You must respond to at least 2 classmates’ threads with 200–250-word replies each as if you were talking to them not in third person. Firs reply: J Larson DB 1 The group I would like to lead and also use for this class is a First Responder Peer Support group. This group is open for up to 30 people, all of whom must be first responders or military members (active duty or retired for all categories). It is an open meeting and is set up to provide a safe place where first responders can come and share. This meeting is founded by Harbor of Grace and supported by law enforcement, emergency services, and military units from all over the United States and abroad. In addition, Peer Support Team members from other agencies across the mid-Atlantic and other Eastern States have come to attend in hope to see how they can provide similar support back in their area. Some people attending this group may be attending because they are struggling with a mental health issue stemming from trauma, substance abuse, or just struggling with aspects of their employment. Some are current residents of the Harbor of Grace, former clients of Harbor of Grace, and others who have never required inpatient treatment. It is averaged that first responders encounter approximately 188 traumatic events within a career of 16.6 years (Chopko, et al., 2015) and so providing support to these individuals is paramount. This group is unique because typically within first responder agencies the need for support groups or the acknowledgement that anyone has any sort of mental health or substance abuse issue is taboo. Thankfully, groups like this are becoming more commonplace because the need for them is so great. The stigma regarding self-help and treatment is slowly changing in the first responder community but not nearly quickly enough. More police officers died from suicide last year than died in the line of duty. (Solomon & McGill, 2020). This is a multi-faceted group and is facilitated by a staff member from Harbor of Grace and is supported by three to five other mental health practitioners, chaplains, or peers at each weekly session. This group meets once weekly for 2 hours with a short break in the middle where pizza and wings are served. Reference Chopko, B. A., Palmieri, P. A., & Adams, R. E. (2015). Critical incident history questionnaire replication: Frequency and severity of trauma exposure among officers from small and midsize police agencies. Journal of Traumatic Stress, 28(2), 157-161. Solomon, K., & McGill, J. (2020, June 20). Blue H.E.L.P. https://bluehelp.org/ Second reply: Janai Deitt Discussion Board 1: Groups COLLAPSE Group Description I would like to lead an education group, focusing on understanding and improving resilience. Normally education groups have many participants, however, due to Covid-19 restrictions the group size will be smaller with three to nine participants. This is an open group within the military community. Group Purpose The purpose of this education group is to teach participants how to grow and thrive in the face of challenges and bounce back from adversity. This is achieved by building core competencies that enable mental toughness, optimal performance, strong leadership, and goal achievement. These sessions will be taught on an ongoing monthly basis so the primary purpose will stay the same but each session will also have a secondary purpose related to the specific competency being developed (Jacobs et al., 2016). The competencies build off one another, however, they are communicated in such a way that anyone can attend any skill at any time. The sessions will last from one to two hours, depending on if competencies are combined and how many practical exercises will be completed. Group Specifics This resilience material is the intellectual property of the Army and as such can only be taught to military soldiers, families, and Department of the Army (DA) civilians. To teach this material, a level one certification in Master Resiliency Training (MRT) is required. Resilience sessions are leadership-directed as the leader is responsible for discussion facilitation, demonstrating practical exercises, and overseeing exercise completion (Harvill, 2020). These sessions also work best with an intrapersonal leadership style as one of the goals in improving resilience is to utilize relevant personal experience. The leader also needs to focus primarily on the needs and concerns of the participants while not forgetting group dynamics and cultural issues (Jacobs et al., 2016). As a Christian I am unable to use biblical references when teaching this material, however, the bible has a lot to say about resilience competencies such as optimism, self-regulation, strength of character, and connection. Resilience training is a great way to serve and help nonbelievers in a non-religious setting while also building biblical competencies. References Harvill, R. L. (2020, August 26). Process and content [Video file]. Retrieved from https://learn.liberty.edu/webapps/blackboard/conte… Jacobs, E. E., Schimmel, C. J., Masson, R. L., & Harvill, R. L. (2016). Group counseling strategies and skills (8th ed.). Boston, MA: Cengage Learning.

Mastering the Art of Online Learning: Your Guide to Acing Online Courses

Introduction

In recent years, the popularity of online courses has skyrocketed, offering learners the flexibility to acquire new skills and knowledge from the comfort of their homes. However, succeeding in online courses requires a different approach compared to traditional classroom settings. To help you make the most of your online learning experience, this article presents essential strategies and tips to ace your online courses.

1. Set Clear Goals and Plan Ahead

Before embarking on an online course, establish clear goals and objectives. Determine what you hope to achieve by the end of the course and break down your goals into manageable milestones. Create a study schedule that aligns with your other commitments, ensuring you allocate dedicated time for coursework, assignments, and revision.

2. Create a Productive Study Environment

Establishing a conducive study environment is crucial for online learning success. Find a quiet, well-lit space where you can concentrate without distractions. Remove any potential interruptions, such as notifications from social media or email. Organize your study materials and have a reliable internet connection to ensure seamless access to course materials.

3. Actively Engage in the Course

Active participation is key to mastering online courses. Engage with course materials, including videos, readings, and interactive components. Take comprehensive notes, highlighting key concepts and ideas. Participate in discussion boards, forums, and virtual meetings to interact with instructors and peers, fostering a sense of community and enhancing your understanding of the subject matter.

4. Manage Your Time Effectively

Online courses offer flexibility, but it’s essential to manage your time wisely to avoid falling behind. Create a detailed schedule, allocating specific time slots for coursework, assignments, and studying. Break down larger tasks into smaller, manageable segments to prevent procrastination. Prioritize tasks based on deadlines and dedicate focused time to each one, ensuring consistent progress throughout the course.

5. Develop Effective Communication Skills

Online courses often rely on written communication, making it crucial to hone your skills in this area. Be concise and clear in your written responses, paying attention to grammar and spelling. Actively participate in discussions, asking thoughtful questions and providing constructive feedback to your peers. Regularly check your course emails and notifications, ensuring you stay updated with any important announcements or changes.

6. Utilize Available Resources

Take full advantage of the resources provided by your online course platform and instructors. Familiarize yourself with the learning management system (LMS) and explore its features. Access supplementary materials, such as textbooks, lecture slides, and external resources recommended by instructors. Utilize online libraries, research databases, and tutorial services to deepen your understanding of the subject matter.

7. Stay Motivated and Engaged

Maintaining motivation throughout an online course can be challenging, particularly when faced with competing priorities or a lack of face-to-face interaction. Set short-term goals and reward yourself upon their completion. Connect with fellow learners through virtual study groups or online forums to foster a sense of camaraderie. Regularly remind yourself of the benefits and personal growth associated with completing the course successfully.

8. Seek Support and Clarification

Don’t hesitate to seek support or clarification when needed. Reach out to your instructors for guidance or clarification on course material. Utilize online discussion forums to ask questions or engage in collaborative problem-solving. Leverage the support services provided by your course platform or institution, such as technical support or academic advising.

Conclusion

Online courses present unique opportunities for self-paced learning and personal growth. By setting clear goals, creating a productive study environment, actively engaging with course materials, and managing your time effectively, you can maximize your chances of acing online courses. Remember to stay motivated, seek support when needed, and make the most of the available resources. Embrace the flexibility and adaptability of online learning to achieve your educational goals.