as well as capture any microaggressions throughout the interview (Doucet et al., 2025).

    2. Focus Group

    a. Four group focus sessions will be held to help the researcher gather collective experiences. This method will help the researcher bring forward concepts that may not have been captured on an individual basis (Creswell & Poth, 2025).

    b. Group rules will be established by the participants with a goal of at least 8 of the total group participants in attendance (Creswell & Poth, 2025).

    c. Each group will begin with a check-in session. This will allow for the participants to be grounded in the study as most will be transitioning from outside activities such as work or school (Doucet et al., 2025).

    F. Data Analysis

    1. 1st Technique (i.e., open coding)

    a. information about it (i.e., organizing data into…)

    b. specific information on how this process will be done

    c. why important (i.e., this process allows the researcher to…)

    2. 2nd Technique (i.e., constant comparison method of looking at data…)

    G. Trustworthiness (the reliability, dependability, and transferability information goes here)

    1. 1st Technique (i.e., member checks)

    a. information about it (i.e., having participants review and respond to…)

    b. why important (i.e., this process increases the reliability of the study because…)

    2. 2nd Technique (i.e., audit trail)

    a. information about it

    b. why important

    3. 3rd Technique (i.e., reflexivity or memoing)

    a. information about it

    b. why important

    c. and so on…

    H. Ethical Considerations

    1. potential issue and how addressed (i.e., negative results could impact school/researcher, used pseudonyms for all participants and identifiable names)

    2. potential issue and how addressed

    3. protection of data

    **References**

    Courtney, M. E., Park, S., & Harty, J. S. (2025). Foster care policy and homelessness among

    youth transitioning to adulthood from foster care.
    _Child Abuse & Neglect, 169(Pt 1_),

    107638-107638.
    [https://doi.org/10.1016/j.chiabu.2025.107638](https://doi.org/10.1016/j.chiabu.2025.107638)

    Creswell, J. W., & Poth, C. N. (2025). Qualitative inquiry & research design: Choosing among five approaches (5th ed.). Sage Publications.

    Davis L., & Thibodeau, H. (2024). Preventing homelessness among youth aging out of foster

    care: Formative evaluation results of a coach-like engagement model.
    _Families in_

    _Society : The Journal of Contemporary Human Services._,
    _105_(4), 703–715.

    [https://doi.org/10.1177/10443894231193272](https://doi.org/10.1177/10443894231193272)

    Doucet, M., Clark, E., & Ungar, M. (2025). Finding our way home: Exploring the experiences of

    young people who have ‘aged out’ of care and experienced homelessness in canada
    _._

    _Child Protection and Practice,_ 6, 100195-100195.

    [https://doi.org/10.1016/j.chipro.2025.100195](https://doi.org/10.1016/j.chipro.2025.100195)

    Henson, M., Schelbe, L., & Lee, H. (2024). Helping youth in foster care develop life skills:

    Perspectives from caregivers, child welfare professionals, and agency representatives.

    _Child & Youth Care Forum, 53(3)_, 667- 691.

    [https://doi.org/10.1007/s10566-023-09766-5](https://doi.org/10.1007/s10566-023-09766-5)

    Lee, J. S., Gimm, G., Mohindroo, M., & Lever, L. (2023). Assessing homelessness and

    incarceration among youth aging out of foster care, by type of disability.
    _Child &_

    _Adolescent Social Work Journal, 40_(6), 743-759.

    [https://doi.org/10.1007/s10560-022-00817-9](https://doi.org/10.1007/s10560-022-00817-9)

    Levinson, K. (2024). From foster care to secure housing: How vouchers help young

    adults build self-sufficiency.
    _Route Fifty,_ [https://www.proquest.com/magazines/foster-care-secure-housing-how-vouchers-help/docview/3055185937/se-2](https://www.proquest.com/magazines/foster-care-secure-housing-how-vouchers-help/docview/3055185937/se-2)

    Lindquist-Grantz, R., Downing, K., Hicks, M., Houchin, C., & Ackman, V. (2022). Watch me

    rise: An evaluation of wraparound with homeless youth with a child welfare history.

    _Children and Youth Services Review._,
    _141_.

    [https://doi.org/10.1016/j.childyouth.2022.106587](https://doi.org/10.1016/j.childyouth.2022.106587)

    Montgomery, D. M., & Reilly, T. (2025). “To be honest, it was just the hope”: Why

    transition-age youth enroll and remain in state-initiated extended foster care.
    _Child & Adolescent Social Work Journal._ [https://doi.org/10.1007/s10560-025-01064-4](https://doi.org/10.1007/s10560-025-01064-4)

    **Appendix A Interview Questions/Guide**

    To foster engagement at the beginning of the interview, participants will be asked to think about their life and share three moments or experiences that feel important to who they are today. This opening dialogue will help the researcher understand a more about the participant.

    The following questions will be used to guide the in-person interviews.

    1) What does transition out of foster care mean to you?

    2) Can you describe your experience of aging out of foster care?

    3) Can you walk me through what it felt like when the team started transition planning with you?

    4) What does independence mean to you?

    5) How do you define “home” while you were in foster care and now that you are out of foster care?

    6) How did aging out of foster care have an impact on how you see yourself?

    7) What were the emotions most present during this time in your life?

    8) What helped you get through the most challenging moments?

    9) What personal strengths did you discover in yourself as you transitioned out?

    10) Can you describe a time when you felt strong during this transition?

    **Appendix B: Other Data Collection Procedures**

    As a part of the focus group, the meeting will begin with a grounding exercise and check-in about current daily life.

    The flowing questions will prompt further discussion during the group:

    1) What are some experiences you felt ready for and what are some things you felt were unexpected?

    2) What situations made things harder than they needed to be?

    3) What types of support were most helpful during your transition?

    4) What support do you wish had been available but wasn’t?

    5) Who or what made a positive difference in your life?

    6) Can you think of a moment when things started to shift for you?

    7) If you could change one thing about how the system prepares young people to age out, what would it be?

    **Appendix C Timeline and Budget**

    Be specific. Here is an example:

    August 2025—Finish coursework ($ for these items)

    September 2025—Get committee together and register for dissertation course EDCO 988 ($)

    Spring 2026—Defend proposal ($)

    Summer 2026—Submit research plan to the Institutional Review Board (IRB) for approval ($)

    And so on…

    **Appendix D Consent Form**

    Include a robust, substantive consent form; check out Liberty’s IRB Website for example(s). Do you need one for various participants? If you need one for students/minors, it is called an ‘assent form.’

    Page 1 of 4

    **RespondtoCamily.pdf**

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

  • [Solved] 6 page

    ✓ Verified Academic Solution Available

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    Due 6/14/2026 2PM est 6 pages

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    Assignment Prompt & Instructions

    Due 6/14/2026  2PM est

    6 pages

  • [Solved] Psychology I need help with my homework.

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    Psychology I need help with my homework.

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    Assignment Prompt & Instructions

    Psychology I need help with my homework.

  • [Solved] Cultural Immersion Project

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    For my Cultural Immersion Project, I would like to focus on single mothers and generational stress. I chose this group because motherhood often involves balancing multiple responsibilities such as parenting, finances, work, education, and maintaining emotional wellness. Single mothers may also exper…

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    Assignment Prompt & Instructions

    For my Cultural Immersion Project, I would like to focus on single mothers and generational stress. I chose this group because motherhood often involves balancing multiple responsibilities such as parenting, finances, work, education, and maintaining emotional wellness. Single mothers may also experience additional stress due to limited support systems, societal expectations, and the emotional burden of caring for children while managing personal and professional responsibilities.

    I selected this topic because it is both meaningful and relatable to me. I am interested in learning more about how generational stress, financial hardships, and family dynamics impact mental health and overall well-being among single mothers. Through this project, I hope to better understand the challenges they face, the coping mechanisms they use, and the importance of community and emotional support.

    One perceived bias I may have is assuming that all single mothers struggle in the same ways or lack support systems. I recognize that every individual’s experience is different and shaped by culture, family background, socioeconomic status, and personal resilience. My research and immersion experience will help broaden my understanding and allow me to approach this population with greater cultural sensitivity, empathy, and awareness as a future counselor.

    This is the topic I chose but the instructor said  This is an interesting proposal, but not appropriate for this project. Please select a cultural group to immerse yourself. Would need it to be tailored to the correct instructions. provided in the proposal.

    After careful consideration, submit a brief proposal detailing:

    1. the group you've selected
    2. an explanation of your choice, including perceived biases you may have that could be altered by your research.

    – [\
    \
    CulturalImmersionProject.pdf](https://www.sweetstudy.com/files/culturalimmersionproject-pdf-10562625 "CulturalImmersionProject.pdf")

  • [Solved] Cultural Identity Presentation

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    I am African American, born in Queens New York. Lived in Brooklyn New York all my life until, my 10th grade in high school. Then moved to Selma Alabama. Have lived here ever since. I am a mother of 6. I am 36 years old my birthday is November 21. I am a social worker for the state of Alabama child w…

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    I am African American, born in Queens New York. Lived in Brooklyn New York all my life until, my 10th grade in high school. Then moved to Selma Alabama. Have lived here ever since. I am a mother of 6. I am 36 years old my birthday is November 21. I am a social worker for the state of Alabama child welfare for the past 8 years. I was married to the father of my children for 4 years. we are divorced. i was primarily raised by my mother. Father was not apart of my life really until middle school ages. He is a better grandfather than he was a father.

    – [\
    \
    CO547CulturalIdentityPresentation1.pdf](https://www.sweetstudy.com/files/co547culturalidentitypresentation1-pdf-10562621 "CO547CulturalIdentityPresentation1.pdf")

  • [Solved] Pop Culture

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    **files (1)** – ## CO547PopCulturePaperAssignment.pdf **## CO547PopCulturePaperAssignment.pdf** Page 1 of 4 Pop Culture Paper Assignment  Watch at least 2 episodes of any television situation comedy. After watching the programs, identify any minority characters, and describe how any one of these mi…

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    **files (1)**

    – ## CO547PopCulturePaperAssignment.pdf

    **## CO547PopCulturePaperAssignment.pdf**

    Page 1 of 4

    Pop Culture Paper Assignment

     Watch at least 2 episodes of any television situation comedy. After watching the
    programs, identify any minority characters, and describe how any one of these minority
    characters was portrayed. Detail if the portrayal was accurate or stereotypical and
    whether the character’s minority status alone was used as a source of humor.

     The paper should be no more than 4 pages long with additional cover and reference
    pages.

     The paper must be submitted in Microsoft Word; Times New Roman font; 12 pt.
    font size; margins 1” on all sides; double-spaced. The assignment should be written
    on a graduate level and references used should be cited within the discussion and
    documented in a reference list using APA styling.

     Post your paper, as a single document, to the grade book.

     Send your instructor an email when you are ready for your assignment to be graded.

    CACREP Standards Addressed: 2F.2.a and 2F.2.d

    Scoring Guidelines

    Points available: 100.

    Components Unacceptable
    (0 points)

    Revisions Required
    (5 points)

    Target
    (10 points)

    Introduction
    Establishes historical

    background and defensible

    thesis that supports a logical

    line of reasoning (CACREP

    2F.2.a, 2F.2.d)

    Underdeveloped
    introduction; reason for

    culture selection is
    unclear or missing;

    historical background is
    inaccurate or missing

    Coherent introduction
    that includes a reason
    for culture selection;

    historical background is
    accurate but limited

    Engaging, well
    developed introduction
    that includes a detailed

    reason for culture
    selection; historical

    background is accurate
    and thorough

    Focus & Purpose
    Developed thesis and

    attentive focus on topic

    (CACREP 2F.2.a, 2F.2.d)

    Missing thesis; confusion
    about or

    misunderstanding of
    topic; no sense of

    purpose

    Simplistic and unfocused
    ideas; limited sense of

    purpose

    Developed thesis;
    represents sound

    understanding of the
    assigned topic; focused

    Ideas, Support &
    Development

    Supports ideas and
    reflections using specific
    and relevant examples of

    No or limited
    evidence/experiences

    are provided to support
    ideas and reflections;

    evidence is incomplete,
    incorrect, oversimplified,

    Provides necessary
    evidence/experiences to

    support ideas and
    reflections; the

    importance/relevance of
    all pieces of

    Relies on compelling and
    detailed

    evidence/experiences to
    support ideas and

    reflections; the
    importance/relevance of

    Page 2 of 4

    Components Unacceptable
    (0 points)

    Revisions Required
    (5 points)

    Target
    (10 points)

    evidence/experiences

    (CACREP 2F.2.a, 2F.2.d)
    or disconnected from the

    context
    evidence/experiences is

    unclear or under
    developed but does

    support the ideas and
    reflections presented
    and is placed properly

    within the context

    all pieces of
    evidence/experiences is
    clearly stated; considers
    alternate interpretations
    of evidence/experiences

    to enhance
    demonstration of cultural

    intelligence

    Conclusion
    Establishes clear conclusion

    based upon

    evidence/experiences

    (CACREP 2F.2.a, 2F.2.d)

    Missing or no connection
    of evidence and analysis
    to the reflections; fails to
    summarize the argument

    coherently

    Limited connection
    between evidence and
    analysis to reflections;

    summarizes some ideas
    and thoughts but repeats

    ideas to support
    reflections

    Engaging, strongly
    connects evidence and
    analysis to reflections;
    summarizes the main

    topics without repeating
    previous ideas

    Structure &
    Organization

    Text has unity and
    coherence to accomplish the

    focused purpose

    No paragraph structure;
    or single, rambling

    paragraph; or series of
    isolated paragraphs

    Organization is
    confusing or disjointed;

    weak paragraph
    structure; transitions are
    missing or inappropriate

    Clear organizational
    structure; easily followed;

    includes transitions;
    structured format

    Audience & Tone

    Audience appropriate and
    consistent tone

    No awareness of

    appropriate audience for
    assignment; tone is

    inappropriate

    Lacks awareness of

    appropriate audience for
    the assignment; tone is

    inconsistent

    Effective and accurate

    awareness of audience;
    tone is appropriate for

    audience and
    assignment

    Sentence Structure
    Demonstrates varied

    sentence structures to
    enhance meaning

    Contains multiple and
    serious errors of

    sentence structure: i.e.
    fragments, run-ons;

    unable to write simple
    sentences

    Formulaic sentence
    patterns or overuse of

    simple sentences; errors
    in sentence structure

    Effective and varied
    sentences; errors (if

    present) due to lack of
    careful proofreading

    Mechanics
    The text has few

    grammatical, spelling and
    punctuation errors.

    Frequent errors in
    agreement, verb tense,

    spelling, and
    capitalization; intrusive

    and/or inaccurate
    punctuation;

    Contains several errors
    in agreement, verb

    tense, spelling,
    capitalization, and

    punctuation (up to 6);

    Virtually free of errors in
    agreement, verb tense,
    spelling, capitalization,
    and punctuation (no

    more than 3); errors do

    Page 3 of 4

    Components Unacceptable
    (0 points)

    Revisions Required
    (5 points)

    Target
    (10 points)

    communication is
    hindered

    errors interfere with
    meaning

    not interfere with
    meaning

    Vocabulary & Word
    Usage

    Uses extended and
    appropriate vocabulary

    Vocabulary is
    unsophisticated; or

    subject specific
    vocabulary or

    sophisticated vocabulary
    used incorrectly.

    Proper, but simple
    vocabulary used; subject
    specific vocabulary used

    infrequently

    Vocabulary is varied,
    specific and appropriate;

    uses subject specific
    vocabulary correctly

    APA Format/Citations
    Correctly uses APA style and

    formatting

    Reference page includes
    frequent errors (more

    than 3); no attempt was
    made to cited

    supporting sources in-
    text; contains multiple
    errors in APA format

    Reference page in
    accurate and virtually

    free of errors (no more
    than 3); all supporting

    sources are cited in-text,
    but minor errors in APA

    format are present

    Reference page in
    accurate and free of
    errors; all supporting
    sources are properly

    cited in-text; APA format
    is correct and accurate

    APA Format Guides

    The instructor has provided links to resources that provide assistance on APA format issues. Be
    sure to review these links and do not hesitate to ask for assistance if you are not sure about
    something. Ask yourself the questions below before you submit a paper. This list by no means
    addresses every possible mistake that could be made, but it will bring common mistakes to your
    attention.

     Is your paper double spaced?
     Are necessary abbreviations explained?

     Are references cited in-text present on your reference list? Remember that the website itself
    is a source.

     Did you include in-text citations for all the resources you used? Only references used to
    support your writing should be on your reference list.

     Numbers ten and below should be spelled out.

     Are quotes referenced correctly in-text? Quotes should be used sparingly. There should be
    no more than one quote in a three-page paper.

     Are your sources presented properly on your reference list? Pay close attention to indention
    rules and capitalization rules.

     Is your title page presented according to APA format?

     Is there a page break inserted for the reference page?

     Did you include an appropriate running heading for your paper?

    Page 4 of 4

     Did you proof your paper and have another person proof your paper before submitting the
    paper?

    Writing assignments are taken quite seriously. Graduate students are
    expected to write clearly and concisely, and the order of your thoughts should

    be logical. Know that each paper is read with these things in mind. If your
    writing is wordy or if you use awkward phrasing it will impact the format, style

    and grammar portion of your grade.

    **## CO547PopCulturePaperAssignment.pdf**

    Page 1 of 4

    Pop Culture Paper Assignment

     Watch at least 2 episodes of any television situation comedy. After watching the
    programs, identify any minority characters, and describe how any one of these minority
    characters was portrayed. Detail if the portrayal was accurate or stereotypical and
    whether the character’s minority status alone was used as a source of humor.

     The paper should be no more than 4 pages long with additional cover and reference
    pages.

     The paper must be submitted in Microsoft Word; Times New Roman font; 12 pt.
    font size; margins 1” on all sides; double-spaced. The assignment should be written
    on a graduate level and references used should be cited within the discussion and
    documented in a reference list using APA styling.

     Post your paper, as a single document, to the grade book.

     Send your instructor an email when you are ready for your assignment to be graded.

    CACREP Standards Addressed: 2F.2.a and 2F.2.d

    Scoring Guidelines

    Points available: 100.

    Components Unacceptable
    (0 points)

    Revisions Required
    (5 points)

    Target
    (10 points)

    Introduction
    Establishes historical

    background and defensible

    thesis that supports a logical

    line of reasoning (CACREP

    2F.2.a, 2F.2.d)

    Underdeveloped
    introduction; reason for

    culture selection is
    unclear or missing;

    historical background is
    inaccurate or missing

    Coherent introduction
    that includes a reason
    for culture selection;

    historical background is
    accurate but limited

    Engaging, well
    developed introduction
    that includes a detailed

    reason for culture
    selection; historical

    background is accurate
    and thorough

    Focus & Purpose
    Developed thesis and

    attentive focus on topic

    (CACREP 2F.2.a, 2F.2.d)

    Missing thesis; confusion
    about or

    misunderstanding of
    topic; no sense of

    purpose

    Simplistic and unfocused
    ideas; limited sense of

    purpose

    Developed thesis;
    represents sound

    understanding of the
    assigned topic; focused

    Ideas, Support &
    Development

    Supports ideas and
    reflections using specific
    and relevant examples of

    No or limited
    evidence/experiences

    are provided to support
    ideas and reflections;

    evidence is incomplete,
    incorrect, oversimplified,

    Provides necessary
    evidence/experiences to

    support ideas and
    reflections; the

    importance/relevance of
    all pieces of

    Relies on compelling and
    detailed

    evidence/experiences to
    support ideas and

    reflections; the
    importance/relevance of

    Page 2 of 4

    Components Unacceptable
    (0 points)

    Revisions Required
    (5 points)

    Target
    (10 points)

    evidence/experiences

    (CACREP 2F.2.a, 2F.2.d)
    or disconnected from the

    context
    evidence/experiences is

    unclear or under
    developed but does

    support the ideas and
    reflections presented
    and is placed properly

    within the context

    all pieces of
    evidence/experiences is
    clearly stated; considers
    alternate interpretations
    of evidence/experiences

    to enhance
    demonstration of cultural

    intelligence

    Conclusion
    Establishes clear conclusion

    based upon

    evidence/experiences

    (CACREP 2F.2.a, 2F.2.d)

    Missing or no connection
    of evidence and analysis
    to the reflections; fails to
    summarize the argument

    coherently

    Limited connection
    between evidence and
    analysis to reflections;

    summarizes some ideas
    and thoughts but repeats

    ideas to support
    reflections

    Engaging, strongly
    connects evidence and
    analysis to reflections;
    summarizes the main

    topics without repeating
    previous ideas

    Structure &
    Organization

    Text has unity and
    coherence to accomplish the

    focused purpose

    No paragraph structure;
    or single, rambling

    paragraph; or series of
    isolated paragraphs

    Organization is
    confusing or disjointed;

    weak paragraph
    structure; transitions are
    missing or inappropriate

    Clear organizational
    structure; easily followed;

    includes transitions;
    structured format

    Audience & Tone

    Audience appropriate and
    consistent tone

    No awareness of

    appropriate audience for
    assignment; tone is

    inappropriate

    Lacks awareness of

    appropriate audience for
    the assignment; tone is

    inconsistent

    Effective and accurate

    awareness of audience;
    tone is appropriate for

    audience and
    assignment

    Sentence Structure
    Demonstrates varied

    sentence structures to
    enhance meaning

    Contains multiple and
    serious errors of

    sentence structure: i.e.
    fragments, run-ons;

    unable to write simple
    sentences

    Formulaic sentence
    patterns or overuse of

    simple sentences; errors
    in sentence structure

    Effective and varied
    sentences; errors (if

    present) due to lack of
    careful proofreading

    Mechanics
    The text has few

    grammatical, spelling and
    punctuation errors.

    Frequent errors in
    agreement, verb tense,

    spelling, and
    capitalization; intrusive

    and/or inaccurate
    punctuation;

    Contains several errors
    in agreement, verb

    tense, spelling,
    capitalization, and

    punctuation (up to 6);

    Virtually free of errors in
    agreement, verb tense,
    spelling, capitalization,
    and punctuation (no

    more than 3); errors do

    Page 3 of 4

    Components Unacceptable
    (0 points)

    Revisions Required
    (5 points)

    Target
    (10 points)

    communication is
    hindered

    errors interfere with
    meaning

    not interfere with
    meaning

    Vocabulary & Word
    Usage

    Uses extended and
    appropriate vocabulary

    Vocabulary is
    unsophisticated; or

    subject specific
    vocabulary or

    sophisticated vocabulary
    used incorrectly.

    Proper, but simple
    vocabulary used; subject
    specific vocabulary used

    infrequently

    Vocabulary is varied,
    specific and appropriate;

    uses subject specific
    vocabulary correctly

    APA Format/Citations
    Correctly uses APA style and

    formatting

    Reference page includes
    frequent errors (more

    than 3); no attempt was
    made to cited

    supporting sources in-
    text; contains multiple
    errors in APA format

    Reference page in
    accurate and virtually

    free of errors (no more
    than 3); all supporting

    sources are cited in-text,
    but minor errors in APA

    format are present

    Reference page in
    accurate and free of
    errors; all supporting
    sources are properly

    cited in-text; APA format
    is correct and accurate

    APA Format Guides

    The instructor has provided links to resources that provide assistance on APA format issues. Be
    sure to review these links and do not hesitate to ask for assistance if you are not sure about
    something. Ask yourself the questions below before you submit a paper. This list by no means
    addresses every possible mistake that could be made, but it will bring common mistakes to your
    attention.

     Is your paper double spaced?
     Are necessary abbreviations explained?

     Are references cited in-text present on your reference list? Remember that the website itself
    is a source.

     Did you include in-text citations for all the resources you used? Only references used to
    support your writing should be on your reference list.

     Numbers ten and below should be spelled out.

     Are quotes referenced correctly in-text? Quotes should be used sparingly. There should be
    no more than one quote in a three-page paper.

     Are your sources presented properly on your reference list? Pay close attention to indention
    rules and capitalization rules.

     Is your title page presented according to APA format?

     Is there a page break inserted for the reference page?

     Did you include an appropriate running heading for your paper?

    Page 4 of 4

     Did you proof your paper and have another person proof your paper before submitting the
    paper?

    Writing assignments are taken quite seriously. Graduate students are
    expected to write clearly and concisely, and the order of your thoughts should

    be logical. Know that each paper is read with these things in mind. If your
    writing is wordy or if you use awkward phrasing it will impact the format, style

    and grammar portion of your grade.

  • [Solved] Counseling Multicultural Popul (CO54721126SU1)

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **files (1)** – ## CO547MidtermProjectAssignment.pdf **## CO547MidtermProjectAssignment.pdf** Page 1 of 4 Midterm Project Assignment  Select a term or concept that is frequently used in the literature in the field of cross- cultural education/counseling. Conduct an exhaustive literature search of t…

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    Assignment Prompt & Instructions

    **files (1)**

    – ## CO547MidtermProjectAssignment.pdf

    **## CO547MidtermProjectAssignment.pdf**

    Page 1 of 4

    Midterm Project Assignment

     Select a term or concept that is frequently used in the literature in the field of cross-
    cultural education/counseling. Conduct an exhaustive literature search of the definition
    and use of the term.

     Students have the freedom to format the definition in a style that best suits their
    background, expertise, and interests however they must provide information that
    answers the following questions:

    1. Where did the term come from?
    2. What are the alternative definitions?
    3. What is the preferred definition and why?
    4. What one or two primary sources can one go to find out more about the term?

     The meaning of some terms changes over time so you may want to consider providing a
    short historical perspective in writing the definition.

     Definitions should be typed, doubled space throughout. Your assignment should be
    limited to about 2 pages (maximum of 350 – 400 words). The cover page and the
    reference page are not included in the 2-page minimum.

     The paper must be submitted in Microsoft Word; Times New Roman font; 12 pt.
    font size; margins 1” on all sides; double-spaced. The assignment should be written
    on a graduate level and references used should be cited within the discussion and
    documented in a reference list using APA styling.

     Post your paper, as a single document, to the grade book.

     Send your instructor an email when you are ready for your assignment to be graded.

    CACREP Standards Addressed: 2F.2.a, 2F.2.c and 2F.2.h

    Scoring Guidelines

    Points available: 100.

    Components Unacceptable
    (0 points)

    Revisions Required
    (5 points)

    Target
    (10 points)

    Introduction
    Establishes historical

    background and defensible

    thesis that supports a logical

    line of reasoning (CACREP

    2F.2.a, 2F.2.c, 2F.2.h)

    Underdeveloped
    introduction; reason for

    culture selection is
    unclear or missing;

    historical background is
    inaccurate or missing

    Coherent introduction
    that includes a reason
    for culture selection;

    historical background is
    accurate but limited

    Engaging, well
    developed introduction
    that includes a detailed

    reason for culture
    selection; historical

    background is accurate
    and thorough

    Focus & Purpose
    Developed thesis and

    attentive focus on topic

    Missing thesis; confusion
    about or

    misunderstanding of

    Simplistic and unfocused
    ideas; limited sense of

    purpose

    Developed thesis;
    represents sound

    Page 2 of 4

    Components Unacceptable
    (0 points)

    Revisions Required
    (5 points)

    Target
    (10 points)

    (CACREP 2F.2.a, 2F.2.c,

    2F.2.h)
    topic; no sense of

    purpose
    understanding of the

    assigned topic; focused

    Ideas, Support &
    Development

    Supports ideas and
    reflections using specific
    and relevant examples of

    evidence/experiences

    (CACREP 2F.2.a, 2F.2.c,
    2F.2.h)

    No or limited
    evidence/experiences

    are provided to support
    ideas and reflections;

    evidence is incomplete,
    incorrect, oversimplified,
    or disconnected from the

    context

    Provides necessary
    evidence/experiences to

    support ideas and
    reflections; the

    importance/relevance of
    all pieces of

    evidence/experiences is
    unclear or under

    developed but does
    support the ideas and
    reflections presented
    and is placed properly

    within the context

    Relies on compelling and
    detailed

    evidence/experiences to
    support ideas and

    reflections; the
    importance/relevance of

    all pieces of
    evidence/experiences is
    clearly stated; considers
    alternate interpretations
    of evidence/experiences

    to enhance
    demonstration of cultural

    intelligence

    Conclusion
    Establishes clear conclusion

    based upon

    evidence/experiences

    (CACREP 2F.2.a, 2F.2.c,

    2F.2.h)

    Missing or no connection
    of evidence and analysis
    to the reflections; fails to
    summarize the argument

    coherently

    Limited connection
    between evidence and
    analysis to reflections;

    summarizes some ideas
    and thoughts but repeats

    ideas to support
    reflections

    Engaging, strongly
    connects evidence and
    analysis to reflections;
    summarizes the main

    topics without repeating
    previous ideas

    Structure &
    Organization

    Text has unity and
    coherence to accomplish the

    focused purpose

    No paragraph structure;
    or single, rambling

    paragraph; or series of
    isolated paragraphs

    Organization is
    confusing or disjointed;

    weak paragraph
    structure; transitions are
    missing or inappropriate

    Clear organizational
    structure; easily followed;

    includes transitions;
    structured format

    Audience & Tone

    Audience appropriate and
    consistent tone

    No awareness of

    appropriate audience for
    assignment; tone is

    inappropriate

    Lacks awareness of

    appropriate audience for
    the assignment; tone is

    inconsistent

    Effective and accurate

    awareness of audience;
    tone is appropriate for

    audience and
    assignment

    Sentence Structure
    Demonstrates varied

    sentence structures to
    enhance meaning

    Contains multiple and
    serious errors of

    sentence structure: i.e.
    fragments, run-ons;

    Formulaic sentence
    patterns or overuse of

    Effective and varied
    sentences; errors (if

    Page 3 of 4

    Components Unacceptable
    (0 points)

    Revisions Required
    (5 points)

    Target
    (10 points)

    unable to write simple
    sentences

    simple sentences; errors
    in sentence structure

    present) due to lack of
    careful proofreading

    Mechanics
    The text has few

    grammatical, spelling and
    punctuation errors.

    Frequent errors in
    agreement, verb tense,

    spelling, and
    capitalization; intrusive

    and/or inaccurate
    punctuation;

    communication is
    hindered

    Contains several errors
    in agreement, verb

    tense, spelling,
    capitalization, and

    punctuation (up to 6);
    errors interfere with

    meaning

    Virtually free of errors in
    agreement, verb tense,
    spelling, capitalization,
    and punctuation (no

    more than 3); errors do
    not interfere with

    meaning

    Vocabulary & Word
    Usage

    Uses extended and
    appropriate vocabulary

    Vocabulary is
    unsophisticated; or

    subject specific
    vocabulary or

    sophisticated vocabulary
    used incorrectly.

    Proper, but simple
    vocabulary used; subject
    specific vocabulary used

    infrequently

    Vocabulary is varied,
    specific and appropriate;

    uses subject specific
    vocabulary correctly

    APA Format/Citations
    Correctly uses APA style and

    formatting

    Reference page includes
    frequent errors (more

    than 3); no attempt was
    made to cited

    supporting sources in-
    text; contains multiple
    errors in APA format

    Reference page in
    accurate and virtually

    free of errors (no more
    than 3); all supporting

    sources are cited in-text,
    but minor errors in APA

    format are present

    Reference page in
    accurate and free of
    errors; all supporting
    sources are properly

    cited in-text; APA format
    is correct and accurate

    APA Format Guides

    The instructor has provided links to resources that provide assistance on APA format issues. Be
    sure to review these links and do not hesitate to ask for assistance if you are not sure about
    something. Ask yourself the questions below before you submit a paper. This list by no means
    addresses every possible mistake that could be made, but it will bring common mistakes to your
    attention.

     Is your paper double spaced?
     Are necessary abbreviations explained?

     Are references cited in-text present on your reference list? Remember that the website itself
    is a source.

    Page 4 of 4

     Did you include in-text citations for all the resources you used? Only references used to
    support your writing should be on your reference list.

     Numbers ten and below should be spelled out.

     Are quotes referenced correctly in-text? Quotes should be used sparingly. There should be
    no more than one quote in a three-page paper.

     Are your sources presented properly on your reference list? Pay close attention to indention
    rules and capitalization rules.

     Is your title page presented according to APA format?

     Is there a page break inserted for the reference page?

     Did you include an appropriate running heading for your paper?

     Did you proof your paper and have another person proof your paper before submitting the
    paper?

    Writing assignments are taken quite seriously. Graduate students are
    expected to write clearly and concisely, and the order of your thoughts should

    be logical. Know that each paper is read with these things in mind. If your
    writing is wordy or if you use awkward phrasing it will impact the format, style

    and grammar portion of your grade.

    **## CO547MidtermProjectAssignment.pdf**

    Page 1 of 4

    Midterm Project Assignment

     Select a term or concept that is frequently used in the literature in the field of cross-
    cultural education/counseling. Conduct an exhaustive literature search of the definition
    and use of the term.

     Students have the freedom to format the definition in a style that best suits their
    background, expertise, and interests however they must provide information that
    answers the following questions:

    1. Where did the term come from?
    2. What are the alternative definitions?
    3. What is the preferred definition and why?
    4. What one or two primary sources can one go to find out more about the term?

     The meaning of some terms changes over time so you may want to consider providing a
    short historical perspective in writing the definition.

     Definitions should be typed, doubled space throughout. Your assignment should be
    limited to about 2 pages (maximum of 350 – 400 words). The cover page and the
    reference page are not included in the 2-page minimum.

     The paper must be submitted in Microsoft Word; Times New Roman font; 12 pt.
    font size; margins 1” on all sides; double-spaced. The assignment should be written
    on a graduate level and references used should be cited within the discussion and
    documented in a reference list using APA styling.

     Post your paper, as a single document, to the grade book.

     Send your instructor an email when you are ready for your assignment to be graded.

    CACREP Standards Addressed: 2F.2.a, 2F.2.c and 2F.2.h

    Scoring Guidelines

    Points available: 100.

    Components Unacceptable
    (0 points)

    Revisions Required
    (5 points)

    Target
    (10 points)

    Introduction
    Establishes historical

    background and defensible

    thesis that supports a logical

    line of reasoning (CACREP

    2F.2.a, 2F.2.c, 2F.2.h)

    Underdeveloped
    introduction; reason for

    culture selection is
    unclear or missing;

    historical background is
    inaccurate or missing

    Coherent introduction
    that includes a reason
    for culture selection;

    historical background is
    accurate but limited

    Engaging, well
    developed introduction
    that includes a detailed

    reason for culture
    selection; historical

    background is accurate
    and thorough

    Focus & Purpose
    Developed thesis and

    attentive focus on topic

    Missing thesis; confusion
    about or

    misunderstanding of

    Simplistic and unfocused
    ideas; limited sense of

    purpose

    Developed thesis;
    represents sound

    Page 2 of 4

    Components Unacceptable
    (0 points)

    Revisions Required
    (5 points)

    Target
    (10 points)

    (CACREP 2F.2.a, 2F.2.c,

    2F.2.h)
    topic; no sense of

    purpose
    understanding of the

    assigned topic; focused

    Ideas, Support &
    Development

    Supports ideas and
    reflections using specific
    and relevant examples of

    evidence/experiences

    (CACREP 2F.2.a, 2F.2.c,
    2F.2.h)

    No or limited
    evidence/experiences

    are provided to support
    ideas and reflections;

    evidence is incomplete,
    incorrect, oversimplified,
    or disconnected from the

    context

    Provides necessary
    evidence/experiences to

    support ideas and
    reflections; the

    importance/relevance of
    all pieces of

    evidence/experiences is
    unclear or under

    developed but does
    support the ideas and
    reflections presented
    and is placed properly

    within the context

    Relies on compelling and
    detailed

    evidence/experiences to
    support ideas and

    reflections; the
    importance/relevance of

    all pieces of
    evidence/experiences is
    clearly stated; considers
    alternate interpretations
    of evidence/experiences

    to enhance
    demonstration of cultural

    intelligence

    Conclusion
    Establishes clear conclusion

    based upon

    evidence/experiences

    (CACREP 2F.2.a, 2F.2.c,

    2F.2.h)

    Missing or no connection
    of evidence and analysis
    to the reflections; fails to
    summarize the argument

    coherently

    Limited connection
    between evidence and
    analysis to reflections;

    summarizes some ideas
    and thoughts but repeats

    ideas to support
    reflections

    Engaging, strongly
    connects evidence and
    analysis to reflections;
    summarizes the main

    topics without repeating
    previous ideas

    Structure &
    Organization

    Text has unity and
    coherence to accomplish the

    focused purpose

    No paragraph structure;
    or single, rambling

    paragraph; or series of
    isolated paragraphs

    Organization is
    confusing or disjointed;

    weak paragraph
    structure; transitions are
    missing or inappropriate

    Clear organizational
    structure; easily followed;

    includes transitions;
    structured format

    Audience & Tone

    Audience appropriate and
    consistent tone

    No awareness of

    appropriate audience for
    assignment; tone is

    inappropriate

    Lacks awareness of

    appropriate audience for
    the assignment; tone is

    inconsistent

    Effective and accurate

    awareness of audience;
    tone is appropriate for

    audience and
    assignment

    Sentence Structure
    Demonstrates varied

    sentence structures to
    enhance meaning

    Contains multiple and
    serious errors of

    sentence structure: i.e.
    fragments, run-ons;

    Formulaic sentence
    patterns or overuse of

    Effective and varied
    sentences; errors (if

    Page 3 of 4

    Components Unacceptable
    (0 points)

    Revisions Required
    (5 points)

    Target
    (10 points)

    unable to write simple
    sentences

    simple sentences; errors
    in sentence structure

    present) due to lack of
    careful proofreading

    Mechanics
    The text has few

    grammatical, spelling and
    punctuation errors.

    Frequent errors in
    agreement, verb tense,

    spelling, and
    capitalization; intrusive

    and/or inaccurate
    punctuation;

    communication is
    hindered

    Contains several errors
    in agreement, verb

    tense, spelling,
    capitalization, and

    punctuation (up to 6);
    errors interfere with

    meaning

    Virtually free of errors in
    agreement, verb tense,
    spelling, capitalization,
    and punctuation (no

    more than 3); errors do
    not interfere with

    meaning

    Vocabulary & Word
    Usage

    Uses extended and
    appropriate vocabulary

    Vocabulary is
    unsophisticated; or

    subject specific
    vocabulary or

    sophisticated vocabulary
    used incorrectly.

    Proper, but simple
    vocabulary used; subject
    specific vocabulary used

    infrequently

    Vocabulary is varied,
    specific and appropriate;

    uses subject specific
    vocabulary correctly

    APA Format/Citations
    Correctly uses APA style and

    formatting

    Reference page includes
    frequent errors (more

    than 3); no attempt was
    made to cited

    supporting sources in-
    text; contains multiple
    errors in APA format

    Reference page in
    accurate and virtually

    free of errors (no more
    than 3); all supporting

    sources are cited in-text,
    but minor errors in APA

    format are present

    Reference page in
    accurate and free of
    errors; all supporting
    sources are properly

    cited in-text; APA format
    is correct and accurate

    APA Format Guides

    The instructor has provided links to resources that provide assistance on APA format issues. Be
    sure to review these links and do not hesitate to ask for assistance if you are not sure about
    something. Ask yourself the questions below before you submit a paper. This list by no means
    addresses every possible mistake that could be made, but it will bring common mistakes to your
    attention.

     Is your paper double spaced?
     Are necessary abbreviations explained?

     Are references cited in-text present on your reference list? Remember that the website itself
    is a source.

    Page 4 of 4

     Did you include in-text citations for all the resources you used? Only references used to
    support your writing should be on your reference list.

     Numbers ten and below should be spelled out.

     Are quotes referenced correctly in-text? Quotes should be used sparingly. There should be
    no more than one quote in a three-page paper.

     Are your sources presented properly on your reference list? Pay close attention to indention
    rules and capitalization rules.

     Is your title page presented according to APA format?

     Is there a page break inserted for the reference page?

     Did you include an appropriate running heading for your paper?

     Did you proof your paper and have another person proof your paper before submitting the
    paper?

    Writing assignments are taken quite seriously. Graduate students are
    expected to write clearly and concisely, and the order of your thoughts should

    be logical. Know that each paper is read with these things in mind. If your
    writing is wordy or if you use awkward phrasing it will impact the format, style

    and grammar portion of your grade.