Roleplaying to Develop Self Regulation

This action research study investigated the use of child-led play in an after school club as a means to reduce peer conflict and increase cooperation. Prior literature suggests that children behave differently during imaginative play and exhibit greater natural behavior regulation when adult involvement is limited or removed. A small group of child participants, aged 9-14 years, were given materials necessary for a roleplaying game where players take on imaginary characters and cooperatively complete dangerous quests. One child acted as game leader, designing the adventure’s challenges and providing rules adjudication. The children attended six game sessions and completed questionnaires after each meeting. I recorded incidents of conflict between children and rated each game tables\u27 self-management of disagreement. The children also provided verbal feedback in large group discussions. This study indicated that child conflict decreased over time while child awareness increased. Additionally, the children enjoyed their participation. The children who acted as game leaders experienced the greatest change in awareness, resulting in higher expectations of their fellow students. This study has convinced me to incorporate more child-led activity in curricular and extracurricular scenarios. The empathy and self-awareness that grew from leadership during free-play proved the children\u27s good use of independence

Utilizing Interprofessional Collaboration to Assist Clients and Communities with Disaster Relief

Hello and thank you for reading my capstone project, which focuses on utilizing interprofessional collaboration to assist clients and communities with disaster relief. My practicum placement was at a crisis center in the next town over. I shadowed and assisted staff with working with clients and the community. A natural disaster had occurred while I was at my practicum placement. Near the end of July in 2022 a massively, devastating flood had hit South Eastern KY and several surrounding counties. The flood happen so sudden people hardly had any warning. People’s homes, vehicles, animals, and personal belongings were washed away. The flood had also taken several lives. The National Guard had to airlift stranded individuals off of mountain sides, and roof tops. Individuals in boats came to rescue people off of tree tops and phone poles that they had climbed in order not to drown. Whole communities were decimated in the matter of hours and the water was still rising. First responders and disaster relief workers began to arrive by the dozens and then hundreds. People from several other states offered their assistance and came to us in our time of need. I accompanied crisis center staff to assist flood victims and the community. We arrived at one of several headquarters that were set up for flood relief workers to assemble and be assigned a target area and community. We were assigned to and formed an interprofessional team that consisted of doctors, mental health providers, Red Cross of America volunteers, FEMA agents, EMT’s, Psychologists, teachers, crisis workers, case managers, community partners/ resource providers and etc. I will be discussing clients and communities that our interprofessional team had assisted. I will mainly be discussing Client A. Client A is an individual that lost his home, most of his belongings and almost lost his life. We assisted client A with locating temporary shelter, medical/ mental health care needs, basic necessities, filing claims, and getting ready to move in their new home. My practicum had ended before client A had moved in his new home, but they had ran into me later on and said that they were adjusting and appreciated our help. Our interprofessional team had also assisted several other clients and communities. We worked together as a team and accomplished helping others in need. I had applied and provided examples of each of the 9 social work core competencies to my practicum