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Southern New Hampshire University Spiritual Development Response Paper

Southern New Hampshire University Spiritual Development Response Paper.

Read a selection of your colleagues’ posts.Respond by Day 5 to at least two colleagues in one of the following ways:State how your colleague’s examples of spirituality’s influence in client relationships resonate with you. Provide support for your perspective.State whether you are likely to use your client’s strategy in your own social work practice, and explain why.Be sure to support your responses with specific references to the resources. If you are using additional articles, be sure to provide full APA-formatted citations for your references.Colleague 1: Shanequa Post a discussion in which you explain how considerations about clients’ worldviews, including spirituality or religious convictions, might affect your interactions with them.-Provide at least two specific examples.Many people hold their religion with high regard. The Muslim community believes in Allah. The Christian community believes that God sent his Son to be crucified for the sins of man. The Catholic community believes that the priests are the “middle man” between God and man.When it comes to someone’s world views and religious beliefs, it can affect how the clients’ interact with a social worker. If a client has an idea or perspective that many people are afraid of Muslim people, they may be skeptical of trusting a social worker with their promises of help. If a client like Eboni, whose father is against abortion (Plummer, Makris, and Brocksen, 2014), may look at a social worker negatively for suggesting abortion when it was stated to her that God would not forgive her if she got one. In addition, explain one way your own spirituality or religious convictions might support your work with a client and one barrier it might present.When it comes to personal beliefs, as Christians, we need to love everyone, including our enemies. This belief would help in the social work practice because it means everyone we come in contact with needs to be treated with respect, whether they like us or not, and whether we agree with their life choices. A barrier that might be present would be some of the options the clients make. In the case of Eboni (although it did not state what her decision was), abortion would not be something to support. Life is life, even though the law states that a fetus is not alive until it takes a breath. Another example of this barrier would be to accept gay and lesbian relationships. It is said that God intended men to be with women only. Finally, share one strategy for applying awareness of spirituality to social work practice in general.A strategy for applying awareness of spirituality is to be knowledgeable of the practice of the different religions. Being spiritually aware of your clients’ beliefs would or could be used during meetings. An example is a Catholic client find themselves in a situation and need guidance. Recommending the client to attend a mass service or going to confession may help them see the advice they need to make crucial decisions. Social workers provide resources and suggestions to solve the client’s issues, but it is the client’s final say if the support and suggestions turn into action plans. Colleague: Tatianna Discussion in which you explain how considerations about clients’ worldviews, including their spirituality or religious convictions, might affect your interactions with them. Provide at least two specific examples. In addition, explain one way your own spirituality or religious convictions might support your work with a client, and one barrier it might present.As a social worker it’s important to be culturally competent spiritually because this is a key to forming a client and worker relationship when conducting interventions and treatment plans. Each client you encounter has various beliefs, values, and morals that based off of their religion. The exposure of spirituality is forming everyday due to own personal trial and tribulations. As a social worker we value human relationships and its importance because without our client’s we can’t perform our duties and make a difference in our community in significant ways. Being educated on various religions can help us avoid being bias and not showing humility towards different backgrounds of the client. By respecting one’s religion and showing appreciation is showing competence by acknowledging that their spirituality plays a huge role in peoples live Furness & Gilligan, 2010).Showing clients support by asking questions on their personal interests is another way to show that you care about their religious views. As a Christian I firmly believe that I can’t judge anyone, only God can. I stand by this because I want to be accepted just like my clients would want to be accepted. Motivating my client by respecting their opinions can transpire into them changing their lives for the better when having a person in their corner that’s nonjudgmental. In order to lead people into a greater life, I would have to implement self-awareness in my social work practice because how I say things can offend my client. In addition to upholding the value of treating my client with dignity and respect as a human being. Finally, share one strategy for applying an awareness of spirituality to social work practice in general.A strategy that that would enhance the awareness of spirituality within the social work practice would be to educate ourselves on humility and learning others cultural background. Being stagnant on not expanding knowledge of other religions can be a huge barrier when interacting with clients. By allowing various point of views to be seen with an open mind would be beneficial towards social work as a whole. Moreover, listening to your client’s needs and beliefs would bring awareness of their spirituality (Furness & Gilligan, 2010).Furness, S., & Gilligan, P. (2010). Social Work, Religion and Belief: Developing a Frame-work for Practice. British Journal of Social Work, 40(7), 2185-2202
Southern New Hampshire University Spiritual Development Response Paper

John Tyler Community College Criminal Defense and Punishment in US Questions.

It is common knowledge that two controversial issues in the American legal system are the types of criminal defenses and the manner of criminal punishment. In this assignment, you will explore both in their various forms.Use the Internet or Strayer databases to research the types of criminal defenses and the manner of criminal punishment.Write a four to six (4-6) page paper in which you:Specify the key points involved in the court determining the lawfulness of the use of force. Next, identify and then discuss the relevance of the factors a court or a jury will consider in determining what force is reasonable in self-defense.Argue for or against the use of the Castle Doctrine or stand your ground laws as a defense to prevent the rendering of a guilty verdict in a criminal homicide case. Provide a rationale to support your response.Compare and contrast the defenses of diplomatic, legislative, and witness immunity. Analyze the overall role that the defenses play within the criminal justice system. Next, evaluate the general level of fairness of witness immunity to the defense. Provide a rationale to support your response.Specify the two elements of the defense of entrapment. Next, support or critique the value of the defense within the criminal law system in the United States. Justify your response.Argue for or against the “Three Strikes”laws. Provide a rationale to support your response.Use at least three quality academic resources in this assignment.Include page numbers.
… Use 1-inch margins.
… Use numerals (1, 2, 3, and so on) or spell out numbers (one, two, three, and so on).
… Double space body text in the assignment.
… Use consistent 12-point font.
… Use section headings to divide separate content areas. Center the section headings on the
page, be consistent, and include at least two section headings in the assignment.
John Tyler Community College Criminal Defense and Punishment in US Questions

Enthymeme & Question at Issue writing.

TasksTo prepare, read/ review the Question at Issue PPT. (Links to an external site.) link here:, you will draft approximately eight paragraphs (2-3 pages) as follows:(1) Introduce a question at issue from the “Ecology of Place” (see attached file) readings in Unit 2 by explaining what the question is, any relevant context, and why it matters. What are the stakes of answering that question, both for you as a writer and for your audience as readers? (You may read and use any of the essays and articles in Unit 2 in the bibliography, even those we have not read as an entire class.)(2) Then, in the next paragraph explain why you think this makes for a good question at issue: What makes this particular issue controversial? Why is there disagreement about the potential answers to the question? What makes this question specific enough to write a 5-page essay on? (Review Crosswhite RR & W, p. 6-8 for specifics on asking good questions.)(3) The next paragraph should explain the various reasons people might answer the question differently. In other words, summarize the different positions people might take on the issue. Audience analysis is a critical task in argumentation.(4) Then use the remainder of the assignment to evaluate four sources: Identify two sources from the “Ecology of Place” bibliography (all of the articles and essays in Unit 2 are open for your use) and two library sources/academic source that you’ve researched on your own that are in conversation with your question at issue (How do you think these four sources are useful in attempting to answer your question, either as background info, supporting evidence, or as a counter-argument that you’ll be responding to? (See Counterargument PPT for help.)(5) At the end of your assignment, write the first draft of the enthymeme you might use for your Essay 2.1 outline and first draft. (Review the enthymeme PPT) (see attached file)*If you have any question about enthymemes or writing them after reviewing the PPT please feel free to email anytime or check in during office hours.Criteria for Successful Completion:Format: 2-3 double-spaced pages, properly formatted, according to Written Work GuidelinesMLA: Sources documented in MLA style. Lab for more information).Your paragraphs should accomplish the following: (1) introduce and explain the stakes of your question at issue, (2) evaluate what makes it a good question at issue, (3) summarize the different positions and reasons that people might use to answer the question, (4) evaluate four sources that contribute to your draft question and enthymeme, (5) show thoughtfulness and precision in your writing – while successful assignments do not need to look like a final draft of an essay, they should be a considered and rigorous exploration of a question at issue that we’ve uncovered as a discourse community or that you’ve uncovered on your own.
Enthymeme & Question at Issue writing

Table of Contents Section I: Surveys and Statistics Section II: History of immigration Section II: Linguistic features Section IV: Language use and Language Maintenance Works Cited One of the linguistic communities in Southern California is Armenian community that has its own history and cultivated traditions. This paper examines the statistics of the Armenian language native speakers, history of immigration, primary features of the Armenian language and its role in the modern community of its native speakers, including the perception of the younger generation of the diaspora of American Armenians. Section I: Surveys and Statistics In California English is not only most spoken language, but it is an official language according to the law. That is the reason the native speakers of other languages tend to restrict the usage of their mother tongue only to the communication at home or with the other members of the linguistic community. According to the 2010 United States Cencus, the even thought the majority of people only speak English, there are proofs of the increasing role of other languages in the fabric of American community (Ryan 6). The Armenian language in the United States is mostly spoken in the Southern California, where the majority of the Armenian diaspora lives. The Armenian language belongs to the Indo-European language family and constitutes one of its independent branches. It is mostly spoken in the Republic of Armenia; however, the Californian diaspora of Armenians is second biggest in the world (Bakalian 15). According to the 2007 United States Census, 19,7 % of American population spoke the language other than English at home (Shin and Kominski 2). 18,6 % of them are the native speakers of the Indo-European languages other than English and Spanish, which is 3,6 % of the population of the United States. Naturally, among this group of people not everyone is the native speaker of Armenian since the share also belongs to other Indo-European languages including “the Germanic languages, such as German, Yiddish, and Dutch; the Scandinavian languages, such as Swedish and Norwegian; the Romance languages, such as French, Italian, and Portuguese; the Slavic languages, such as Russian, Polish; the Indic languages; Celtic languages; Greek; Baltic languages; and Iranian languages” (Shin and Kominski 2). However, given the fact that the representatives of Armenian diaspora mainly inhabit the area called the Little Armenia in Los Angeles, it is still a strong linguistic community of Southern California. Another statistical evidence that indicates the growing role of the Armenian-speaking community is that Armenian was defined as one of the languages that had fewer than 200,000 in the 1980s, but “more than doubled during the period” (Shin and Kominski 2). Get your 100% original paper on any topic done in as little as 3 hours Learn More In the 2011 United States Census, the figure were not significantly, but representatively different. It indicates the precise number of the native speakers of Armenian that, as to 2010, was 240,402 people, compared to 100,634 in 1980 (Ryan 7). It means that the number of Armenian community members’ increase is 139 %. However, the native speakers of languages other than English are located unevenly on the map. Thus, “metropolitan areas such as New York, Los Angeles, and Chicago generally have large proportions of people who speak a language other than English” (Ryan 10). There are probably two main factors explaining this fact. Firstly, larger cities can provide more economic perspectives for immigrants, considering the bigger job rotation and a higher number of job opportunities. The second influential factor is the tendency to integrate with the linguistic community, i.e. most communities of native non-English speakers inhabit the same area or district in the metropolitan space (Alba et al. 468). For the Armenian-speaking community in Southern California, it is so-called Little Armenia, a territory of Los Angeles neighborhood, located in the eastern segment of Hollywood district in between Hollywood Boulevard, Vermont Boulevard, Route 101 and Santa Monica Boulevard (Takooshian par. 13). Section II: History of immigration There are numerous diasporas of Armenians around the world, but the beginning of their immigration to the United States dates back to the end of the 19th century. It was the phase of the violent and non-serene times in the Ottoman Empire, where many Turkish Armenians lived. The Armenian minorities were treated as the “giavours (non-Moslem infidels)”, and it resulted in mass massacres on the ethnic and religious grounds, and in the genocide of a million Armenians during the World War I (Takooshian par. 10). Those events became the reason for the massive immigration of Armenians to the United States of America. The Armenian immigration to America can be divided into three main waves: the first one consisted of Turkish Americans who left the Ottoman Empire before WWI, the second one took place after the massacres of 1915-1920, when during the short period more than 30,000 Armenians, including professionals and skilled workers fled their homeland (Bakalian 16). We will write a custom Essay on Armenian Linguistic Community in Southern California specifically for you! Get your first paper with 15% OFF Learn More The third wave was the longest, it began after the World War II, as the result of Armenian minorities forced out of Turkey initially into the Middle East. Then because of tendencies of nationalism and Islamic fundamentalism in Arab countries, many Armenians were driven away “first from Egypt (1952), then Turkey again (1955), Iraq (1958), Syria (1961), Lebanon (1975), and Iran (1978)” (Takooshian par. 10). This wave of immigration took the longest time and brought to the asylum in the United States most of the Armenian-ancestry population. However, we cannot still suggest that the third wave of immigration is over since the evidence of U.S. Census shows the increase of the American-Armenians of almost 140% since the 1980s (Ryan 7). Section II: Linguistic features The Armenian language belongs to the Indo-European language family. Comparative linguists Aikhenvald and Dixon suggest that Armenian is somehow related to Greek, mostly in terms that both languages were isolated, and that is why no extremely divergent dialects and “no further specifications occurred” within both of them (Aikhenvald and Dixon 49). In general, different regional specifications of one language develop and evolve so divergently that eventually they become separate languages. However, this did not happen with the Armenian language; therefore, it represents the whole separate branch of the Indo-European family. Nevertheless, Armenian shares many linguistic features with the subgroup of the Indo-European family, including Greek and Indo-Iranian languages. Among those features are the general structural organization, the prohibitive formation of negation, and augment-prefix, the prefix constituted by a single vowel or turning the initial vowel into diphthong as a variety of non-present inflexion that is also found in Sanskrit (Aikhenvald and Dixon 57). The presence of such inflexions and the similarities with Sanskrit mean that Armenian is a synthetic inflexional language. Section IV: Language use and Language Maintenance The writer of Armenian ancestry Anny Bakalian suggests that there is a large separation inside the Armenian community. There are those who accept ethnic assimilation and do not speak the native language at home, and those who maintain the cultural and linguistic heritage (Bakalian 3). Mostly, the tendencies demonstrate that those American-Armenians of Southern California, not speaking English at home are often people who prefer to live near the linguistic community of their native language, in Little Armenia. Therefore, the language is maintained due to the fact that speakers use it outside their home as well, since they live in the surroundings of the native speakers. Not sure if you can write a paper on Armenian Linguistic Community in Southern California by yourself? We can help you for only $16.05 $11/page Learn More There are more than twenty all-day Armenian schools, the majority of which, including five high schools, such as Ferrahian High School, is located in Southern California (Bakalian 269). In the 1990s the enrollment of those schools was no greater than six thousand pupils (Bakalian 269). However, their presence is important for the sustainability of the linguistic community, especially with the increasing number of Armenian immigrants. Such schools are usually bilingual because children master the Armenian language on different levels. Nevertheless, Armenian is used to teach Armenian history, culture, religion, and, of course, language. Today Armenian culture represents itself in different media in Southern California. The Armenian newspapers the headquarters of which are based in Los Angeles and issued in both Armenian and English are Armenian International Magazine and Armenian Observer. The English-language Californian newspapers for American-Armenians are California Courier and UniArts Armenian Directory Yellow Pages. There are also bilingual radio programs, like ones on the radio KTYM-AM (1460). As for availability of government documents, California Department of Motor Vehicles provides handbook and instructions in Armenian. Code-switching mainly occurs, for example, in the encounters with non-speakers of Armenian, at governmental institutions, while asking for directions, both in and outside Little Armenia. The attitudes towards code-switching vary depending on the age and level of mastery of English. The elder generations majorly do not approve speaking English at home. Thus, the younger generations are more likely to code-switch even in conversations between themselves. In some cases, even the code-mixing is observed, especially, for the American-Armenians raised in Turkey or Russia, before immigrating to the USA. As for the attitude to the native language, while older generations stay conventional, some of younger American-Armenians seemingly were not very approving about the Armenian language and found it declining and the knowledge of it not useful, even though they cannot avoid using it in everyday life. Works Cited Aikhenvald, Alexandra, and Robert M. Dixon. Areal Diffusion And Genetic Inheritance. Oxford, UK: Oxford University Press, 2006. Print. Alba, Richard D. et al. “Only English By The Third Generation? Loss And Preservation Of The Mother Tongue Among The Grandchildren Of Contemporary Immigrants.” Demography 39.3 (2002): 467-484. Web. Bakalian, Anny P. Armenian-Americans. New Brunswick, NJ: Transaction Publishers, 1993. Print. Ryan, Camille. Language Use in the United States: 2011. United States Census Bureau, 2013. Web. Shin, Hyon B., and Robert A. Kominski. Language Use In The United States: 2007. United States Census Bureau, 2010. Web. Takooshian, Harold. “Armenian Americans.” EveryCulture, 2015. Web.

A 4 page paper on Canadian Healthcare System(choose a topic) and a brief corresponding PowerPoint presentation

A 4 page paper on Canadian Healthcare System(choose a topic) and a brief corresponding PowerPoint presentation.

PART 1Write a scholarly paper that: Briefly summarizes the structure and function of the Canadian health care system Select one key issue/topic of the healthcare system and provide an analysis of the topic. Ananalysis may include (but is not limited to) discussion of the health care system’s components, relevant interactions within the system, and the roles of clinicians, consumers and families.SpecificationsAt a minimum, please address the following: Explain the structure and function of the Canadian Healthcare System (brief summary) Include an introductory paragraph on the topic you have chosen, a rationale for why the topic isimportant using the literature, and a summary at the end of the paper Provide a balanced argument for any issues discussed and include scholarly references for anyideas that are not your own Ensure to explain the “so what” and “why” behind your discussion, in a cohesive manner, as thiswill form the main part of your analysis or critiqueFormatting Length: Maximum four pages, not including title page and references/figures Format and Layout: Double spaced, 12 Calibri font, 2.5 cm (1-inch) margins Use of Scholarly Sources: In addition to any materials already assigned, scholarly articles/reports/should be consulted to inform and support your analysis/interpretation Reliable websites may also be used (e.g., CIHI website) Citations and References: APA is preferred. Any citation format used consistently will beaccepted Please use headings where appropriate Please include a title page and page numbers on the top right corner of the pageEvaluation criteriaPART 2PRESENTATION Present the contents of your scholarly paper. Exclude the structure and function of the Canadian health care system. Please focus your presentation on the selected key issue/topic of the healthcare system that you selected, as well as your analysis of the topic.Specifications Introduce your topic, including a rationale for why the topic is important using the literature Provide a balanced argument for any issues discussedo Include scholarly references for any ideas that are not your own Ensure to explain the “so what” and “why” behind your discussion, in a cohesive manner, as thiswill form the main part of your analysis or critique Present a summary at the end of your presentation Length: Maximum of 20 minutes; 5 minutes for questions (total of 25 minutes) You may use PowerPoint or Prezzie or any other format that suits your presentation You can use one video in your presentation, but it cannot be longer than 5 minutes, and you must relate the content of the video to your presentation
A 4 page paper on Canadian Healthcare System(choose a topic) and a brief corresponding PowerPoint presentation

UArizona Video of Andy Kirk Key Concepts of Data Visualization Thinking Response

essay writing help UArizona Video of Andy Kirk Key Concepts of Data Visualization Thinking Response.

1What does the author mean by editorial thinking?  Also, this week there was a video of Andy Kirk (2015) noting the key concepts of data visualization thinking.  Please pick one major concept from the video and note what was said and your thoughts about the topic. 
2When thinking about data visualization, it is important to understand regular expressions in data analytics.  Therefore, note the importance of data visualizations and choose two types of expressions (* – wildcards for example) and discuss the difference between the two types of expressions.
question1 video link

Andy Kirk: Let’s have a think about data visualization thinking. (2015). 

UArizona Video of Andy Kirk Key Concepts of Data Visualization Thinking Response

follow these requirement to write this report

follow these requirement to write this report. I’m studying for my Management class and need an explanation.

Length: 700 words (about three pages), excluding exhibits
What: Conduct an interview and write a report about it. Include the questions you asked as an exhibit at the end of your paper (not part of the 700 word limit.) Format: 12 point font and double-spaced with 1” margins.
You will interview a business owner, a manager, or an entrepreneur in order to gather information from someone with experience starting a business. Prior to your interview, prepare questions. Take notes during the interview. You may record interview, but you must ask permission of the interviewee prior to recording it. You do not need to disclose the name and title of the manager/entrepreneur or the name of the organization if the interviewee wants to keep it confidential. Please include the industry and offer as much description as possible about your interviewee to make sure the report is clear.
follow these requirement to write this report

Evaluation of Support Programme for Social Anxiety in Adolescents

Share this: Facebook Twitter Reddit LinkedIn WhatsApp Identify the need(s) and strength(s) this program is intended to address, in general and specific terms. For Social Anxiety Disorder, or social phobia, there are many needs and/or strengths that need to be addressed for Social Effectiveness Therapy for Children and Adolescents (SET-C).One need for this program is the different types of psychotherapy, although cognitive-behavioral therapy is ideal for this specific program, it would be nice to see what other forms of psychotherapy would also assist this program, such as relaxation techniques or exposure therapy. According to Joshua D. Lipsitz (2006), “Another technique for managing internal sensations is interoceptive exposure. This therapy helps neutralize rather than control internal sensations. The patient is systematically exposed to internal sensations (e.g., sweating, palpitations).” Another need for social phobia individuals would be to have group sessions. This would be known as group cognitive-behavioral therapy (CBT) or even group behavioral therapy (BT). With group CBT this would provide and strengthen the individuals by increasing their universality and altruism. This would increase their universality by having the individuals, children and adolescents, know that they are never alone and work on a common goal of working with their isolation feelings. For altruism, this would help everyone in a group setting by giving others in the group positive advice and support. Clearly define the target population, in general and specific terms, with as much detail as necessary to develop a clear picture of the identified group(s) There are three components that deprive from childhood anxiety: physiological, behavioral, and cognitive. According to Hitchcock, Chavira, and Stein (2009) mentioned that “Physiologically, children may exhibit autonomic arousal in social situations, such as increased heart rate, sweating, flushing, nausea, abdominal problems, and muscle tension. Behaviorally, social anxiety can be expressed as avoidance, irritability, angry outbursts, crying, clinginess, and overcautiousness. Also, children with social anxiety are sometimes described by their parents as being overly sensitive to criticism and nonassertive with peers. Cognitively, children with social anxiety have many concerns about social evaluation and are likely to interpret social situations in a threatening manner.” Social phobia (SP) is an extreme dread of performing before individuals or other social circumstances where the youngster or adolescent feels humiliated, mortified, or the focal point of more consideration than the person needs. Youngsters and adolescents who experience the ill effects of SP continually dread looking silly or dumb before other kids and teenagers or before grown-ups. They will maintain a strategic distance from social circumstances or will enter social circumstances with outrageous uneasiness, anxiety, and stress. Kids and teenagers with SP regularly have few or no companions and take an interest in not many social exercises. Describe the history of the problem and previous/current solutions, including factors that have contributed to the continued existence of the problem for the given population; make sure to describe in systemic terms the circular sequence that maintains the problem. According the National Collaborating Centre for Mental Health (2013), “social anxiety disorder is a persistent fear of one or more social situations where embarrassment may occur and the fear or anxiety is out of proportion to the actual threat posed by the social situation as determined by the person’s cultural norms.” Typical social things may be sorted into those who involve interaction, observation and performance Social anxiety disorder commonly begins in youth or youthfulness. Among people who look for treatment as grown-ups the middle period of beginning is in the ahead of schedule to mid-teenagers with a great many people having built up the condition before they achieve their 20s. A few people can recognize a specific time when their social tension issue began and may connect it with a specific occasion (for instance, moving to another school or being harassed or prodded). Others may depict themselves as having dependably been bashful and seeing their social tension issue as a continuous, however checked, worsening of their misgiving when drawing nearer or being drawn closer by other individuals. Others may always be unable to review when they were free from social tension. Use various data sources and existing literature to provide a supporting rationale for the existence of this problem, previous solutions, and justifying your emerging solution/program. Social mental disorder will develop at any age, however most frequently begins early in childhood or throughout the adolescent years. for many folks with this condition, the anxiety slowly becomes a lot of serious over time, though it will flare during times of high stress and improve for periods of your time similarly. The reason behind this disorder isn’t absolutely understood, however it’s most likely a mixture of biological science and setting. folks with a case history of social anxiety area unit at higher risk, as area unit people who are cowed, ridiculed, or abused. folks with a wholeness that attracts the eye of others also are a lot of seemingly to expertise Associate in Nursing hyperbolic worry of being judged or embarrassed in social things. Symptoms of social anxiety disorder square measure like those typically seen in anxious individuals. They embody associate degree dyspepsia, dizziness, athletics heart, trembling, bother respiration, and athletics thoughts. The designation of social mental disorder is formed once this intense social anxiety continues for six months or longer and causes dodging of social things or in different ways that interferes with a person’s daily living. Previous solutions that have assisted SET-C is individual and group therapy sessions, social skills training, medication, and psychoeducation sessions. According to Deborah C. Beidel, Samuel M. Turner, and Tracy L. Morris (2000), “The content of the Social Skills Training sessions included greetings and introductions, starting conversations, maintaining conversations, listening and remembering skills, skills for joining groups, positive assertion, negative assertion, and telephone skills” This skill would help children and adolescents with how to use appropriate social skills and the appropriate time to use them. Psychoeducation session(s) is to help the children, adolescents, and parents about what social phobia/social anxiety disorder is what the program and treatment consist of, and a perfect chance for individuals to ask questions. Group sessions would be known as peer generalization sessions where this would help anxious individuals develop new skills with non-anxious individuals. For individual sessions, in vivo exposure, helps the individual focus on their social phobia and develop those skills by practicing on a weekly basis. As for medication, Fluoxetine was shown to provide treatment to children and adolescents who struggle with social phobia/social anxiety disorder. Per Beidel et al (2007), “Both fluoxetine and SET-C were more efficacious than placebo in reducing social distress and behavioral avoidance and increasing general functioning. SET-C was superior to fluoxetine on each of these measures and was the only treatment superior to placebo in terms of improving social skills, decreasing anxiety in specific social interactions, and enhancing ratings of social competence. There are many solutions for SET-C but the solutions that I have mentioned have shown to be successful in helping children and adolescents with social phobia or social anxiety disorder. As research continues on, there will be more solutions for this program and more research will be completed. References Beidel, D. C., Turner, S. M.,