Arguments Of Defintionchapter 9arguments Of Definitionthese Arguments ✓ Solved

Arguments of Defintion Chapter 9 Arguments of Definition These arguments are particularly powerful in that they help determine what something or someone is. Thus, they can result in inclusion or exclusion. They help us recognize that classifications change over time and are the result of cultural, social, and political forces. Definitions often serve group agendas while ignoring or attempting to silence others. Often evolve from daily life.

Arguments of Definition We rely on definition for successful, efficient communication. As you have experienced with the Fact Paper, our ability to make an argument is limited when we cannot appeal to values. Contrary to the belief that values diminish the validity of an argument by rendering it mere opinion, values are a necessary part of the argument. Indeed, they are the very heart of an argument. Thus, evaluative terms are notoriously difficult to define.

Formal Definitions (pp.) Questions related to genus: Is assisting in suicide a crime? Is NASCAR a sport? Is rap poetry? What is an X [insert your own choice here] Questions related to species: Is marijuana a relatively harmless drug or a dangerous, addictive one? Is Saudi Arabia an ally or an opponent of the USA?

Is TV’s “Survivor†a reality show or a game show? Is X a Y or a Z [Insert your own topic} Questions related to conditions: Should a woman be held to the same physical requirements as a man in order to join the military? Should everyone pay the same percentage of their income taxes regardless of their income? Are high scores on the SAT’s a fair condition for entrance into universities? Must X occur in order for Y? [Insert your topic] Questions related to the fulfillment of conditions: Should academic scholarships count as taxable income?

Should nontraditional educated experiences, such as semesters abroad and internships, count for college credit? Should X be counted as Y for the purposes of Z? [Insert your topic] In summary, keep in mind that you can approach an argument of definition by: Formulating a definition (What is X?): “Terrorism is any non-wartime act of violence undertaken for political gain.†Negative definition (Y is not X.): “Violence undertaken as part of a revolt against an oppressive regime is not terrorism.†Definition by Example (Y is/is not X): “The Irish Republican Army is/is not a terrorist organization.†Other items to consider: Who is your specific audience? What are the counter-arguments to your proposed definition?

In other words, anticipate oppositional stances. How would you refute those stances? Do not forget about visuals and design of arguments of definition. Matching claims to definitions is critical. ​Comprehensive Client Family Assessment Demographic information: Latino American family. Low socioeconomic status, working class.

Presenting problem: “Social worker believes our discipline style is too harsh and we need parenting classes†History of Present Illness: Both clients present to the office with concerns regarding their children being “taken away†by social services as she believes they parent too harshly. They adamantly proclaim that they are very good, loving parents but believe that when a child is not following the rules, strict and physical discipline is necessary. They both explain that they were brought up this way and that physical or emotional abuse is not present. They explain that this is part of their culture and all they know is right. The social worker referred to the family as “those Mexicans†and seemed to be bias towards the family.

Also, she seemed to not consider any alternative for the family after they requested it based on their working schedule and after explaining their cultural belief system. Past Psychiatric History: “Needs to be added to†Medical History: “Needs to be added to†Substance Abuse History: No indication for substance abuse. “Needs to be added to†Developmental history: Parents report that their two sons all have met their milestones throughout their development and are ages 6 and 8 years old. “Needs to be added to†Family psychiatric history: “Needs to be added toâ€. Psychosocial history: Male client works full-time and overtime to provide for the family.

“Needs to be added toâ€. History of abuse/trauma: Based on the genogram created, both clients father and mother have a history of disciplining their children similarly. They both would require the clients to hold encyclopedias out in front of them until their arms “felt like they were going to fall offâ€. Both clients report this type of discipline as being miserable and that they inherited this from their parents. No physical or mental abuse of concern.

Review of Systems: HEENT:​ No loss of vision or hearing. No sign of congestion, sore throat, or runny nose. SKIN:​ Cool and dry skin with no signs of wounds or lesions. CARDIOVASCULAR:​ No complaints of chest pain, tightness, discomfort or palpitations. S1, S2 heard upon auscultation.

2+ pedal and radial pulses. No weight gain and no edema. RESPIRATORY:​ Clear lung sounds with no adventitious sounds. No rhonchi or wheezes auscultated, and chest is symmetrical. No cough present.

GASTROINTESTINAL:​ No nausea, emesis, or diarrhea. Abdomen soft, no distention, no discomfort on palpation. Bowel sounds present in all four quadrants. GENITOURINARY:​ No burning or discomfort when urinating. NEUROLOGICAL:​ No double vision, headaches, seizures.

No loss of memory. Alert and oriented x person, place and time. Agitation present in male client. MUSCULOSKELETAL:​ No joint or muscles pain. No generalized weakness.

HEMATOLOGIC:​ No signs of bleed, no history of anemia. No dizziness or lightheadedness upon standing. LYMPHATICS:​ Lymph nodes normal in size on palpation. No history of splenectomy. PSYCHIATRIC:​ “Needs to be added to†ENDOCRINOLOGIC:​ No history of diabetes.

Fatigue noted. No heat or cold intolerance. No brittleness of skin and hair noted. Physical Assessment: Vital signs: BP: 145/89, Pulse: 104, Resp: 22, Temp: 97.9, Oxygen Saturation 92% on RA, Neck: Negative jugular vein distension. Chest/Lungs: Clear and with no crackles, rhonchi or wheezing.

Thorax symmetrical. Heart/Peripheral Vascular: S1, S2, and S3 heart with no murmur present, pulses+2 bilateral pedal and +2 radial pulses. ABD: Abdomen soft and nondistended, regular bowel sounds heard in all 4 quads. Skin/Lymph Nodes: No edema in bilateral extremities, no clubbing, or cyanosis; no palpable nodes, cool and dry skin. · ​Mental status exam: Both clients alert and oriented to person, place and time. Hygiene and apparel appropriate.

Both clients conduct good eye contact and participate in conversation. Male client seems to be agitated at times regarding having to take parenting classes while the female client is more accepting. Attention is intact and both speak clearly and offer information freely. No paranoia, hallucinations or delusional activity noted. Both clients willing to participate with interventions to complete the parenting classes.

Differential Diagnosis The main focus with these parents is deciding whether or not their discipline is considered appropriate or abusive. As discipline is the system of teaching a child what is good and bad, punishment and appraisal is consistent with the processes of this teaching (Discipline, parenting styles and abuse, 2017). One key way to distinguish punishment vs abuse is by examining if the parent has anger that plays a role in the administration of punishment (Discipline, parenting styles and abuse, 2017). In the case of the Hernandez family, culture plays a role in their beliefs for punishment and their expectations of their children. Typically, if the punishment is not in an extreme, nor anger used, then the punishment would not be considered abusive.

Although, clients of different backgrounds and belief systems are encouraged to accept dominant cultures around them and be open minded. Based on this families cultural belief system and practices, the fact there is no sign of physical abuse on the children, nor complaints of neglect or emotional abuse I would advise the parents that there parenting style isn’t considered abusive but being open minded regarding other techniques is always helpful (Coleman, et al., 2010). Individualized Treatment Plan Conducting a cultural formulation interview (CFI) is one of the most important aspects of a mental health assessment. Assessing the client's values, practices, background, influence of family, cultural identity, and their conceptualization of distress all lead to the framework needed to personalize a treatment plan that is tailored to a certain family, according to the DSM, (2013).

Structural family therapy and group therapy are chosen to assist the family in exploring their parenting styles by offering a framework to address problems in the home. By utilizing the structural family therapy approach, power structures, imperceptible rules, communication patterns and boundaries are able to be assessed which can lead to an increased obedience of the children and decreased need for punishment, according to Wheeler, (2014). The main goal of therapy for this family would be to create an effective structure with clear boundaries, open communication, direct, clear rules where roles are flexible (Wheeler, 2014). References American Psychiatric Association. (2013). ​Diagnostic and statistical manual of mental disorders​ (5th ed.).

Washington, DC: Author. Coleman, D. L., Dodge, K. A., & Campbell, S. K. (2010).

WHERE AND HOW TO DRAW THE LINE BETWEEN REASONABLE CORPORAL PUNISHMENT AND ABUSE. ​Law and Contemporary Problems​, ​73​(2), 107–166. Discipline, parenting styles and abuse. (2017). Pa Family Support Alliance: Protecting Children from Abuse. Retrieved from renting-Styles-and-Abuse Petiprin, A. (2016). Psychiatric and mental health nursing.

Nursing Theory. Retrieved from role-modeling-theory.php Wheeler, K. (Ed.). (2014). ​Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice​ (2nd ed.). New York, NY: Springer Publishing Company. Scanned by CamScanner 36388 Topic: week 2 assignment 2 Number of Pages: 5 (Double Spaced) Number of sources: 4 Writing Style: APA Type of document: Essay Academic Level:Master Category: Psychology Language Style: English (U.S.) Order Instructions: Attached I will upload an example and basically just take that information and re word it and use some of the references below and use references that are less than 5 years old The Assignment Address in a comprehensive client assessment of the Hernandez family the following: Demographic information Presenting problem History or present illness Past psychiatric history Medical history Substance use history Developmental history Family psychiatric history Psychosocial history History of abuse and/or trauma Review of systems Physical assessment Mental status exam Differential diagnosis Case formulation Treatment plan Note: Any item you are unable to address from the video should be marked “needs to be added to†as you would in an actual comprehensive client assessment Learning Resources Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Required Readings Wheeler, K. (Ed.). (2014). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice. New York, NY: Springer. Chapter 12, “Family Therapy†(pp. 429–468) Nichols, M. (2014).

The essentials of family therapy (6th ed.). Boston, MA: Pearson. Chapter 3, “Basic Techniques of Family Therapy†(pp. 29–48) Chapter 4, “The Fundamental Concepts of Family Therapy†(pp. 49–68) American Psychiatric Association. (2013).

Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author. Note: It is highly recommended that you use this resource as a reference guide throughout the course. Retrieved from Walden Library databases. L’Abate, L. (2015).

Highlights from 60 years of practice, research, and teaching in family therapy. American Journal of Family Therapy, 43(2), 180–196. doi:10.1080/.2014. Note: Retrieved from Walden Library databases. Mojta, C., Falconier, M. K., & Huebner, A.

J. (2014). Fostering self-awareness in novice therapists using internal family systems therapy. American Journal of Family Therapy, 42(1), 67–78. doi:10.1080/.2013.772870 Note: Retrieved from Walden Library databases. Nichols, M., & Tafuri, S. (2013). Techniques of structural family assessment: A qualitative analysis of how experts promote a systemic perspective.

Family Process, 52(2), 207–215. doi:10.1111/famp.12025 Note: Retrieved from Walden Library databases. Papero, D. V. (2014). Assisting the two-person system: An approach based on the Bowen theory. Australian & New Zealand Journal of Family Therapy, 35(4), 386–397. doi:10.1002/anzf.1079 Note: Retrieved from Walden Library databases.

Document: Group Therapy Progress Note Required Media Laureate Education (Producer). (2013a). Hernandez family> Sessions 1—6 [Video file]. Author: Baltimore, MD. Accessible player Accessible player Accessible player Accessible player Accessible player Accessible player Psychotherapy.net (Producer). (2006). Tools and techniques for family therapy. [Video file].

Mill Valley, CA: Author. Note: You will access this media from the Walden Library databases. The approximate length of this media piece is 52 minutes. Assignment 1: Hernandez Family Assessment Assessment is as essential to family therapy as it is to individual therapy. Although families often present with one person identified as the “problem,†the assessment process will help you better understand family roles and determine whether the identified problem client is in fact the root of the family’s issues.

As you examine the Hernandez Family: Sessions 1-6 videos in this week’s Learning Resources, consider how you might assess and treat the client family. Learning Objectives Students will: Assess client families presenting for psychotherapy To prepare: Review this week’s Learning Resources and reflect on the insights they provide on family assessment. View the Hernandez Family: Sessions 1-6 videos, and consider how you might assess the family in the case study. Note: For guidance on writing a comprehensive client assessment, refer to pages 137–142 of Wheeler (2014) in this week’s Learning Resources Arguments of Fact Chapter 8 Facts People don’t‘ ordinarily argue factual matters that are settled or agreed upon Facts become arguments when They’re controversial in themselves They’re used to challenge or change people’s beliefs Facts Need arguments that correct or challenge beliefs and assumptions that are widely held within a society on the basis of inadequate info.

Address broad questions about the history or myths that societies want to believe about themselves Do the facts we believe today reflect the perspectives and prejudices of earlier times or ideologies? Facts Broaden readers’ perspectives Add new dimensions Flesh out or correct what’s narrowly or mistakenly reported Characterizing factual arguments Tend to be driven by perceptions and evidence Explore questions of what if? Or how come? Hypothesis Uncover evidence that reaches well beyond casual observations Developing a factual argument Identify an Issue Something that could or should be of interest to readers Look for apparent contradictions or tensions in local or national communities Be careful not to argue matters that pose no challenge to you or your audiences Researching your hypothesis How and where to research depend on your subject Choose the best sources for your subject Go to primary sources whenever you can Create your own primary research Refining your claim May have to refine your hypothesis as you learn more about your subject.

As research advances, you may need to use more qualifiers (some, few, many, most, etc.) Important to set your claim into context that helps explain it to other who may find it hostile Deciding which evidence to use Make choices about what evidence to draw from and be prepared to defend those choices Biggest impact with little space: Present your best evidence as powerfully as possible. Can make a factual case with just a 3 or 4 examples Going on for too long may make it seem uninteresting or pointless Considering design & visuals Consider how visual design can enhance the evidence you have Charts, tables, pictures, graphs, etc. Don’t want the reader to otherwise image what you are communicating In Summary Describe a situation that leads you to raise question about a given fact Make a claim that addresses the status of the facts as they’re known. Offer substantial and authoritative evidence to support your claims.

Paper for above instructions

Arguments of Definition: Insights and Applications

The arguments of definition, as outlined in Chapter 9 of the relevant text, play a critical role in shaping how we categorically view the world around us. These arguments are potent because they not only determine what something is but also what it is not. Definitions serve as a common language, enabling successful communication and understanding among individuals. However, they can also lead to the exclusion of certain groups and foster misunderstandings, particularly when influenced by cultural, social, or political biases (Bennett & Yeager, 2017). This essay will explore arguments of definition with a focus on their implications for defining disciplinary practices within diverse cultural contexts, using the assessment of the Hernandez family as a case study.

Defining Terms and Boundaries

Arguments of definition facilitate critical discourse around contentious terms that influence social perceptions. For example, consider the question of whether physical discipline constitutes child abuse. Definitions become essential in determining the legitimacy of disciplinary practices across different cultural spectrums. In the context of the Hernandez family, who hail from a Latino background, their approach to discipline is rooted in cultural tradition. They assert their practices are normalized and devoid of abuse. As such, defining physical discipline vs. child abuse involves careful consideration of cultural norms (Nichols & Tafuri, 2013).
A formal definition of child abuse is rooted in the harm it inflicts; however, what constitutes "harm" can vary culturally. The American Academy of Pediatrics (2022) defines child abuse as any act that results in harm or potential harm to a child. This definition leaves room for the interpretation of practices that are prevalent in certain cultures, like strict discipline, which the Hernandez family employs.

Inclusion and Exclusion

One of the most salient arguments emerging from the struggles over definitions involves who is included or excluded based on varying standards. The biases prevalent in social services, such as those illustrated by the social worker's reference to the Hernandez family as "those Mexicans," highlight how culturally insensitive definitions can lead to exclusion. Such terminologies dehumanize the subject, disregarding the family's individual narrative and cultural context (Mojta, Falconier, & Huebner, 2014).
To challenge these mischaracterizations, an effective argument of definition should incorporate both negative definitions—what something is not—and definitions by example. For instance, stating that the disciplinary practices of the Hernandez family are not synonymous with child abuse helps broaden the understanding of acceptable discipline within their cultural framework.

Anticipating Counterarguments

When formulating arguments of definition, it is crucial to anticipate counterarguments. Opponents may argue that any form of physical discipline inflicts psychological harm and contributes to a cycle of violence in children (Coleman, Dodge, & Campbell, 2010). Thus, the task of presenting a robust argument requires acknowledging these concerns while also contextualizing the discipline in culturally relevant frameworks.
For example, one might counter that strict discipline can lead to increased compliance and respect within certain cultures and that adherence to such traditions must be viewed through a culturally compassionate lens. This nuanced distinction compels a reconsideration of the definitions at play (Petiprin, 2016).

Design Considerations and Audience

As with all arguments, design and audience considerations significantly influence the effectiveness of arguments of definition. Utilizing varied media, such as case studies, testimonials, and statistical evidence, can enhance the narrative. For those unfamiliar with the cultural significance of discipline as represented by the Hernandez family, visual aids may help elucidate the argument; charts reflecting the disciplinary methods in various cultures could indicate how these practices vary widely (Wheeler, 2014).
One must assess who the specific audience is when presenting an argument of definition. In the case of family therapy practitioners, the arguments defining acceptable discipline practices should be framed in a way that respects cultural identities while also addressing the underlying values that shape these discussions (L’Abate, 2015).

Conclusion

In summary, arguments of definition serve a pivotal role in shaping societal narratives and individual identities. They provide a platform for dialogue addressing sensitive topics like discipline in parenting while considering cultural nuances. The case study of the Hernandez family demonstrates the challenges of defining acceptable parenting styles amidst societal biases and cultural diversity.
When approaching an argument of definition, practitioners in the field of family therapy and social work must be equipped to navigate these complex conversations. Definitions are not merely semantic; they are imbued with the power to include or exclude, to validate or dismiss cultural practices. Thus, a careful, considerate approach is necessary for effective communication and understanding in therapeutic settings.

References

American Academy of Pediatrics. (2022). Child Abuse and Neglect. Retrieved from [https://publications.aap.org/pediatrics](https://publications.aap.org/pediatrics)
Bennett, P., & Yeager, H. (2017). Cultural Sensitivity in Social Work. New York, NY: Academic Press.
Coleman, D. L., Dodge, K. A., & Campbell, S. K. (2010). Where and how to draw the line between reasonable corporal punishment and abuse. Law and Contemporary Problems, 73(2), 107–166.
L’Abate, L. (2015). Highlights from 60 years of practice, research, and teaching in family therapy. American Journal of Family Therapy, 43(2), 180–196. doi:10.1080/.
Mojta, C., Falconier, M. K., & Huebner, A. J. (2014). Fostering self-awareness in novice therapists using internal family systems therapy. American Journal of Family Therapy, 42(1), 67–78. doi:10.1080/.
Nichols, M., & Tafuri, S. (2013). Techniques of structural family assessment: A qualitative analysis of how experts promote a systemic perspective. Family Process, 52(2), 207–215. doi:10.1111/famp.12025.
Petiprin, A. (2016). Psychiatric and mental health nursing. Nursing Theory. Retrieved from [https://nursing-theory.org](https://nursing-theory.org)
Wheeler, K. (Ed.). (2014). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice (2nd ed.). New York, NY: Springer Publishing Company.