Saturday, June 21, 2014
Thursday, June 12, 2014
https://www.mosaicmethod.com/
http://www.divorcefamilytherapy.com/Links-Resources.aspx
MOSAIC is an error avoidance method,
a computer-assisted method for conducting comprehensive assessments - in the same way that diagnosis is a method used by a doctor. An effective medical diagnosis results when a doctor knows which questions to ask, knows which tests will produce the most accurate answers, and then knows how to draw relevant conclusions from all the answers combined together.
Similarly, assessing whether a situation has the combination of factors that are associated with escalated risk and danger requires that you know what questions to ask, and then know how to consider all your answers in a way that enhances insight. The MOSAIC method works by breaking a situation down to its elements, factor-by-factor, and then seeing what picture emerges when the pieces of the puzzle are put together.
MOSAIC helps the assessor weigh the present situation in light of expert opinion and research, and instantly compare the present situation to past cases where the outcomes are known.
Early MOSAIC systems were developed more than twenty years ago. Today, the enhanced MOSAIC method is used by the U.S. Supreme Court Police to assess threats to the Justices, by the U.S. Marshals Service for screening threats to judicial officials, by the U.S. Capitol Police for threats against Members of Congress, by police agencies protecting the governors of eleven states, by many large corporations, and by thirty top universities.
There are unique MOSAIC systems for different situations, including:
Unlike a checklist, MOSAIC facilitates an in-depth exploration of a situation, bringing attention to factors and combinations of factors that might otherwise go unnoticed.
A development team of experts in psychology, law enforcement, victims' advocacy, prosecution, mental health, and threat assessment determines what areas of inquiry will produce the highest quality assessments. MOSAIC poses those questions to users, accompanied by a range of possible answers. MOSAIC calculates the value of the answers selected by the assessor, and expresses the results on a scale of 1 to 10. MOSAIC automatically produces a full written report, describing the factors that were considered.
Unlike a book (or even a whole library), MOSAIC offers information at precisely the point in an assessment at which it's most valuable. On-line resources include a library of research, publications, and training videos made by the Nation's leading experts in threat assessment, behavioral sciences, criminal investigation, law enforcement, and psychology. The goal is that people conducting assessments come away better informed than they began.
http://www.divorcefamilytherapy.com/Links-Resources.aspx
What is MOSAIC?
MOSAIC is an error avoidance method,
a computer-assisted method for conducting comprehensive assessments - in the same way that diagnosis is a method used by a doctor. An effective medical diagnosis results when a doctor knows which questions to ask, knows which tests will produce the most accurate answers, and then knows how to draw relevant conclusions from all the answers combined together.
Similarly, assessing whether a situation has the combination of factors that are associated with escalated risk and danger requires that you know what questions to ask, and then know how to consider all your answers in a way that enhances insight. The MOSAIC method works by breaking a situation down to its elements, factor-by-factor, and then seeing what picture emerges when the pieces of the puzzle are put together.
MOSAIC helps the assessor weigh the present situation in light of expert opinion and research, and instantly compare the present situation to past cases where the outcomes are known.
Early MOSAIC systems were developed more than twenty years ago. Today, the enhanced MOSAIC method is used by the U.S. Supreme Court Police to assess threats to the Justices, by the U.S. Marshals Service for screening threats to judicial officials, by the U.S. Capitol Police for threats against Members of Congress, by police agencies protecting the governors of eleven states, by many large corporations, and by thirty top universities.
There are unique MOSAIC systems for different situations, including:
- Threats and fear in the workplace
- Threats by students
- Threats against judges
- Threats against public figures and public officials
- Spousal abuse situations
Unlike a checklist, MOSAIC facilitates an in-depth exploration of a situation, bringing attention to factors and combinations of factors that might otherwise go unnoticed.
A development team of experts in psychology, law enforcement, victims' advocacy, prosecution, mental health, and threat assessment determines what areas of inquiry will produce the highest quality assessments. MOSAIC poses those questions to users, accompanied by a range of possible answers. MOSAIC calculates the value of the answers selected by the assessor, and expresses the results on a scale of 1 to 10. MOSAIC automatically produces a full written report, describing the factors that were considered.
Unlike a book (or even a whole library), MOSAIC offers information at precisely the point in an assessment at which it's most valuable. On-line resources include a library of research, publications, and training videos made by the Nation's leading experts in threat assessment, behavioral sciences, criminal investigation, law enforcement, and psychology. The goal is that people conducting assessments come away better informed than they began.
http://www.divorcefamilytherapy.com/Divorce-Therapy/Parenting-Plan-Coordination-Special-Mastering-.aspx
Parenting Plan Coordinator/Special Master Training Completed (Please see related CEU training on the "Therapist Profile" page.):
- 3-hour: Collaboratively Negotiating Agreements with an Interest Based Approach (2011), Los Angeles Collaborative Family Law Association (Presenter: Forrest "Woody" Mosten, Esq.) 3-hour: The Complexities of Diversity and Dispute Resolution in Family Law Matters (2010), Los Angeles Collaborative Family Law Association
- AFCC Regional Training Conference (2009), Interventions for Family Conflict: Stacking the Odds in Favor of Children, 3-hour Workshop, Research to Practice: Florida’s Parenting Coordination Study (Presenters: Ruth Angaran, M.Ed., MSW; Debra K. Carter, Ph.D.; and Linda Fieldstone, M.Ed.)
- 14.4-hour: Parent Coordination [Special Mastering]: Intensive Interventions for High Conflict Shared Parenting (2008), AFCC (Presenter: Matthew Sullivan, Ph.D.)
- 13.5-hour: Los Angeles Collaborative Family Law Interdisciplinary Training (2008), LACFLA
- 24-hour: Parenting Coordination/Domestic Violence Training (including 8 hours DV, 3 hours Ethics), (2008), Cooperative Parenting Institute (Presenter: Ann Marie Termini, Ed.S., M.S., LPC)
- AFCC/NCJFCJ (Association of Family and Conciliation Courts/National Council of Juvenile and Family Court Judges) Regional Training Conference (2007), Applications for High Conflict Families, Domestic Violence and Alienation: 3-hour Workshop 5: Parenting Coordination Nuts & Bolts (Presenters: Debra Carter, Ph.D., and Christine A. Coates, M.Ed., J.D.); 3-hour Workshop 20: Connecting Parenting Coordination and the Courts (Presenters: Linda Fieldstone, M.Ed., and Honorable Hugh Starnes)
- 12-hour: Parenting Coordination: Helping High Conflict Parents Resolve Disputes(2007) , AFCC (Presenter: Joan Kelly, Ph.D.)
- 40-hour: Mosten Mediation Training (2007), Forrest “Woody” Mosten, Esq. (Course is approved by the Association for Conflict Resolution toward Advanced Practitioner membership status)
- 7-hour: Divorce Mediation & Parental Alienation (2003), Psycho-Legal Assoc., Inc. (Presenter: Gerald L. Klein, J.D.) (Contributes to the 40-hour custody evaluation hours for Rule 1257.4)
Friday, June 6, 2014
Attractive Alternatives is needed to develop a very strong BATNA. In Getting to YES, the authors give 3 suggestions of how you can accomplish this:
- Inventing a list of actions you might take if no agreement is reached
- Converting some of the more promising ideas and transforming them into tangible and partial alternatives
- Selecting the alternative that sounds best
We all have choices and options, but bad decisions can waste a lot of time, and we only have so much time. You don't want to miss out on opportunities because you were not realistic in your planning. It's good to be organized, but you also have to be efficient and effective and have a good understanding of your goals and a good understanding of your responsibilities. As a human you have a finite amount of time, use it well. And remember that all those little moments of wasted time add up in the end. You could lose days and even years of missed potential. If you don't solve the root of the problem you will still have a problem. What are you trying to calculate with these details?
We must have immediate solutions when solving problems and long-term solutions when solving problems. We must also learn how to solve problems before they present themselves, especially problems that are critical to our survival. Foresight Having ideas on possible solutions to problems that you can anticipate will save you time and energy. One of the first problem solving skills we need to have is Learning how to Prioritize. This will be one of the first things that you need to solve. Prioritizing has to be done everyday and sometimes several times a day, so defining your priorities is essential. Other wise you will waste precious time doing things at Random with no real purpose. This is when mistakes can be made that could have serious consequences. Rationality
Once you define your priorities you have to balance your priorities in the most logical order that will maximize your time and available resources. Knowing what needs to be done first and knowing what needs to be done next is crucial. You also have to be prepared and ready to solve new problems that may possibly change your priorities. So knowing how to approach problems is critical. What can you teach and what could be learned about this problem must be considered when approaching and evaluating problems. You must also learn to Recognize Variables to certain problems (low priority problem, high priority problem, new problem, old problem, risks, threats and options). Two key elements to problem solving and prioritizing are having Self-Discipline and the Ability to Focus. So if you have not yet learned to focus or if you lack self-discipline then these two skills will be two of your top priorities. Prioritizing could take just several seconds or several minutes to accomplish (immediate solutions). But sometimes prioritizing could take several hours or several days to accomplish (long-term solutions). So knowing how much time you have is critical.
This makes Time Management the next important problem solving skill to learn.
Goals and a timeframe of when they should be accomplished have to be determined.
Once you define your priorities you have to balance your priorities in the most logical order that will maximize your time and available resources. Knowing what needs to be done first and knowing what needs to be done next is crucial. You also have to be prepared and ready to solve new problems that may possibly change your priorities. So knowing how to approach problems is critical. What can you teach and what could be learned about this problem must be considered when approaching and evaluating problems. You must also learn to Recognize Variables to certain problems (low priority problem, high priority problem, new problem, old problem, risks, threats and options). Two key elements to problem solving and prioritizing are having Self-Discipline and the Ability to Focus. So if you have not yet learned to focus or if you lack self-discipline then these two skills will be two of your top priorities. Prioritizing could take just several seconds or several minutes to accomplish (immediate solutions). But sometimes prioritizing could take several hours or several days to accomplish (long-term solutions). So knowing how much time you have is critical.
This makes Time Management the next important problem solving skill to learn.
Goals and a timeframe of when they should be accomplished have to be determined.
Problem Solving Skills also need to expand, improve and evolve as more information and knowledge is gained at each grade level and at each level of comprehension so that it can cover the many different aspects, different Complexities and specialized areas of unique problems.
Heuristic Consequentialism Skepticism Questioning
Heuristic Consequentialism Skepticism Questioning
You first have to be aware of the mistake or problem before you can correct it. Premise
Just knowing about Cause and Effect is not enough. You also have to fully understand the Consequences and the Results of actions. You have to see the Positive Results and the Negative Results in a Side-by-Side Comparison so that you can easily confirm good from bad and right from wrong (Pros & Cons). Positive and negatives results would be based on Facts and Evidence that can be Confirmed and Repeated in Testing so that the highest degree of accuracy can be achieved. Personal Opinions cannot be used in Analyzing Data because Facts and Evidence have a much higher percentage of accuracy then just Guessing. Reasoning Odds Risk
Just knowing about Cause and Effect is not enough. You also have to fully understand the Consequences and the Results of actions. You have to see the Positive Results and the Negative Results in a Side-by-Side Comparison so that you can easily confirm good from bad and right from wrong (Pros & Cons). Positive and negatives results would be based on Facts and Evidence that can be Confirmed and Repeated in Testing so that the highest degree of accuracy can be achieved. Personal Opinions cannot be used in Analyzing Data because Facts and Evidence have a much higher percentage of accuracy then just Guessing. Reasoning Odds Risk
Attractive Alternatives is needed to develop a very strong BATNA. In Getting to YES, the authors give 3 suggestions of how you can accomplish this:
- Inventing a list of actions you might take if no agreement is reached
- Converting some of the more promising ideas and transforming them into tangible and partial alternatives
- Selecting the alternative that sounds best
We all have choices and options, but bad decisions can waste a lot of time, and we only have so much time. You don't want to miss out on opportunities because you were not realistic in your planning. It's good to be organized, but you also have to be efficient and effective and have a good understanding of your goals and a good understanding of your responsibilities. As a human you have a finite amount of time, use it well. And remember that all those little moments of wasted time add up in the end. You could lose days and even years of missed potential. If you don't solve the root of the problem you will still have a problem. What are you trying to calculate with these details?
We must have immediate solutions when solving problems and long-term solutions when solving problems. We must also learn how to solve problems before they present themselves, especially problems that are critical to our survival. Foresight Having ideas on possible solutions to problems that you can anticipate will save you time and energy. One of the first problem solving skills we need to have is Learning how to Prioritize. This will be one of the first things that you need to solve. Prioritizing has to be done everyday and sometimes several times a day, so defining your priorities is essential. Other wise you will waste precious time doing things at Random with no real purpose. This is when mistakes can be made that could have serious consequences. Rationality
Once you define your priorities you have to balance your priorities in the most logical order that will maximize your time and available resources. Knowing what needs to be done first and knowing what needs to be done next is crucial. You also have to be prepared and ready to solve new problems that may possibly change your priorities. So knowing how to approach problems is critical. What can you teach and what could be learned about this problem must be considered when approaching and evaluating problems. You must also learn to Recognize Variables to certain problems (low priority problem, high priority problem, new problem, old problem, risks, threats and options). Two key elements to problem solving and prioritizing are having Self-Discipline and the Ability to Focus. So if you have not yet learned to focus or if you lack self-discipline then these two skills will be two of your top priorities. Prioritizing could take just several seconds or several minutes to accomplish (immediate solutions). But sometimes prioritizing could take several hours or several days to accomplish (long-term solutions). So knowing how much time you have is critical.
This makes Time Management the next important problem solving skill to learn.
Goals and a timeframe of when they should be accomplished have to be determined.
Once you define your priorities you have to balance your priorities in the most logical order that will maximize your time and available resources. Knowing what needs to be done first and knowing what needs to be done next is crucial. You also have to be prepared and ready to solve new problems that may possibly change your priorities. So knowing how to approach problems is critical. What can you teach and what could be learned about this problem must be considered when approaching and evaluating problems. You must also learn to Recognize Variables to certain problems (low priority problem, high priority problem, new problem, old problem, risks, threats and options). Two key elements to problem solving and prioritizing are having Self-Discipline and the Ability to Focus. So if you have not yet learned to focus or if you lack self-discipline then these two skills will be two of your top priorities. Prioritizing could take just several seconds or several minutes to accomplish (immediate solutions). But sometimes prioritizing could take several hours or several days to accomplish (long-term solutions). So knowing how much time you have is critical.
This makes Time Management the next important problem solving skill to learn.
Goals and a timeframe of when they should be accomplished have to be determined.
Problem Solving Skills also need to expand, improve and evolve as more information and knowledge is gained at each grade level and at each level of comprehension so that it can cover the many different aspects, different Complexities and specialized areas of unique problems.
Heuristic Consequentialism Skepticism Questioning
Heuristic Consequentialism Skepticism Questioning
You first have to be aware of the mistake or problem before you can correct it. Premise
Just knowing about Cause and Effect is not enough. You also have to fully understand the Consequences and the Results of actions. You have to see the Positive Results and the Negative Results in a Side-by-Side Comparison so that you can easily confirm good from bad and right from wrong (Pros & Cons). Positive and negatives results would be based on Facts and Evidence that can be Confirmed and Repeated in Testing so that the highest degree of accuracy can be achieved. Personal Opinions cannot be used in Analyzing Data because Facts and Evidence have a much higher percentage of accuracy then just Guessing. Reasoning Odds Risk
Just knowing about Cause and Effect is not enough. You also have to fully understand the Consequences and the Results of actions. You have to see the Positive Results and the Negative Results in a Side-by-Side Comparison so that you can easily confirm good from bad and right from wrong (Pros & Cons). Positive and negatives results would be based on Facts and Evidence that can be Confirmed and Repeated in Testing so that the highest degree of accuracy can be achieved. Personal Opinions cannot be used in Analyzing Data because Facts and Evidence have a much higher percentage of accuracy then just Guessing. Reasoning Odds Risk
Sunday, May 11, 2014
social cognitive learning.
Social Learning Theory
The social learning theory emphasizes the importance of observing and modeling the behaviors, attitudes, and emotional reactions of others. Thus it focuses on learning by observation and modeling. The theory originally evolved from behaviorism but now includes many of the ideas that cognitivists also hold; as a result it is some times called social cognitive learning.
Social learning theory talks about how both environmental and cognitive factors interact to influence human learning and behavior. It focuses on the learning that occurs within a social context. It considers that people learn from one another, including such concepts as observational learning, imitation, and modeling (Abbott, 2007).
Albert Bandura
Albert Bandura was born on December 4, 1925, in the small town of Mundare in northern Alberta, Canada. His father was from Poland and mother from the Ukraine. He was educated in a small elementary school and the only one high school (20 students and 2 teachers) in town, with minimal resources, yet a remarkable success rate.
During summer vacations he worked in several places acquiring carpentry in Edmonton skills and filling holes protecting the Alaskan Highway in the Yukon. While, dealing with lot of people and a horrifying encounter with bears, he developed appreciation for psychopathology of everyday life.
In search of understanding human nature he received his bachelors’ degree in Psychology from the University of British Columbia in 1949. He went on to the University of Iowa, where he obtained his Ph.D. in 1952. It was there that he came under the influence of the behaviorist tradition and learning theory.
While at Iowa, he met Virginia Varns, an instructor in the nursing school. They married in 1952 and later had two daughters, Mary (1954) and Carol (1958). After graduating, he took a postdoctoral position at the Wichita Guidance Center in Wichita, Kansas.
In 1953, he started teaching at Stanford University, and became full professor as well. While there, he collaborated with his first graduate student, Richard Walters, resulting in their first book, Adolescent Aggression, in 1959. He became the president of the American Psychology Association (APA) in 1973, and received the APA’s Award for Distinguished Scientific Contributions in 1980.
At 80 years of age, Professor Bandura continues to research and teach at Stanford University to this day.
During summer vacations he worked in several places acquiring carpentry in Edmonton skills and filling holes protecting the Alaskan Highway in the Yukon. While, dealing with lot of people and a horrifying encounter with bears, he developed appreciation for psychopathology of everyday life.
In search of understanding human nature he received his bachelors’ degree in Psychology from the University of British Columbia in 1949. He went on to the University of Iowa, where he obtained his Ph.D. in 1952. It was there that he came under the influence of the behaviorist tradition and learning theory.
While at Iowa, he met Virginia Varns, an instructor in the nursing school. They married in 1952 and later had two daughters, Mary (1954) and Carol (1958). After graduating, he took a postdoctoral position at the Wichita Guidance Center in Wichita, Kansas.
In 1953, he started teaching at Stanford University, and became full professor as well. While there, he collaborated with his first graduate student, Richard Walters, resulting in their first book, Adolescent Aggression, in 1959. He became the president of the American Psychology Association (APA) in 1973, and received the APA’s Award for Distinguished Scientific Contributions in 1980.
At 80 years of age, Professor Bandura continues to research and teach at Stanford University to this day.
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