There Are No Small Or Insignificant Positions On Trust

CLEANED: There Are No Small Or Insignificant Positions On The Disa

Question 1 There Are No Small Or Insignificant Positions On The Disa

Question #1: There are no small or insignificant positions on the disaster recovery team. Look over the descriptions of the positions in the Team Members section of the chapter and select a position for which you think you are the most qualified. Consider all the functions of this position and identify those functions you would be best suited for -- include briefly the qualifications you have that make suited for those functions. Which of the functions are you least suited for, and why?

Question #2: Complete Project 2.2 - Home Office DR Team - on pages 59-60 of your text.

Comp Two Assignment One and Two: College Student Depression The goal of this assignment is for students to gain skills in evaluating and drawing from research to develop a clear argument of their own about a topic of use to a larger community. The topic of the paper is mental/emotion depression among college students. In writing the paper, students will need to become familiar with four pieces of research: 1. “Depression and College Students: Answers to College Students’ Frequently Asked Questions about Depression.†National Institute of Mental Health, NIH publication no. . 2. Furr, Susan R., et al. "Suicide and Depression among College Students: A Decade Later." Professional Psychology: Research and Practice , vol. 32, no. 1, 2001, pp. 97-100. PsycARTICLES , doi: 10.1037//.32.1.97. 3. Kadison, Richard and Theresa Foy DiGeronimo. College of the Overwhelmed: The Campus Mental Health Crisis and What to Do about It . Jossey-Bass, 2004. 4. Michael, Kurt D., et al. "Depression among College Students: Trends In Prevalence And Treatment Seeking." Counseling and Clinical Psychology Journal , vol. 3, no.2, 2006, pp. 60-70. Education Source . Students should discover the anticipated audiences for these materials vary from the general reader to the psychological professional. In other words, some are much more difficult to read and understand than others. The job of students is to gather whatever useful information they can gain, highlighting and notating that information in the margins of the copies students print out. Each student’s paper will need to show evidence of having read all four of these works.

Once the material is part of the student’s mental resources, the student should begin laying out three major points he or she believes are important to the topic. For instance, one student—a very intellectually vacant one—might select these points: · Depression among college students is only a problem on campuses in other countries. · Depression among college students can be ended by eating hotdogs. · Depression among college students is caused by Trump/insects from outer space/using ear buds in Professor Donahoo’s comp class. If these are what the student thinks (if the term “thought†is at all applicable here), is that three basic takes on the topic have shaped up: · Who’s at risk? · What is the cure? · What is the cause? This foundation will organize the successful response to this assignment. Using the “they say, I say†organizing principles, the student should write a paper that a paper that takes each of these points and develops them into “they say†paragraphs that draw on the research and “I say†paragraphs that allow the student writer to agree, disagree, or offer adjustments to the research information. The only other things that will needs to be added are: · a brief introduction and a strong thesis that lays out why the information here matters—something such as “Drawing on research and common sense, a college student can be prepared to recognize depression in herself and others as well aid in a solution to this problem.†· a conclusion paragraph that makes the case for what the importance stressed by the thesis is important. Length is unimportant so long as the paper meets the following criteria that will be used to evaluate it: · Does is show knowledge of the research material mentioned in this assignment? · Does is cite and acknowledge that research correctly. · Are the topic sentences clear and accurate to their respective paragraphs? · Does the paper have a “so what†conclusion? · Is the paper grammatically sound? · Does the paper follow MLA formatting for paper submission?

Paper For Above instruction

The overarching theme of the provided assignment encompasses two distinct yet important areas: the first concerns the roles and responsibilities within a disaster recovery team, and the second focuses on analyzing and synthesizing research related to depression among college students. Both topics demand analytical thinking, self-reflection, and scholarly research skills.

Regarding the disaster recovery team, the core assertion is that each position holds an essential function, and no role is insignificant. When selecting a position that aligns with one's qualifications, it is important to evaluate the specific functions associated with that role. For example, an individual with strong organizational and communication skills might feel most qualified for the position of team coordinator or communication officer. These roles typically involve liaising with team members, external agencies, and stakeholders to ensure effective coordination during a disaster response. My qualifications include prior experience in leadership roles, excellent communication skills, and a calm demeanor under pressure, making me well-suited for such functions.

Conversely, some functions within the disaster recovery team may be less aligned with my skill set. For instance, technical roles such as IT specialist or logistics coordinator require specialized knowledge or logistical experience that I do not possess. Recognizing the functions where I am least suited enables me to understand the importance of supporting roles and the need for a diverse team with various expertise. This self-assessment emphasizes the collaborative nature of disaster recovery efforts, where each role contributes to a unified response.

In the second part of the assignment, the focus shifts to research on depression among college students. The goal is to critically examine four scholarly sources to develop a nuanced understanding of the issue. These sources include publications from the National Institute of Mental Health, and journals such as Professional Psychology, Counseling and Clinical Psychology. Through synthesizing their findings, key points emerge: the prevalence of depression, risk factors, treatment options, and societal perceptions.

One critical point is that depression among college students is a significant mental health concern that varies across populations and contexts. Research indicates an increasing trend in prevalence, possibly linked to academic stress, social pressures, and technological influences. For example, Michael et al. (2006) highlight that many students seek treatment but face barriers such as stigma or lack of resources, underscoring the importance of accessible mental health services. Recognizing that these issues affect a diverse student demographic emphasizes the need for tailored intervention strategies and outreach programs.

Another key point involves the causes of depression, which are multifaceted. Kadison and DiGeronimo (2004) explore external factors such as societal expectations, personal history, and environmental stressors. Conversely, some myths suggested by less evidence-based sources (e.g., depression can be cured by eating hotdogs or caused by extraterrestrial interference) serve as misconceptions that distract from the real, evidence-based causes. Critical analysis of the research reveals that understanding the complex interplay of biological, psychological, and social factors is essential for effective intervention.

Lastly, the research points to various treatment approaches, including psychotherapy, medication, and campus-based support systems. Furr et al. (2001) discuss the importance of early identification and intervention, which can significantly improve outcomes. However, stigma and lack of awareness often hinder treatment seeking. This insight supports the necessity for educational campaigns and destigmatization efforts on college campuses.

In conclusion, understanding depression among college students requires a comprehensive approach grounded in research and real-world application. Recognizing the multifaceted causes, prevalence, and treatment options enables students, educators, and mental health professionals to develop effective support systems. The research underscores the importance of ongoing efforts to improve mental health awareness and accessibility, ultimately fostering healthier college environments and better patient outcomes.

References

• Furr, Susan R., et al. (2001). Suicide and Depression among College Students: A Decade Later. Professional Psychology: Research and Practice, 32(1), 97-100.
• Kadison, Richard & Theresa Foy DiGeronimo. (2004). College of the Overwhelmed: The Campus Mental Health Crisis and What to Do about It. Jossey-Bass.
• Michael, Kurt D., et al. (2006). Depression among College Students: Trends In Prevalence And Treatment Seeking. Counseling and Clinical Psychology Journal, 3(2), 60-70.
• National Institute of Mental Health. (n.d.). Depression and College Students: Answers to College Students’ Frequently Asked Questions about Depression.
• Additional scholarly articles on mental health and depression within college populations (to be cited as relevant based on research).