MFT 621 GCU Resilience Worksheet
MFT 621 GCU Resilience Worksheet
MFT-621: Resilience Worksheet Scoring Guide Grading Category Points The worksheet fully describes the 7 Cs of Resilience for the immediate family. 0/18 The worksheet fully describes the 7 Cs of Resilience for close friends and extended family. 0/18 The worksheet fully describes the 7 Cs of Resilience for teachers, friends, and known community members. 0/18 The worksheet fully describes the 7 Cs of Resilience for extended friends, family, and community members. 0/18 The worksheet fully includes scholarly sources to support the responses as appropriate. 0/3 Total 0/75 Comments ©2019. Grand Canyon University. All Rights Reserved. Topic 6: Resilience Worksheet In preparation for this assignment, navigate to the http://fosteringresilience.com/7cs.php website and read “The 7 Cs: The Essential Building Block of Resilience.” Consider the categories of influence on an individual and use the 7Cs of Resilience to prescribe resiliency strategies that assist with the disruption of problematic developing patterns. Be sure to address each of the 7 Cs of Resilience in your examples. For example, one prescription for resiliency may be that coaches and teachers provide prosocial connections, which in turn will discourage involvement with antisocial peers. Three 7Cs of resilience should be completed for each category of influence. Each of the 7Cs should be addressed at least once on the chart. Competence Example: Close Friends and/or Extended Family Close friends provide an opportunity to practice communication skills with a safe adult, which, in turn, will help a youth become competent in a safe environment. Confidence Connection Character Contribution Extended family are often secondary parents and youth often hear what they have to say more readily; this provides additional accountability for a youth to develop a clear sense of right and wrong © 2017. Grand Canyon University. All Rights Reserved. Coping Control Close friends and extended family can provide opportunities for youth to follow through on responsibilities; this allows a youth to earn privileges and respect and make wise choices, thereby feeling a sense of control. Competence Confidence Connection Character Contribution Immediate Family Close Friends Extended Family Teachers Friends Known Community Members Extended Friends Family Community Members References: © 2017. Grand Canyon University. All Rights Reserved. Coping Control
MFT 621 GCU Resilience Worksheet Grid View
| Excellent | Good | Fair | Poor | ||
| Main Postinga | 45 (45%) – 50 (50%)
Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources.
Supported by at least three current, credible sources.
Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. |
40 (40%) – 44 (44%)
Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module.
At least 75% of post has exceptional depth and breadth.
Supported by at least three credible sources.
Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. |
35 (35%) – 39 (39%)
Responds to some of the discussion question(s).
One or two criteria are not addressed or are superficially addressed.
Is somewhat lacking reflection and critical analysis and synthesis.
Somewhat represents knowledge gained from the course readings for the module.
Post is cited with two credible sources.
Written somewhat concisely; may contain more than two spelling or grammatical errors.
Contains some APA formatting errors. |
0 (0%) – 34 (34%)
Does not respond to the discussion question(s) adequately.
Lacks depth or superficially addresses criteria.
Lacks reflection and critical analysis and synthesis.
Does not represent knowledge gained from the course readings for the module.
Contains only one or no credible sources.
Not written clearly or concisely.
Contains more than two spelling or grammatical errors.
Does not adhere to current APA manual writing rules and style. |
|
| Main Post: Timeliness | 10 (10%) – 10 (10%)
Posts main post by day 3. |
0 (0%) – 0 (0%) | 0 (0%) – 0 (0%) | 0 (0%) – 0 (0%)
Does not post by day 3. |
|
| First Response | 17 (17%) – 18 (18%)
Response exhibits synthesis, critical thinking, and application to practice settings.
Responds fully to questions posed by faculty.
Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.
Demonstrates synthesis and understanding of learning objectives.
Communication is professional and respectful to colleagues.
Responses to faculty questions are fully answered, if posed.
Response is effectively written in standard, edited English. |
15 (15%) – 16 (16%)
Response exhibits critical thinking and application to practice settings.
Communication is professional and respectful to colleagues.
Responses to faculty questions are answered, if posed.
Provides clear, concise opinions and ideas that are supported by two or more credible sources.
Response is effectively written in standard, edited English. |
13 (13%) – 14 (14%)
Response is on topic and may have some depth.
Responses posted in the discussion may lack effective professional communication.
Responses to faculty questions are somewhat answered, if posed.
Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited. |
0 (0%) – 12 (12%)
Response may not be on topic and lacks depth.
Responses posted in the discussion lack effective professional communication.
Responses to faculty questions are missing.
No credible sources are cited. |
|
| Second Response | 16 (16%) – 17 (17%)
Response exhibits synthesis, critical thinking, and application to practice settings.
Responds fully to questions posed by faculty.
Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.
Demonstrates synthesis and understanding of learning objectives.
Communication is professional and respectful to colleagues.
Responses to faculty questions are fully answered, if posed.
Response is effectively written in standard, edited English. |
14 (14%) – 15 (15%)
Response exhibits critical thinking and application to practice settings.
Communication is professional and respectful to colleagues.
Responses to faculty questions are answered, if posed.
Provides clear, concise opinions and ideas that are supported by two or more credible sources.
Response is effectively written in standard, edited English. |
12 (12%) – 13 (13%)
Response is on topic and may have some depth.
Responses posted in the discussion may lack effective professional communication.
Responses to faculty questions are somewhat answered, if posed.
Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited. |
0 (0%) – 11 (11%)
Response may not be on topic and lacks depth.
Responses posted in the discussion lack effective professional communication.
Responses to faculty questions are missing.
No credible sources are cited. |
|
| Participation | 5 (5%) – 5 (5%)
Meets requirements for participation by posting on three different days. |
0 (0%) – 0 (0%) | 0 (0%) – 0 (0%) | 0 (0%) – 0 (0%)
Does not meet requirements for participation by posting on 3 different days. |
|
| Total Points: 100 | |||||