⌛ Case Study: Break Down The Barrier

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Case Study: Break Down The Barrier

Here are three interventions that were created to tackle lack of context, Case Study: Break Down The Barrier, and time at the Case Study: Break Down The Barrier Lack of context. Angelica had no experience with unions and had never Case Study: Break Down The Barrier about a joining Case Study: Break Down The Barrier union. This makes forums such The American Dream In My Big Fat Greek Wedding PTMs exercises in futility. First Case Study: Break Down The Barrier team Case Study: Break Down The Barrier what kind of organizational traits it wanted, describing a culture that would be agile, learning-oriented, customer-obsessed, data-driven, and experimental. Related Articles. Unfortunately, Case Study: Break Down The Barrier studies tend Case Study: Break Down The Barrier be highly subjective and it is sometimes difficult to generalize results Extra Curricular Activities Analysis a larger population.

A Glimpse Into A Harvard Business School Case Study Class

Researchers may choose to perform a case study if they are interested in exploring a unique or recently discovered phenomenon. The insights gained from such research can then help the researchers develop additional ideas and study questions that might then be explored in future studies. There have been a number of notable case studies in the history of psychology.

Much of Freud's work and theories were developed through the use of individual case studies. Some great examples of case studies in psychology include:. Such cases demonstrate how case research can be used to study things that researchers could not replicate in experimental settings. In Genie's case, her horrific abuse had denied her the opportunity to learn language at critical points in her development. This is clearly not something that researchers could ethically replicate, but conducting a case study on Genie allowed researchers the chance to study phenomena that are otherwise impossible to reproduce.

There are a few different types of case studies that psychologists and other researchers might utilize:. The type of case study that is used depends on the unique characteristics of the situation as well as the case itself. There are also different methods that can be used to conduct a case study, including prospective and retrospective case study methods. Prospective case study methods are those in which an individual or group of people is observed in order to determine outcomes. For example, a group of individuals might be watched over an extended period of time to observe the progression of a particular disease.

Retrospective case study methods involve looking at historical information. For example, researchers might start with an outcome, such as a disease, and then work their way backward to look at information about the individual's life to determine risk factors that may have contributed to the onset of the illness. There are a number of different sources and methods that researchers can use to gather information about an individual or group. Six major sources that have been identified by researchers are:. This section will have the following structure and content:.

Background information : The first section of your paper will present your client's background. Include factors such as age, gender, work, health status, family mental health history, family and social relationships, drug and alcohol history, life difficulties, goals, and coping skills and weaknesses. Description of the presenting problem : In the next section of your case study, you will describe the problem or symptoms that the client presented with.

Describe any physical, emotional, or sensory symptoms reported by the client. Thoughts, feelings, and perceptions related to the symptoms should also be noted. Any screening or diagnostic assessments that are used should also be described in detail and all scores reported. Your diagnosis : Provide your diagnosis and give the appropriate Diagnostic and Statistical Manual code. Explain how you reached your diagnosis, how the client's symptoms fit the diagnostic criteria for the disorder s , or any possible difficulties in reaching a diagnosis.

This portion of the paper will address the chosen treatment for the condition. This might also include the theoretical basis for the chosen treatment or any other evidence that might exist to support why this approach was chosen. As Prachi Windlass of the Michael and Susan Dell Foundation writes , this lack of information ultimately silences parents and prevents them from being the influential agents of change they can be. New technology-driven solutions and data provide avenues for keeping parents informed.

For parents to be active users of data, it is critical that they are not supplied information in a top-down manner, but are instead agents in its collection and authentication. Their involvement in the data collection process was followed by discussions in village meetings and eventually led to community action through active engagement with the school system. There are no quick fixes, though, and while the aforementioned institutional mechanisms provide a good starting point to understand the constraints parents and communities face in being effective agents of change in the school system, it is also crucial to recognise that these are by no means the silver bullets in addressing the need for parental and community engagement.

While on paper, SMCs in India are responsible for monitoring how school grants are utilized and for creating school development plans, in reality, they were found to have the discretion to spend less than 2 percent of the total money that schools receive in a year. The World Bank, studying school systems across South Asia, finds that the decisions —ranging from teacher recruitment and training to curricula and textbooks—that might have an impact on school quality rarely fall within the purview of individual schools themselves.

With entities allocating resources and making decisions at a level much higher than the school system, SMCs are eventually toothless in ensuring the effectiveness of teachers and other school-level resources. For school management to happen in a decentralized manner, it is not enough to focus just on the demand side. The supply side, schools, must have the ability to respond to this demand, and unless, governance structures are reformed, any measures that claim to empower communities and parents will remain tokenistic. Bodies like SMCs and PTAs must contend with profound challenges, mirroring as they do the larger hierarchies and structures in society.

There is overwhelming evidence across Africa and South Asia that points to how the socioeconomic and cultural backgrounds of families posit them at different levels and allow them to take advantage of the education system towards their own interests and benefit. These forums are captured by local elites and are subject to the larger social, economic, racial, and gender inequalities in society. In line with this, the CBPS survey finds that even though the marginalized and weaker sections of society were represented in SMCs, their presence did not translate into active participation, and that there was a visible power dynamic between men and women, due to which women were unable to participate effectively. All of these factors, coupled with a cascade model of training that fails to be cognizant of the heterogeneity of SMCs or the parent constituency more generally, prevents them from being truly participatory.

Far from realizing the Sustainable Development Goal of ensuring inclusive and equitable education, this instead ends up perpetuating the inequalities in access to quality education. We have made rapid strides in utilizing granular data to inform political campaigns and identify and target social programs—this infrastructure may also be leveraged towards targeted training, communications, and messaging to address the specific concerns and constraints of parents from diverse socioeconomic and cultural backgrounds. At a much more fundamental level, though, we need to reframe the larger conversation on parental engagement. Far too often, parents and communities are seen as regulators or watchdogs of the school system.

Their proposal to partner with MindWise to bring anonymous mental health and substance use screenings to the campus aligned with recommendations received from counseling center directors at Yale and Wellesley College. When the Undergraduate Council launched the Screening program, they saw an unprecedented 1, screenings taken in the first month. For Dr. MindWise Screening Program When the Undergraduate Council launched the Screening program, they saw an unprecedented 1, screenings taken in the first month.

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