This discussion provides a second opportunity to share your website. Again, sharing your website for feedback provides you with perspectives on your design and content to consider for enhancing your website before you finalize it during Week Six. To prepare for this discussion, construct a mission statement and add it to the homepage of your website. To construct your mission statement, consider the models you reviewed during the Week Four assessments and the tips for writing an effective mission statement from Education World. Next, update your working definition of at-risk. Then, be sure you have created pages for and linked to your Week Three Child Maltreatment Brochure and the Week Four School-Based Efforts: A Plan to Support At-Risk Youth assignment. Finally, if you have not already, adjust your website’s design using the feedback from peers and the instructor received during Week Three.
Initial Post: Create an initial post that includes a link to your website and addresses the following:
Describe the inspiration behind the design of your own mission statement.
Discuss the changes made to your working definition of at-risk and how you believe the changes improved upon your original draft. If you made no changes, explain why not.
Explain where and how you made revisions to any artifacts and/or the design of your website based on the feedback previously received from peers or your instructor’s evaluation of the work.
Introduce peers to the Child Maltreatment Brochure you developed during Week Three by briefly describing what you learned about the topic and about designing an effective brochure while creating it. Discuss any challenges associated with designing the brochure as well as what you like best about your creation.
Introduce peers to the School-Based Efforts: A Plan to Support At-Risk Youth assignment you developed in Week Four. Briefly discuss some of the most important concepts learned while researching and preparing this assignment. What do you like best about this creation or the process of creating it?
Describe what you like so far about the process of gradually adding to your website and sharing so as to participate in reciprocal feedback.
Group At-Risk Specialization Mind Map
This assignment provides the opportunity for you to specifically plan the Final Project in Week Six by brainstorming and outlining each required component of your website using a mind map. For this assignment you will select a specific group at risk as a specialization. There are additional groups identified this week and listed as recommended resources to select from. These groups include child immigrants of Central America, homeless veterans, and sub-groups relating to poverty. You may also elect to focus on one of the groups or a sub-group of those already researched during Weeks One thru Five, which comprise the sections of your website.
You will then plan your content and design of this assignment using a digital mind mapping tool, such as bubble.us, coggle, Popplet, Mural.ly, or any other free digital mapping tool of your choosing. Remember to view the privacy policies of each mind mapping option, which are linked with the Recommended Resource description for each recommended tool. If you are unable to complete this assignment using a mind mapping tool, communicate the issue with your instructor before the assignment due date.
Create your assignment using the content and written communication instructions below. Use the Grading Rubric to review your assignment before submission to ensure you have met the distinguished performance for each of the components described below. For additional assistance, review the Week Five Instructor Guidance page, the Week Six Final Project description, and, if needed, contact the instructor for further clarifications using the Ask Your Instructor discussion.
Using one of the recommended mind mapping tools or another of your own selection, create your assignment to include the following content components. Criterion labels from this list should be used as markers for your mind map to organize your information. A sample mind map using Poppletis available in the Instructor Guidance for this week.
Central Marker: Group at Risk Specialization (1 point): State the group at risk you have chosen as your specialization.
Marker: Overview Page Components (3 points): Include notes for each required component for the specialization overview page including; the targeted populations website is intended for, associated risk indicators and implications of the selected group at risk, statistical data, and supporting resources.
Marker: Strategies Page Components (4 points): Include notes for each required component for the specialization strategies page including; resilience indicators, three strategies (including one from Rubin (2012) and one team-based approach), potential/intended outcomes, and supporting resources.
Marker: Resources Page Components (1 point): Include a minimum of ten recommended resources for the specialization resources page. A combination of research-based, scholarly literature including but not limited to resources included in the course work and electronic resources from organizations related to your selected group at risk are represented.
Written Communication Instructions
Syntax and Mechanics (1 point): Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains no errors and is very easy to understand.
Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment.
· Education World. (2011). School mission statements: Where is your school going? Retrieved from http://www.educationworld.com/a_admin/admin/admin229.shtml
· Rubin, A. (2012). Clinician’s guide to evidence-based practice: Programs and interventions for maltreated children and families at risk. Hoboken, NJ: Wiley and Sons.
· Chapter 11: Project-Support: Reducing conduct problems of children in violent families
· Chapter 15: The HomeBuilders® model of intensive family-preservation services
· 18 facts about homeless veterans. (n.d.). Retrieved from http://fanofthefeather.info/18-facts-about-homeless-veterans
· This website describes 18 essential facts about the homeless that would form a background on the issue. The site focuses on support and volunteer work for the homeless veterans such as current policies and initiatives. This resource can be used as a source of support for the Week Five Assignment.
· American Psychological Association (n.d.). Education and economic status. Retrieved from http://www.apa.org/pi/ses/resources/publications/factsheet-education.aspx
· The website analyzes how a low socio-economic status impacts their health and increases inequities for resources. There is also data on the school environment and academic achievement for children of low-income families. This resource can be used as a source of support for the Week Five Assignment.
· Escarce, J. J. (Ed.). (2013). Socioeconomic status and the fates of adolescents. Health Services Research, 38(5), 1229–1234. Retrieved from the EBSCOhost database.
· The article evaluates the fate of adolescents of low SES compared to affluent teenagers in terms of opportunities and issues both at home and at school. There is a major focus on the health consequences from their low-income experiences that impacts their physical and emotional health. This resource can be used as a source of support for the Week Five Assignment.
· Fullwood III, S. (2013, September 24). Race and beyond: Why economic disadvantage becomes educational disadvantage. Retrieved from http://www.americanprogress.org/issues/race/news/2013/09/24/75320/why-economic-disadvantage-becomes-educational-disadvantage
· The article examines the impact of both race and economic disadvantage on academic achievement. Resources include information from experts and projects that address the links between economic situations and academic success for families and children at risk. This resource can be used as a source of support for the Week Five Assignment.
· Main, A. (2014, July 30). The Central American child refugee crisis: Made in U.S.A. Retrieved from http://www.cepr.net/index.php/op-eds-&-columns/op-eds-&-columns/the-central-american-child-refugee-crisis-made-in-u-s-a
· The article contains publications and information about the reasons for the refugees coming to the United States. There are also research tools for additional data and resources for the children at risk. This resource can be used as a source of support for the Week Five Assignment.
· National Coalition for the Homeless. (2009, September). Homeless veterans. Retrieved from http://www.nationalhomeless.org/factsheets/veterans.html
· This article examines the huge number of veterans who are homeless and includes a breakdown of the demographics. Also, the site reviews programs and policy issues linked to the homeless veteran’s issues. This resource can be used as a source of support for the Week Five Assignment.
· Reardon, S. F. (2011, July). The widening academic achievement gap between the rich and the poor: New evidence and possible explanations.Retrieved from https://cepa.stanford.edu/sites/default/files/reardon%20whither%20opportunity%20-%20chapter%205.pdf
· The article focuses on the parental investment based on changes in the income disparities. In addition, the article discusses the major gaps in academic achievement for students living at low-income levels. This resource can be used as a source of support for the Week Five Assignment.
· Tuckman, J. (2014, July 9). ‘Flee or die’: violence drives Central America’s child migrants to US border. The Guardian. Retrieved from http://www.theguardian.com/world/2014/jul/09/central-america-child-migrants-us-border-crisis
· This article examines the crises in July of 2014 with the Central American children with many details about the situation. There is an analysis of the connection of violence and poverty to the children’s plight. This resource can be used as a source of support for the Week Five Assignment.
· United Nations High Commissioner for Refugees. (n.d.). Children on the run: Unaccompanied children leaving Central America and Mexico and the need for international protection. Retrieved from http://www.unhcrwashington.org/sites/default/files/1_UAC_Children%20on%20the%20Run_Full%20Report.pdf
· This report discusses the United Nations view of children on the run from Central America. The site also provides resources and ways to get involved towards helping the Central American Children. This resource can be used as a source of support for the Week Five Assignment.
· Bubbl.us ( https://bubbl.us)
· Coggle (http://coggle.it)
· Mural.ly (https://mural.ly)
· National Coalition for Homeless Veterans (http://www.nchv.org)
· This website discusses the resources such as locating benefits and replacing records. In addition, the site provides information on jobs as well as resource guides for additional services. This resource can be used as a source of support for the Week Five Assignment.
· Popplet (http://popplet.com)
· U.S. Department of Veteran’s Affairs. (n.d.). Homeless. Retrieved from http://www.va.gov/homeless/
· This website discusses benefits and vocational rehabilitation to assist veteran’s in regards to their monetary and career options. Furthermore, the site examines mental health and PTSD support that can best assist homeless veterans with their psychological needs. This resource can be used as a source of support for the Week Five Assignment