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    8-10 pages **APA Style 7th ed** – 2 years ago **files (3)** – ## PsychotherapyGroupPlanAssignmentInstructions1.docx – ## TopicselectedinWeekOne.docx – Reading.docx **## PsychotherapyGroupPlanAssignmentInstructions1.docx** EDCO 711 **Psychotherapy Group Plan Assignment Instructions** Overview This as…

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    8-10 pages

    **APA Style 7th ed**

    – 2 years ago

    **files (3)**

    – ## PsychotherapyGroupPlanAssignmentInstructions1.docx

    – ## TopicselectedinWeekOne.docx

    – Reading.docx

    **## PsychotherapyGroupPlanAssignmentInstructions1.docx**

    EDCO 711

    **Psychotherapy Group Plan Assignment Instructions**

    Overview

    This assignment provides you with the opportunity to extend the topic you selected in Week One by creating a comprehensive psychotherapy group plan. The plan will clearly differentiate this group from the previously developed psychoeducational group and be grounded in scholarly research and best practices in group psychotherapy.

    Instructions

    Students will develop a detailed psychotherapy group plan, differentiating it from a psychoeducational group and demonstrating how it meets the unique therapeutic needs of its members. The plan must be fully supported by current research and structured using the following headings:

    1.
    **Topic Overview**
    Provide a succinct and clear description of the psychotherapy group’s focus. Articulate why this topic is appropriate for a psychotherapy group, supported by evidence-based research. This section should introduce the therapeutic rationale for choosing group as a treatment modality.

    2.
    **Differentiation of Psychotherapy and Psychoeducation**
    Clearly explain the distinctions between psychotherapy and psychoeducation within the context of group work. Highlight the theoretical and practical differences between the two approaches and how these differences impact the design, goals, and leadership of the proposed group.

    3.
    **Group Composition**
    Describe the ideal composition of the psychotherapy group. This section should outline the inclusion/exclusion criteria for group members, considering factors such as demographics, presenting issues, and the therapeutic needs of the population. Provide a rationale for why this composition will support the therapeutic goals of the group.

    4.
    **Setting and Structure**
    Detail the setting in which the group will take place (e.g., in-person, virtual), including the physical environment, frequency of sessions, and duration of the group. Ensure that the setting and structure align with best practices for psychotherapy groups and are conducive to achieving therapeutic outcomes.

    5.
    **Goals of the Group**
    Outline the specific therapeutic goals for the group. These goals should be measurable, realistic, and directly tied to the presenting issues of the group members. Support these goals with research and therapeutic theory, demonstrating how they will contribute to meaningful therapeutic change.

    6.
    **Group Member Guidelines**
    Establish the guidelines that will govern group member behavior, including expectations for participation, confidentiality, and group cohesion. These guidelines should promote a safe and therapeutic environment for all members and be informed by ethical standards in group therapy.

    7.
    **Group Leader Role and Function**
    Describe the role and function of the group leader. This section should discuss the leadership style, interventions, and therapeutic techniques the leader will use to facilitate the group process. Provide a rationale for these choices based on research and group theory.

    8.
    **Biblical Integration:** Demonstrate biblical integration by incorporating relevant Christian principles and scripture to support your points. This should include appropriate Christian resources, such as theological texts, biblical commentaries, or scholarly works from a Christian perspective, to substantiate points and enhance the depth.

    9.
    **Conclusion**
    Summarize the key points of your psychotherapy group plan, reinforcing how the group is designed to meet the therapeutic needs of its members. Highlight the importance of the group’s goals and structure in achieving successful outcomes.

    **Formatting and Submission Requirements**

    ·
    **Length**: Your paper should be 8-10 pages, excluding title and reference pages.

    ·
    **APA Style**: Follow current APA professional formatting guidelines throughout the paper, including proper citations and references.

    ·
    **References**: Include at least seven scholarly, peer-reviewed references, published within the last three-five years, to support your group plan. These sources should reflect the most current research and best practices in group psychotherapy.

    ·
    **Headings**: Use headings to organize your paper and ensure clarity and coherence.

    **Assessment**
    This assignment will be assessed based on your ability to clearly differentiate between psychotherapy and psychoeducation, the depth of your group plan, the integration and synthesization of research, and adherence to APA professional formatting guidelines.

    Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

    **## TopicselectedinWeekOne.docx**

    2

    **Psychoeducational Group Plan: Supporting Sexual Assault Survivors with PTSD**

    Abraham De La Cruz
    Doctorate of Education-Community Care and Counseling-
    Marriage and Family, Liberty University
    EDCO 711: Advanced Group Counseling
    Prof. Dr. Gregory Mears
    March 23, 2025

    **I. Subject Synopsis**

    Members of psychoeducational groups can learn more about a specific issue, problem, or worry; develop their interpersonal skills and self-awareness; and improve their ability to comprehend and resolve issues that impact them (Brown, 2018). The purpose of this psychoeducational group is to assist survivors of sexual assault who are suffering from post-traumatic stress disorder (PTSD). The main goals will be to educate people on PTSD symptoms, coping mechanisms, and resilience building. Numerous evaluations have shown that sexual assault is linked to an increased risk of being diagnosed with conditions such as acute stress disorder (ASD), post-traumatic stress disorder (PTSD), and symptoms of PTSD (Stockman et al., 2023). Psychoeducational interventions have been shown to statistically significantly improve PTSD and depression in survivors and can significantly improve coping mechanisms, including trauma-focused therapy interventions like cognitive processing and exposure therapy (Heard & Walsh, 2023). To empower members, this group will apply evidence-based practices such as mindfulness, cognitive-behavioral approaches, and peer support.

    According to Moring et al. (2023), giving patients psychoeducation before to starting CPT might boost their expectations, optimism, and perception of the therapy's legitimacy—all of which are essential for the best possible outcome. This group will be set up to provide a secure and encouraging setting where members may learn how to control their symptoms and enhance their quality of life. According to Brown (2018), members may experience significant feelings of guilt, wrath, resentment, and other upsetting emotions as a result of personal shortcomings and may blame others or themselves for what occurred to them. This group is extremely significant in the counseling industry since survivors of sexual assault frequently suffer from PTSD.

    **II. Group Outline**

    **A. Group Purpose:**

    · To give survivors of sexual assault psychoeducation on PTSD symptoms and coping techniques.

    · To promote self-efficacy and emotional resilience using evidence-based practices.

    · To establish a secure environment where survivors may talk about their experiences and get assistance from their peers. These groups can offer a secure setting where people can freely express unpleasant and upsetting emotions (Brown, 2018).

    **B. Target Audience:**

    · Adult survivors of sexual assault have been diagnosed with or are suffering symptoms of PTSD.

    · Individuals seeking formal direction and assistance during their recovery process.

    · Participants are willing to participate in psychoeducational activities and conversations.

    **C. Goals:**

    1. Improve participants' awareness of PTSD's effects on mental health and daily life.

    2. Provide participants with appropriate coping skills for managing PTSD symptoms and enhancing emotional control.

    **D. Objectives:**

    1. At the end of the group, participants will be able to recognize three typical PTSD symptoms and psychological repercussions.

    2. Participants will grasp how trauma impacts cognitive and emotional processing.

    3. Participants will learn and practice at least three evidence-based coping methods to manage PTSD symptoms, such as grounding techniques, mindfulness, and cognitive restructuring. According to Heard and Walsh (2023), these techniques help to reduce PTSD symptoms and improve coping skills.

    4. Participants will develop a tailored coping strategy with at least three methods for high-stress situations.

    **E. Group Rules:**

    Heard and Walsh (2023) argue that activities to build trust and group norms are essential for effective treatments.

    1. Confidentiality: To create a secure and trustworthy atmosphere, all group talks are kept

    2. private.

    3. Respect: Participants will acknowledge each other's experiences, viewpoints, and limits.

    4. Supportive, non-judgmental environment for healing and growth. Participation: Members are urged to participate while maintaining their comfort levels.

    5. Safety: Any reports of injury to self or others will be handled following ethical and legal

    standards.

    6. A major ethical concept is to do no damage; while this may seem straightforward, it is

    not, and group leaders must be cognizant of ethical standards to monitor the potential for

    harm (Brown, 2018).

    **F. Biblical Integration:**

    ·
    _Psalm 34:18:_ "The Lord is close to the brokenhearted and saves those who are crushed in spirit." This scripture stresses God's compassion and consolation for people who are suffering.

    ·
    _Isaiah 41:10:_ "So do not fear, for I am with you; do not be dismayed, for I am your God. I will strengthen and help you and uphold you with my righteous right hand." This scripture reassures survivors that they are not alone in their healing journey.

    · The Christian values of hope, restoration, and support will be used to promote faith-based healing and resilience.

    **References**

    Brown, N. W. (2018). Psychoeducational Groups, 4th Edition. [[VitalSource Bookshelf version]]. Retrieved from vbk://9781351689410Heard, E., & Walsh, D. (2023). Group Therapy for Survivors of Adult Sexual Assault: A Scoping Review.
    _Trauma, Violence & Abuse_,
    _24_(2), 886–898.
    [https://doi.org/10.1177/15248380211043828](https://doi.org/10.1177/15248380211043828)

    Heard, E., & Walsh, D. (2023). Group Therapy for Survivors of Adult Sexual Assault: A Scoping Review.
    _Trauma, Violence & Abuse_,
    _24_(2), 886–898. https://doi.org/10.1177/15248380211043828

    King James Bible Version. (2025). KJV Online. https://www.kingjamesbibleonline.org/

    Moring, J. C., Peterson, A. L., Straud, C. L., Ortman, J., Mintz, J., Young, M. S., McGeary, C. A., McGeary, D. D., Litz, B. T., Macdonald, A., Roache, J. D., Resick, P. A., & for the STRONG STAR Consortium. (2023). The interactions between patient preferences, expectancies, and stigma contribute to posttraumatic stress disorder treatment outcomes.
    _Journal of Traumatic Stress_,
    _36_(6), 1126–1137. https://doi.org/10.1002/jts.22982

    Stockman, D., Haney, L., Uzieblo, K., Littleton, H., Keygnaert, I., Lemmens, G., & Verhofstadt, L. (2023). An ecological approach to understanding the impact of sexual violence: a systematic meta-review.
    _Frontiers in Psychology_, 1–16. https://doi.org/10.3389/fpsyg.2023.1032408

    **Reading.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/reading-docx-10270499)

    **Reading.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/reading-docx-10270499)

    **## PsychotherapyGroupPlanAssignmentInstructions1.docx**

    EDCO 711

    **Psychotherapy Group Plan Assignment Instructions**

    Overview

    This assignment provides you with the opportunity to extend the topic you selected in Week One by creating a comprehensive psychotherapy group plan. The plan will clearly differentiate this group from the previously developed psychoeducational group and be grounded in scholarly research and best practices in group psychotherapy.

    Instructions

    Students will develop a detailed psychotherapy group plan, differentiating it from a psychoeducational group and demonstrating how it meets the unique therapeutic needs of its members. The plan must be fully supported by current research and structured using the following headings:

    1.
    **Topic Overview**
    Provide a succinct and clear description of the psychotherapy group’s focus. Articulate why this topic is appropriate for a psychotherapy group, supported by evidence-based research. This section should introduce the therapeutic rationale for choosing group as a treatment modality.

    2.
    **Differentiation of Psychotherapy and Psychoeducation**
    Clearly explain the distinctions between psychotherapy and psychoeducation within the context of group work. Highlight the theoretical and practical differences between the two approaches and how these differences impact the design, goals, and leadership of the proposed group.

    3.
    **Group Composition**
    Describe the ideal composition of the psychotherapy group. This section should outline the inclusion/exclusion criteria for group members, considering factors such as demographics, presenting issues, and the therapeutic needs of the population. Provide a rationale for why this composition will support the therapeutic goals of the group.

    4.
    **Setting and Structure**
    Detail the setting in which the group will take place (e.g., in-person, virtual), including the physical environment, frequency of sessions, and duration of the group. Ensure that the setting and structure align with best practices for psychotherapy groups and are conducive to achieving therapeutic outcomes.

    5.
    **Goals of the Group**
    Outline the specific therapeutic goals for the group. These goals should be measurable, realistic, and directly tied to the presenting issues of the group members. Support these goals with research and therapeutic theory, demonstrating how they will contribute to meaningful therapeutic change.

    6.
    **Group Member Guidelines**
    Establish the guidelines that will govern group member behavior, including expectations for participation, confidentiality, and group cohesion. These guidelines should promote a safe and therapeutic environment for all members and be informed by ethical standards in group therapy.

    7.
    **Group Leader Role and Function**
    Describe the role and function of the group leader. This section should discuss the leadership style, interventions, and therapeutic techniques the leader will use to facilitate the group process. Provide a rationale for these choices based on research and group theory.

    8.
    **Biblical Integration:** Demonstrate biblical integration by incorporating relevant Christian principles and scripture to support your points. This should include appropriate Christian resources, such as theological texts, biblical commentaries, or scholarly works from a Christian perspective, to substantiate points and enhance the depth.

    9.
    **Conclusion**
    Summarize the key points of your psychotherapy group plan, reinforcing how the group is designed to meet the therapeutic needs of its members. Highlight the importance of the group’s goals and structure in achieving successful outcomes.

    **Formatting and Submission Requirements**

    ·
    **Length**: Your paper should be 8-10 pages, excluding title and reference pages.

    ·
    **APA Style**: Follow current APA professional formatting guidelines throughout the paper, including proper citations and references.

    ·
    **References**: Include at least seven scholarly, peer-reviewed references, published within the last three-five years, to support your group plan. These sources should reflect the most current research and best practices in group psychotherapy.

    ·
    **Headings**: Use headings to organize your paper and ensure clarity and coherence.

    **Assessment**
    This assignment will be assessed based on your ability to clearly differentiate between psychotherapy and psychoeducation, the depth of your group plan, the integration and synthesization of research, and adherence to APA professional formatting guidelines.

    Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

    **## TopicselectedinWeekOne.docx**

    2

    **Psychoeducational Group Plan: Supporting Sexual Assault Survivors with PTSD**

    Abraham De La Cruz
    Doctorate of Education-Community Care and Counseling-
    Marriage and Family, Liberty University
    EDCO 711: Advanced Group Counseling
    Prof. Dr. Gregory Mears
    March 23, 2025

    **I. Subject Synopsis**

    Members of psychoeducational groups can learn more about a specific issue, problem, or worry; develop their interpersonal skills and self-awareness; and improve their ability to comprehend and resolve issues that impact them (Brown, 2018). The purpose of this psychoeducational group is to assist survivors of sexual assault who are suffering from post-traumatic stress disorder (PTSD). The main goals will be to educate people on PTSD symptoms, coping mechanisms, and resilience building. Numerous evaluations have shown that sexual assault is linked to an increased risk of being diagnosed with conditions such as acute stress disorder (ASD), post-traumatic stress disorder (PTSD), and symptoms of PTSD (Stockman et al., 2023). Psychoeducational interventions have been shown to statistically significantly improve PTSD and depression in survivors and can significantly improve coping mechanisms, including trauma-focused therapy interventions like cognitive processing and exposure therapy (Heard & Walsh, 2023). To empower members, this group will apply evidence-based practices such as mindfulness, cognitive-behavioral approaches, and peer support.

    According to Moring et al. (2023), giving patients psychoeducation before to starting CPT might boost their expectations, optimism, and perception of the therapy's legitimacy—all of which are essential for the best possible outcome. This group will be set up to provide a secure and encouraging setting where members may learn how to control their symptoms and enhance their quality of life. According to Brown (2018), members may experience significant feelings of guilt, wrath, resentment, and other upsetting emotions as a result of personal shortcomings and may blame others or themselves for what occurred to them. This group is extremely significant in the counseling industry since survivors of sexual assault frequently suffer from PTSD.

    **II. Group Outline**

    **A. Group Purpose:**

    · To give survivors of sexual assault psychoeducation on PTSD symptoms and coping techniques.

    · To promote self-efficacy and emotional resilience using evidence-based practices.

    · To establish a secure environment where survivors may talk about their experiences and get assistance from their peers. These groups can offer a secure setting where people can freely express unpleasant and upsetting emotions (Brown, 2018).

    **B. Target Audience:**

    · Adult survivors of sexual assault have been diagnosed with or are suffering symptoms of PTSD.

    · Individuals seeking formal direction and assistance during their recovery process.

    · Participants are willing to participate in psychoeducational activities and conversations.

    **C. Goals:**

    1. Improve participants' awareness of PTSD's effects on mental health and daily life.

    2. Provide participants with appropriate coping skills for managing PTSD symptoms and enhancing emotional control.

    **D. Objectives:**

    1. At the end of the group, participants will be able to recognize three typical PTSD symptoms and psychological repercussions.

    2. Participants will grasp how trauma impacts cognitive and emotional processing.

    3. Participants will learn and practice at least three evidence-based coping methods to manage PTSD symptoms, such as grounding techniques, mindfulness, and cognitive restructuring. According to Heard and Walsh (2023), these techniques help to reduce PTSD symptoms and improve coping skills.

    4. Participants will develop a tailored coping strategy with at least three methods for high-stress situations.

    **E. Group Rules:**

    Heard and Walsh (2023) argue that activities to build trust and group norms are essential for effective treatments.

    1. Confidentiality: To create a secure and trustworthy atmosphere, all group talks are kept

    2. private.

    3. Respect: Participants will acknowledge each other's experiences, viewpoints, and limits.

    4. Supportive, non-judgmental environment for healing and growth. Participation: Members are urged to participate while maintaining their comfort levels.

    5. Safety: Any reports of injury to self or others will be handled following ethical and legal

    standards.

    6. A major ethical concept is to do no damage; while this may seem straightforward, it is

    not, and group leaders must be cognizant of ethical standards to monitor the potential for

    harm (Brown, 2018).

    **F. Biblical Integration:**

    ·
    _Psalm 34:18:_ "The Lord is close to the brokenhearted and saves those who are crushed in spirit." This scripture stresses God's compassion and consolation for people who are suffering.

    ·
    _Isaiah 41:10:_ "So do not fear, for I am with you; do not be dismayed, for I am your God. I will strengthen and help you and uphold you with my righteous right hand." This scripture reassures survivors that they are not alone in their healing journey.

    · The Christian values of hope, restoration, and support will be used to promote faith-based healing and resilience.

    **References**

    Brown, N. W. (2018). Psychoeducational Groups, 4th Edition. [[VitalSource Bookshelf version]]. Retrieved from vbk://9781351689410Heard, E., & Walsh, D. (2023). Group Therapy for Survivors of Adult Sexual Assault: A Scoping Review.
    _Trauma, Violence & Abuse_,
    _24_(2), 886–898.
    [https://doi.org/10.1177/15248380211043828](https://doi.org/10.1177/15248380211043828)

    Heard, E., & Walsh, D. (2023). Group Therapy for Survivors of Adult Sexual Assault: A Scoping Review.
    _Trauma, Violence & Abuse_,
    _24_(2), 886–898. https://doi.org/10.1177/15248380211043828

    King James Bible Version. (2025). KJV Online. https://www.kingjamesbibleonline.org/

    Moring, J. C., Peterson, A. L., Straud, C. L., Ortman, J., Mintz, J., Young, M. S., McGeary, C. A., McGeary, D. D., Litz, B. T., Macdonald, A., Roache, J. D., Resick, P. A., & for the STRONG STAR Consortium. (2023). The interactions between patient preferences, expectancies, and stigma contribute to posttraumatic stress disorder treatment outcomes.
    _Journal of Traumatic Stress_,
    _36_(6), 1126–1137. https://doi.org/10.1002/jts.22982

    Stockman, D., Haney, L., Uzieblo, K., Littleton, H., Keygnaert, I., Lemmens, G., & Verhofstadt, L. (2023). An ecological approach to understanding the impact of sexual violence: a systematic meta-review.
    _Frontiers in Psychology_, 1–16. https://doi.org/10.3389/fpsyg.2023.1032408

    **Reading.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/reading-docx-10270499)

    **## PsychotherapyGroupPlanAssignmentInstructions1.docx**

    EDCO 711

    **Psychotherapy Group Plan Assignment Instructions**

    Overview

    This assignment provides you with the opportunity to extend the topic you selected in Week One by creating a comprehensive psychotherapy group plan. The plan will clearly differentiate this group from the previously developed psychoeducational group and be grounded in scholarly research and best practices in group psychotherapy.

    Instructions

    Students will develop a detailed psychotherapy group plan, differentiating it from a psychoeducational group and demonstrating how it meets the unique therapeutic needs of its members. The plan must be fully supported by current research and structured using the following headings:

    1.
    **Topic Overview**
    Provide a succinct and clear description of the psychotherapy group’s focus. Articulate why this topic is appropriate for a psychotherapy group, supported by evidence-based research. This section should introduce the therapeutic rationale for choosing group as a treatment modality.

    2.
    **Differentiation of Psychotherapy and Psychoeducation**
    Clearly explain the distinctions between psychotherapy and psychoeducation within the context of group work. Highlight the theoretical and practical differences between the two approaches and how these differences impact the design, goals, and leadership of the proposed group.

    3.
    **Group Composition**
    Describe the ideal composition of the psychotherapy group. This section should outline the inclusion/exclusion criteria for group members, considering factors such as demographics, presenting issues, and the therapeutic needs of the population. Provide a rationale for why this composition will support the therapeutic goals of the group.

    4.
    **Setting and Structure**
    Detail the setting in which the group will take place (e.g., in-person, virtual), including the physical environment, frequency of sessions, and duration of the group. Ensure that the setting and structure align with best practices for psychotherapy groups and are conducive to achieving therapeutic outcomes.

    5.
    **Goals of the Group**
    Outline the specific therapeutic goals for the group. These goals should be measurable, realistic, and directly tied to the presenting issues of the group members. Support these goals with research and therapeutic theory, demonstrating how they will contribute to meaningful therapeutic change.

    6.
    **Group Member Guidelines**
    Establish the guidelines that will govern group member behavior, including expectations for participation, confidentiality, and group cohesion. These guidelines should promote a safe and therapeutic environment for all members and be informed by ethical standards in group therapy.

    7.
    **Group Leader Role and Function**
    Describe the role and function of the group leader. This section should discuss the leadership style, interventions, and therapeutic techniques the leader will use to facilitate the group process. Provide a rationale for these choices based on research and group theory.

    8.
    **Biblical Integration:** Demonstrate biblical integration by incorporating relevant Christian principles and scripture to support your points. This should include appropriate Christian resources, such as theological texts, biblical commentaries, or scholarly works from a Christian perspective, to substantiate points and enhance the depth.

    9.
    **Conclusion**
    Summarize the key points of your psychotherapy group plan, reinforcing how the group is designed to meet the therapeutic needs of its members. Highlight the importance of the group’s goals and structure in achieving successful outcomes.

    **Formatting and Submission Requirements**

    ·
    **Length**: Your paper should be 8-10 pages, excluding title and reference pages.

    ·
    **APA Style**: Follow current APA professional formatting guidelines throughout the paper, including proper citations and references.

    ·
    **References**: Include at least seven scholarly, peer-reviewed references, published within the last three-five years, to support your group plan. These sources should reflect the most current research and best practices in group psychotherapy.

    ·
    **Headings**: Use headings to organize your paper and ensure clarity and coherence.

    **Assessment**
    This assignment will be assessed based on your ability to clearly differentiate between psychotherapy and psychoeducation, the depth of your group plan, the integration and synthesization of research, and adherence to APA professional formatting guidelines.

    Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

    **## TopicselectedinWeekOne.docx**

    2

    **Psychoeducational Group Plan: Supporting Sexual Assault Survivors with PTSD**

    Abraham De La Cruz
    Doctorate of Education-Community Care and Counseling-
    Marriage and Family, Liberty University
    EDCO 711: Advanced Group Counseling
    Prof. Dr. Gregory Mears
    March 23, 2025

    **I. Subject Synopsis**

    Members of psychoeducational groups can learn more about a specific issue, problem, or worry; develop their interpersonal skills and self-awareness; and improve their ability to comprehend and resolve issues that impact them (Brown, 2018). The purpose of this psychoeducational group is to assist survivors of sexual assault who are suffering from post-traumatic stress disorder (PTSD). The main goals will be to educate people on PTSD symptoms, coping mechanisms, and resilience building. Numerous evaluations have shown that sexual assault is linked to an increased risk of being diagnosed with conditions such as acute stress disorder (ASD), post-traumatic stress disorder (PTSD), and symptoms of PTSD (Stockman et al., 2023). Psychoeducational interventions have been shown to statistically significantly improve PTSD and depression in survivors and can significantly improve coping mechanisms, including trauma-focused therapy interventions like cognitive processing and exposure therapy (Heard & Walsh, 2023). To empower members, this group will apply evidence-based practices such as mindfulness, cognitive-behavioral approaches, and peer support.

    According to Moring et al. (2023), giving patients psychoeducation before to starting CPT might boost their expectations, optimism, and perception of the therapy's legitimacy—all of which are essential for the best possible outcome. This group will be set up to provide a secure and encouraging setting where members may learn how to control their symptoms and enhance their quality of life. According to Brown (2018), members may experience significant feelings of guilt, wrath, resentment, and other upsetting emotions as a result of personal shortcomings and may blame others or themselves for what occurred to them. This group is extremely significant in the counseling industry since survivors of sexual assault frequently suffer from PTSD.

    **II. Group Outline**

    **A. Group Purpose:**

    · To give survivors of sexual assault psychoeducation on PTSD symptoms and coping techniques.

    · To promote self-efficacy and emotional resilience using evidence-based practices.

    · To establish a secure environment where survivors may talk about their experiences and get assistance from their peers. These groups can offer a secure setting where people can freely express unpleasant and upsetting emotions (Brown, 2018).

    **B. Target Audience:**

    · Adult survivors of sexual assault have been diagnosed with or are suffering symptoms of PTSD.

    · Individuals seeking formal direction and assistance during their recovery process.

    · Participants are willing to participate in psychoeducational activities and conversations.

    **C. Goals:**

    1. Improve participants' awareness of PTSD's effects on mental health and daily life.

    2. Provide participants with appropriate coping skills for managing PTSD symptoms and enhancing emotional control.

    **D. Objectives:**

    1. At the end of the group, participants will be able to recognize three typical PTSD symptoms and psychological repercussions.

    2. Participants will grasp how trauma impacts cognitive and emotional processing.

    3. Participants will learn and practice at least three evidence-based coping methods to manage PTSD symptoms, such as grounding techniques, mindfulness, and cognitive restructuring. According to Heard and Walsh (2023), these techniques help to reduce PTSD symptoms and improve coping skills.

    4. Participants will develop a tailored coping strategy with at least three methods for high-stress situations.

    **E. Group Rules:**

    Heard and Walsh (2023) argue that activities to build trust and group norms are essential for effective treatments.

    1. Confidentiality: To create a secure and trustworthy atmosphere, all group talks are kept

    2. private.

    3. Respect: Participants will acknowledge each other's experiences, viewpoints, and limits.

    4. Supportive, non-judgmental environment for healing and growth. Participation: Members are urged to participate while maintaining their comfort levels.

    5. Safety: Any reports of injury to self or others will be handled following ethical and legal

    standards.

    6. A major ethical concept is to do no damage; while this may seem straightforward, it is

    not, and group leaders must be cognizant of ethical standards to monitor the potential for

    harm (Brown, 2018).

    **F. Biblical Integration:**

    ·
    _Psalm 34:18:_ "The Lord is close to the brokenhearted and saves those who are crushed in spirit." This scripture stresses God's compassion and consolation for people who are suffering.

    ·
    _Isaiah 41:10:_ "So do not fear, for I am with you; do not be dismayed, for I am your God. I will strengthen and help you and uphold you with my righteous right hand." This scripture reassures survivors that they are not alone in their healing journey.

    · The Christian values of hope, restoration, and support will be used to promote faith-based healing and resilience.

    **References**

    Brown, N. W. (2018). Psychoeducational Groups, 4th Edition. [[VitalSource Bookshelf version]]. Retrieved from vbk://9781351689410Heard, E., & Walsh, D. (2023). Group Therapy for Survivors of Adult Sexual Assault: A Scoping Review.
    _Trauma, Violence & Abuse_,
    _24_(2), 886–898.
    [https://doi.org/10.1177/15248380211043828](https://doi.org/10.1177/15248380211043828)

    Heard, E., & Walsh, D. (2023). Group Therapy for Survivors of Adult Sexual Assault: A Scoping Review.
    _Trauma, Violence & Abuse_,
    _24_(2), 886–898. https://doi.org/10.1177/15248380211043828

    King James Bible Version. (2025). KJV Online. https://www.kingjamesbibleonline.org/

    Moring, J. C., Peterson, A. L., Straud, C. L., Ortman, J., Mintz, J., Young, M. S., McGeary, C. A., McGeary, D. D., Litz, B. T., Macdonald, A., Roache, J. D., Resick, P. A., & for the STRONG STAR Consortium. (2023). The interactions between patient preferences, expectancies, and stigma contribute to posttraumatic stress disorder treatment outcomes.
    _Journal of Traumatic Stress_,
    _36_(6), 1126–1137. https://doi.org/10.1002/jts.22982

    Stockman, D., Haney, L., Uzieblo, K., Littleton, H., Keygnaert, I., Lemmens, G., & Verhofstadt, L. (2023). An ecological approach to understanding the impact of sexual violence: a systematic meta-review.
    _Frontiers in Psychology_, 1–16. https://doi.org/10.3389/fpsyg.2023.1032408

    **Reading.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/reading-docx-10270499)

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    See attached – 2 years ago – 3.5 **files (2)** – ## V.docx – ## UnitV.pdf **## V.docx** Should organizations have data or information owners? Please explain why or why not. Consider the costs, roles, and responsibilities for the data and information. Course Textbook(s) Santos, O. (2019). Developing …

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    See attached

    – 2 years ago
    – 3.5

    **files (2)**

    – ## V.docx

    – ## UnitV.pdf

    **## V.docx**

    Should organizations have data or information owners? Please explain why or why not. Consider the costs, roles, and responsibilities for the data and information.

    Course Textbook(s)

    Santos, O. (2019). Developing cybersecurity programs and policies (3rd ed.). Pearson. https://online.vitalsource.com/#/books/9780134858548

    **## UnitV.pdf**

    SEC 4303, IS Security Policy Analysis 1

    Course Learning Outcomes for Unit V

    Upon completion of this unit, students should be able to:

    4. Analyze a security policy for its completeness.
    4.1 Determine information classifications for security policies.
    4.2 Identify the information owners of an organization.

    5. Show a familiarity with a wide range of substantive issues in IS security policy creation.

    5.1 Indicate the different types of information assets.

    Reading Assignment

    Chapter 5: Asset Management and Data Loss Prevention

    Unit Lesson

    A major benefit of creating a policy is to protect the assets and prevention of types of data loss. If we fail to
    create these policies, then we increase our chances of the data loss or potential theft of the assets. The first
    phase of protecting the assets is to determine the values and importance to the organization. For example, if
    we have Cisco equipment that costs $250,000, then policies should be in place to protect this hardware. On
    the other hand, you may have a router or specialty equipment with less value; this does not mean it should
    not have a policy assigned to the equipment, but it can be grouped into a classification for general use and
    best practices. We would not want to spend 20 hours working on an asset policy for assets with a value of
    $5,000. At some point, there are diminishing returns, so proper planning and good decision-making are
    needed when examining the need for asset management policies. We also have to take into consideration the
    need for further updates as we make the decisions.

    Classifications

    The identification and classification of the information assets and systems are essential to protect against
    confidentiality, integrity, and availability (Santos, 2019). The National Institute for Standards and Technology
    (NIST) (2018) uniquely identifies assets (components) based on known identifiers and/or known information
    about the assets. Therefore, we can group or combine the assets for common policy practices. Asset
    management provides a framework or process to ensure that assets are adequately protected. An example of
    an asset management methodology is tracking and inventorying IT hardware and software. Additionally, it is
    recommended that organizations identify if there is an asset management system that needs to be included in
    the policy. Some of the private classifications are listed below.

    Protected: Data that is protected by law, regulation, memorandum of agreement, contractual obligation, or
    management discretion are considered protected (Santos, 2019). It is in this situation that organizations need
    to protect the nonpublic information from external personnel, employees without the proper access rights, and
    criminals. If you work for a financial institution, the entity will have its customer’s social security number,
    address, account numbers, and credit scores. This information needs to be protected because it is classified.

    Confidential: Confidential information should only be accessible and viewed by those individuals that an
    organization has deemed trustworthy and within the appropriate level. Santos (2019) provided examples of
    business strategies, financial positions, employee records, upcoming sales or advertising campaigns,
    laboratory research, and product schematics as confidential artifacts. It is obvious for this classification an
    organization may want its chief financial officer (CFO) to have access to the financial records and balance
    sheets, but not necessarily the laboratory research. Therefore, the classification of confidential should not

    UNIT V STUDY GUIDE
    Protecting Organizational Assets and Data

    SEC 4303, IS Security Policy Analysis 2

    UNIT x STUDY GUIDE
    Title

    only apply to the most trustworthy personnel, but should also be appropriate to the department. In the case of
    the laboratory research, a CFO may not understand the full importance of the information he or she has, so
    he or she could accidently discard the information in a trash bin. However, a CFO would certainly protect the
    end-of-year financial reports because he or she understands the importance of protecting the information.

    Internal use: If the information or data are classified for internal use, then that information should only be
    distributed within the organization. We have seen information technology (IT) take a proactive role in disabling
    SharePoint site links for only internal personnel. For example, as part of Office 365 and One Drive,
    employees usually have the option to share a document or spreadsheet, but if this information is classified as
    internal use only, then the OneDrive links should be locked from sharing with anyone outside the domain or
    active directory.

    Public: Public information is certainly the less stringent classification. An organization may have marketing
    material, product brochures, or annual reports. This information is usually readily available to the public, so it
    is not detrimental if the information is sent outside the organization. However, management and possibly the
    legal department should approve any modifications or adjustments to the information.

    Organizations can review more information on the asset management standards by reviewing the ISO 55000
    standard. The ISO 55000 series is comprised of three standards. ISO 55000 is an overview of the subject of
    asset management and the standard terms and definitions, ISO 55001 is the requirements specification for an
    integrated, effective management system for asset management, and ISO 55002 provides guidance for the
    implementation of such a management system (The Woodhouse Partnership, 2018). We can use these
    standards when creating the information system (IS) security policies for asset management. Knowing what
    the organization has, where everything is, its importance, and ownership are important pieces to asset
    management.

    The following site explores a great outline for creating a policy using ISO 550001. In the article, you will find
    the importance of alignment, top management support, business objectives, purposes, and communication of
    the policy. The article states the policy should be short, consistent with the overall goals and other policies,
    provide guidance, and have common elements found with other policies. We previously discussed the
    importance of using templates or common headings to ensure everyone uses a standard and approved
    format.

    Dunn, S. (n.d.). How to write a good asset management policy – Implementing ISO 55000.

    https://www.assetivity.com.au/article/asset-management/implementing-iso-55000-part-3-how-to-write-
    a-good-asset-management-policy.html

    We now understand assets are important to protect, consequently, we need to define how IS assets relate to
    the organization. Santos (2019) explains that an information asset is a definable piece of information that is
    recognized as having value. Therefore, the information residing on our databases is of value to our
    operations, so it is considered an information asset. If you become an IT manager, then your department
    should develop an asset strategy to include information assets, software assets, and information technology
    equipment.

    Consider the information the employees have when it comes to procedures or intellectual property. Santos
    (2019) outlines data warehouses, intellectual property, and operation procedures as information assets. An
    asset management strategy is a broad level plan set by senior management as a guide to how an
    organization intends to protect assets, ranging from legislative mandates (and their enforcement) to policies to
    technical security controls. Information and physical assets must be protected throughout their life cycle, from
    creation or purchase through final disposal or long-term storage. As we have learned, with the importance of
    identifying the information assets, there is also a need to assign accountability to manage these assets.

    Are employees considered an asset in an organization’s asset management strategy?

    [https://www.assetivity.com.au/article/asset-management/implementing-iso-55000-part-3-how-to-write-a-good-asset-management-policy.html](https://www.assetivity.com.au/article/asset-management/implementing-iso-55000-part-3-how-to-write-a-good-asset-management-policy.html)

    [https://www.assetivity.com.au/article/asset-management/implementing-iso-55000-part-3-how-to-write-a-good-asset-management-policy.html](https://www.assetivity.com.au/article/asset-management/implementing-iso-55000-part-3-how-to-write-a-good-asset-management-policy.html)

    SEC 4303, IS Security Policy Analysis 3

    UNIT x STUDY GUIDE
    Title

    The key concept is to determine the ownership of the information assets. Some of the most important
    elements to consider when developing an asset management strategy are:

    • inventory assets,
    • definition of responsibility and ownership,
    • importance,
    • establishment of acceptable use policies for information and assets, and
    • protection.

    A best practice is for the data owner to also function as a secondary champion to embrace the
    confidentiality, integrity, and availability (CIA) model (Santos, 2019). We want the staff employees to be
    users of the information, but we need data owners, such as supervisors or management, to ensure the
    policies are being enforced to protect the assets.

    Once the data owners are identified, then the information security owner needs to work with these individuals
    to review existing policies or create new ones. The information security officer (ISO) should provide direction
    and guidance as to the appropriate controls and ensure that controls are applied consistently throughout the
    organization (Santos, 2019). It is certainly an ideal situation to have a designated employee with the role of
    the ISO, but this is not always the case in most organizations because of resources or budget limitations.
    Many organizations have ineffective or insufficient policies simply because they have not been updated.
    Additionally, there needs to be clear communication between the users, data owners, and information security
    officer regarding these policies.

    Summary

    As found in Chapter 5, information can be classified by confidentiality, integrity, and availability factors.
    Santos (2019) also discussed how national security applies classification to top secret, secret, confidential,
    unclassified, and sensitive/but classified information. In business, we can review the sensitivity of the data
    and then assign access controls depending on the group or level of the employee. For example, an accounts
    payable employee should have access to the accounts payable forms or pages, but he or she should not
    have access to the vendors form because this employee could create a vendor for a family member and then

    Data owner responsibilities
    (Adapted from Santos, 2019)

    What would be the value and impact of creating a policy to address the information
    assets, but not assigning teams or groups with a responsibility for the protections?

    SEC 4303, IS Security Policy Analysis 4

    UNIT x STUDY GUIDE
    Title

    send payments. However, the chief financial officer (CFO) should have access to all forms and ensure the
    payables policies are followed. Therefore, it is extremely important for IT and human resources (HR) to
    constantly work together to ensure the employees have access to the appropriate information depending on
    their roles within the organization. A large organization may have well-defined processes for this alignment,
    while most small- or medium-size businesses may be set up as verbal rather than formal policies.

    References

    The Woodhouse Partnership. (2018). Latest news in standards for asset management. ISO 55000 Standards

    for Asset Management. https://www.assetmanagementstandards.com/

    National Institute of Standards and Technology. (2018). Computer security resource center: Asset

    identification. https://csrc.nist.gov/glossary/term/Asset-Identification

    Santos, O. (2019). Developing cybersecurity programs and policies (3rd ed.). Upper Saddle River, NJ:

    Pearson.

    – Course Learning Outcomes for Unit V
    – Reading Assignment
    – Unit Lesson

    **## UnitV.pdf**

    SEC 4303, IS Security Policy Analysis 1

    Course Learning Outcomes for Unit V

    Upon completion of this unit, students should be able to:

    4. Analyze a security policy for its completeness.
    4.1 Determine information classifications for security policies.
    4.2 Identify the information owners of an organization.

    5. Show a familiarity with a wide range of substantive issues in IS security policy creation.

    5.1 Indicate the different types of information assets.

    Reading Assignment

    Chapter 5: Asset Management and Data Loss Prevention

    Unit Lesson

    A major benefit of creating a policy is to protect the assets and prevention of types of data loss. If we fail to
    create these policies, then we increase our chances of the data loss or potential theft of the assets. The first
    phase of protecting the assets is to determine the values and importance to the organization. For example, if
    we have Cisco equipment that costs $250,000, then policies should be in place to protect this hardware. On
    the other hand, you may have a router or specialty equipment with less value; this does not mean it should
    not have a policy assigned to the equipment, but it can be grouped into a classification for general use and
    best practices. We would not want to spend 20 hours working on an asset policy for assets with a value of
    $5,000. At some point, there are diminishing returns, so proper planning and good decision-making are
    needed when examining the need for asset management policies. We also have to take into consideration the
    need for further updates as we make the decisions.

    Classifications

    The identification and classification of the information assets and systems are essential to protect against
    confidentiality, integrity, and availability (Santos, 2019). The National Institute for Standards and Technology
    (NIST) (2018) uniquely identifies assets (components) based on known identifiers and/or known information
    about the assets. Therefore, we can group or combine the assets for common policy practices. Asset
    management provides a framework or process to ensure that assets are adequately protected. An example of
    an asset management methodology is tracking and inventorying IT hardware and software. Additionally, it is
    recommended that organizations identify if there is an asset management system that needs to be included in
    the policy. Some of the private classifications are listed below.

    Protected: Data that is protected by law, regulation, memorandum of agreement, contractual obligation, or
    management discretion are considered protected (Santos, 2019). It is in this situation that organizations need
    to protect the nonpublic information from external personnel, employees without the proper access rights, and
    criminals. If you work for a financial institution, the entity will have its customer’s social security number,
    address, account numbers, and credit scores. This information needs to be protected because it is classified.

    Confidential: Confidential information should only be accessible and viewed by those individuals that an
    organization has deemed trustworthy and within the appropriate level. Santos (2019) provided examples of
    business strategies, financial positions, employee records, upcoming sales or advertising campaigns,
    laboratory research, and product schematics as confidential artifacts. It is obvious for this classification an
    organization may want its chief financial officer (CFO) to have access to the financial records and balance
    sheets, but not necessarily the laboratory research. Therefore, the classification of confidential should not

    UNIT V STUDY GUIDE
    Protecting Organizational Assets and Data

    SEC 4303, IS Security Policy Analysis 2

    UNIT x STUDY GUIDE
    Title

    only apply to the most trustworthy personnel, but should also be appropriate to the department. In the case of
    the laboratory research, a CFO may not understand the full importance of the information he or she has, so
    he or she could accidently discard the information in a trash bin. However, a CFO would certainly protect the
    end-of-year financial reports because he or she understands the importance of protecting the information.

    Internal use: If the information or data are classified for internal use, then that information should only be
    distributed within the organization. We have seen information technology (IT) take a proactive role in disabling
    SharePoint site links for only internal personnel. For example, as part of Office 365 and One Drive,
    employees usually have the option to share a document or spreadsheet, but if this information is classified as
    internal use only, then the OneDrive links should be locked from sharing with anyone outside the domain or
    active directory.

    Public: Public information is certainly the less stringent classification. An organization may have marketing
    material, product brochures, or annual reports. This information is usually readily available to the public, so it
    is not detrimental if the information is sent outside the organization. However, management and possibly the
    legal department should approve any modifications or adjustments to the information.

    Organizations can review more information on the asset management standards by reviewing the ISO 55000
    standard. The ISO 55000 series is comprised of three standards. ISO 55000 is an overview of the subject of
    asset management and the standard terms and definitions, ISO 55001 is the requirements specification for an
    integrated, effective management system for asset management, and ISO 55002 provides guidance for the
    implementation of such a management system (The Woodhouse Partnership, 2018). We can use these
    standards when creating the information system (IS) security policies for asset management. Knowing what
    the organization has, where everything is, its importance, and ownership are important pieces to asset
    management.

    The following site explores a great outline for creating a policy using ISO 550001. In the article, you will find
    the importance of alignment, top management support, business objectives, purposes, and communication of
    the policy. The article states the policy should be short, consistent with the overall goals and other policies,
    provide guidance, and have common elements found with other policies. We previously discussed the
    importance of using templates or common headings to ensure everyone uses a standard and approved
    format.

    Dunn, S. (n.d.). How to write a good asset management policy – Implementing ISO 55000.

    https://www.assetivity.com.au/article/asset-management/implementing-iso-55000-part-3-how-to-write-
    a-good-asset-management-policy.html

    We now understand assets are important to protect, consequently, we need to define how IS assets relate to
    the organization. Santos (2019) explains that an information asset is a definable piece of information that is
    recognized as having value. Therefore, the information residing on our databases is of value to our
    operations, so it is considered an information asset. If you become an IT manager, then your department
    should develop an asset strategy to include information assets, software assets, and information technology
    equipment.

    Consider the information the employees have when it comes to procedures or intellectual property. Santos
    (2019) outlines data warehouses, intellectual property, and operation procedures as information assets. An
    asset management strategy is a broad level plan set by senior management as a guide to how an
    organization intends to protect assets, ranging from legislative mandates (and their enforcement) to policies to
    technical security controls. Information and physical assets must be protected throughout their life cycle, from
    creation or purchase through final disposal or long-term storage. As we have learned, with the importance of
    identifying the information assets, there is also a need to assign accountability to manage these assets.

    Are employees considered an asset in an organization’s asset management strategy?

    [https://www.assetivity.com.au/article/asset-management/implementing-iso-55000-part-3-how-to-write-a-good-asset-management-policy.html](https://www.assetivity.com.au/article/asset-management/implementing-iso-55000-part-3-how-to-write-a-good-asset-management-policy.html)

    [https://www.assetivity.com.au/article/asset-management/implementing-iso-55000-part-3-how-to-write-a-good-asset-management-policy.html](https://www.assetivity.com.au/article/asset-management/implementing-iso-55000-part-3-how-to-write-a-good-asset-management-policy.html)

    SEC 4303, IS Security Policy Analysis 3

    UNIT x STUDY GUIDE
    Title

    The key concept is to determine the ownership of the information assets. Some of the most important
    elements to consider when developing an asset management strategy are:

    • inventory assets,
    • definition of responsibility and ownership,
    • importance,
    • establishment of acceptable use policies for information and assets, and
    • protection.

    A best practice is for the data owner to also function as a secondary champion to embrace the
    confidentiality, integrity, and availability (CIA) model (Santos, 2019). We want the staff employees to be
    users of the information, but we need data owners, such as supervisors or management, to ensure the
    policies are being enforced to protect the assets.

    Once the data owners are identified, then the information security owner needs to work with these individuals
    to review existing policies or create new ones. The information security officer (ISO) should provide direction
    and guidance as to the appropriate controls and ensure that controls are applied consistently throughout the
    organization (Santos, 2019). It is certainly an ideal situation to have a designated employee with the role of
    the ISO, but this is not always the case in most organizations because of resources or budget limitations.
    Many organizations have ineffective or insufficient policies simply because they have not been updated.
    Additionally, there needs to be clear communication between the users, data owners, and information security
    officer regarding these policies.

    Summary

    As found in Chapter 5, information can be classified by confidentiality, integrity, and availability factors.
    Santos (2019) also discussed how national security applies classification to top secret, secret, confidential,
    unclassified, and sensitive/but classified information. In business, we can review the sensitivity of the data
    and then assign access controls depending on the group or level of the employee. For example, an accounts
    payable employee should have access to the accounts payable forms or pages, but he or she should not
    have access to the vendors form because this employee could create a vendor for a family member and then

    Data owner responsibilities
    (Adapted from Santos, 2019)

    What would be the value and impact of creating a policy to address the information
    assets, but not assigning teams or groups with a responsibility for the protections?

    SEC 4303, IS Security Policy Analysis 4

    UNIT x STUDY GUIDE
    Title

    send payments. However, the chief financial officer (CFO) should have access to all forms and ensure the
    payables policies are followed. Therefore, it is extremely important for IT and human resources (HR) to
    constantly work together to ensure the employees have access to the appropriate information depending on
    their roles within the organization. A large organization may have well-defined processes for this alignment,
    while most small- or medium-size businesses may be set up as verbal rather than formal policies.

    References

    The Woodhouse Partnership. (2018). Latest news in standards for asset management. ISO 55000 Standards

    for Asset Management. https://www.assetmanagementstandards.com/

    National Institute of Standards and Technology. (2018). Computer security resource center: Asset

    identification. https://csrc.nist.gov/glossary/term/Asset-Identification

    Santos, O. (2019). Developing cybersecurity programs and policies (3rd ed.). Upper Saddle River, NJ:

    Pearson.

    – Course Learning Outcomes for Unit V
    – Reading Assignment
    – Unit Lesson

    **## V.docx**

    Should organizations have data or information owners? Please explain why or why not. Consider the costs, roles, and responsibilities for the data and information.

    Course Textbook(s)

    Santos, O. (2019). Developing cybersecurity programs and policies (3rd ed.). Pearson. https://online.vitalsource.com/#/books/9780134858548

    **## UnitV.pdf**

    SEC 4303, IS Security Policy Analysis 1

    Course Learning Outcomes for Unit V

    Upon completion of this unit, students should be able to:

    4. Analyze a security policy for its completeness.
    4.1 Determine information classifications for security policies.
    4.2 Identify the information owners of an organization.

    5. Show a familiarity with a wide range of substantive issues in IS security policy creation.

    5.1 Indicate the different types of information assets.

    Reading Assignment

    Chapter 5: Asset Management and Data Loss Prevention

    Unit Lesson

    A major benefit of creating a policy is to protect the assets and prevention of types of data loss. If we fail to
    create these policies, then we increase our chances of the data loss or potential theft of the assets. The first
    phase of protecting the assets is to determine the values and importance to the organization. For example, if
    we have Cisco equipment that costs $250,000, then policies should be in place to protect this hardware. On
    the other hand, you may have a router or specialty equipment with less value; this does not mean it should
    not have a policy assigned to the equipment, but it can be grouped into a classification for general use and
    best practices. We would not want to spend 20 hours working on an asset policy for assets with a value of
    $5,000. At some point, there are diminishing returns, so proper planning and good decision-making are
    needed when examining the need for asset management policies. We also have to take into consideration the
    need for further updates as we make the decisions.

    Classifications

    The identification and classification of the information assets and systems are essential to protect against
    confidentiality, integrity, and availability (Santos, 2019). The National Institute for Standards and Technology
    (NIST) (2018) uniquely identifies assets (components) based on known identifiers and/or known information
    about the assets. Therefore, we can group or combine the assets for common policy practices. Asset
    management provides a framework or process to ensure that assets are adequately protected. An example of
    an asset management methodology is tracking and inventorying IT hardware and software. Additionally, it is
    recommended that organizations identify if there is an asset management system that needs to be included in
    the policy. Some of the private classifications are listed below.

    Protected: Data that is protected by law, regulation, memorandum of agreement, contractual obligation, or
    management discretion are considered protected (Santos, 2019). It is in this situation that organizations need
    to protect the nonpublic information from external personnel, employees without the proper access rights, and
    criminals. If you work for a financial institution, the entity will have its customer’s social security number,
    address, account numbers, and credit scores. This information needs to be protected because it is classified.

    Confidential: Confidential information should only be accessible and viewed by those individuals that an
    organization has deemed trustworthy and within the appropriate level. Santos (2019) provided examples of
    business strategies, financial positions, employee records, upcoming sales or advertising campaigns,
    laboratory research, and product schematics as confidential artifacts. It is obvious for this classification an
    organization may want its chief financial officer (CFO) to have access to the financial records and balance
    sheets, but not necessarily the laboratory research. Therefore, the classification of confidential should not

    UNIT V STUDY GUIDE
    Protecting Organizational Assets and Data

    SEC 4303, IS Security Policy Analysis 2

    UNIT x STUDY GUIDE
    Title

    only apply to the most trustworthy personnel, but should also be appropriate to the department. In the case of
    the laboratory research, a CFO may not understand the full importance of the information he or she has, so
    he or she could accidently discard the information in a trash bin. However, a CFO would certainly protect the
    end-of-year financial reports because he or she understands the importance of protecting the information.

    Internal use: If the information or data are classified for internal use, then that information should only be
    distributed within the organization. We have seen information technology (IT) take a proactive role in disabling
    SharePoint site links for only internal personnel. For example, as part of Office 365 and One Drive,
    employees usually have the option to share a document or spreadsheet, but if this information is classified as
    internal use only, then the OneDrive links should be locked from sharing with anyone outside the domain or
    active directory.

    Public: Public information is certainly the less stringent classification. An organization may have marketing
    material, product brochures, or annual reports. This information is usually readily available to the public, so it
    is not detrimental if the information is sent outside the organization. However, management and possibly the
    legal department should approve any modifications or adjustments to the information.

    Organizations can review more information on the asset management standards by reviewing the ISO 55000
    standard. The ISO 55000 series is comprised of three standards. ISO 55000 is an overview of the subject of
    asset management and the standard terms and definitions, ISO 55001 is the requirements specification for an
    integrated, effective management system for asset management, and ISO 55002 provides guidance for the
    implementation of such a management system (The Woodhouse Partnership, 2018). We can use these
    standards when creating the information system (IS) security policies for asset management. Knowing what
    the organization has, where everything is, its importance, and ownership are important pieces to asset
    management.

    The following site explores a great outline for creating a policy using ISO 550001. In the article, you will find
    the importance of alignment, top management support, business objectives, purposes, and communication of
    the policy. The article states the policy should be short, consistent with the overall goals and other policies,
    provide guidance, and have common elements found with other policies. We previously discussed the
    importance of using templates or common headings to ensure everyone uses a standard and approved
    format.

    Dunn, S. (n.d.). How to write a good asset management policy – Implementing ISO 55000.

    https://www.assetivity.com.au/article/asset-management/implementing-iso-55000-part-3-how-to-write-
    a-good-asset-management-policy.html

    We now understand assets are important to protect, consequently, we need to define how IS assets relate to
    the organization. Santos (2019) explains that an information asset is a definable piece of information that is
    recognized as having value. Therefore, the information residing on our databases is of value to our
    operations, so it is considered an information asset. If you become an IT manager, then your department
    should develop an asset strategy to include information assets, software assets, and information technology
    equipment.

    Consider the information the employees have when it comes to procedures or intellectual property. Santos
    (2019) outlines data warehouses, intellectual property, and operation procedures as information assets. An
    asset management strategy is a broad level plan set by senior management as a guide to how an
    organization intends to protect assets, ranging from legislative mandates (and their enforcement) to policies to
    technical security controls. Information and physical assets must be protected throughout their life cycle, from
    creation or purchase through final disposal or long-term storage. As we have learned, with the importance of
    identifying the information assets, there is also a need to assign accountability to manage these assets.

    Are employees considered an asset in an organization’s asset management strategy?

    [https://www.assetivity.com.au/article/asset-management/implementing-iso-55000-part-3-how-to-write-a-good-asset-management-policy.html](https://www.assetivity.com.au/article/asset-management/implementing-iso-55000-part-3-how-to-write-a-good-asset-management-policy.html)

    [https://www.assetivity.com.au/article/asset-management/implementing-iso-55000-part-3-how-to-write-a-good-asset-management-policy.html](https://www.assetivity.com.au/article/asset-management/implementing-iso-55000-part-3-how-to-write-a-good-asset-management-policy.html)

    SEC 4303, IS Security Policy Analysis 3

    UNIT x STUDY GUIDE
    Title

    The key concept is to determine the ownership of the information assets. Some of the most important
    elements to consider when developing an asset management strategy are:

    • inventory assets,
    • definition of responsibility and ownership,
    • importance,
    • establishment of acceptable use policies for information and assets, and
    • protection.

    A best practice is for the data owner to also function as a secondary champion to embrace the
    confidentiality, integrity, and availability (CIA) model (Santos, 2019). We want the staff employees to be
    users of the information, but we need data owners, such as supervisors or management, to ensure the
    policies are being enforced to protect the assets.

    Once the data owners are identified, then the information security owner needs to work with these individuals
    to review existing policies or create new ones. The information security officer (ISO) should provide direction
    and guidance as to the appropriate controls and ensure that controls are applied consistently throughout the
    organization (Santos, 2019). It is certainly an ideal situation to have a designated employee with the role of
    the ISO, but this is not always the case in most organizations because of resources or budget limitations.
    Many organizations have ineffective or insufficient policies simply because they have not been updated.
    Additionally, there needs to be clear communication between the users, data owners, and information security
    officer regarding these policies.

    Summary

    As found in Chapter 5, information can be classified by confidentiality, integrity, and availability factors.
    Santos (2019) also discussed how national security applies classification to top secret, secret, confidential,
    unclassified, and sensitive/but classified information. In business, we can review the sensitivity of the data
    and then assign access controls depending on the group or level of the employee. For example, an accounts
    payable employee should have access to the accounts payable forms or pages, but he or she should not
    have access to the vendors form because this employee could create a vendor for a family member and then

    Data owner responsibilities
    (Adapted from Santos, 2019)

    What would be the value and impact of creating a policy to address the information
    assets, but not assigning teams or groups with a responsibility for the protections?

    SEC 4303, IS Security Policy Analysis 4

    UNIT x STUDY GUIDE
    Title

    send payments. However, the chief financial officer (CFO) should have access to all forms and ensure the
    payables policies are followed. Therefore, it is extremely important for IT and human resources (HR) to
    constantly work together to ensure the employees have access to the appropriate information depending on
    their roles within the organization. A large organization may have well-defined processes for this alignment,
    while most small- or medium-size businesses may be set up as verbal rather than formal policies.

    References

    The Woodhouse Partnership. (2018). Latest news in standards for asset management. ISO 55000 Standards

    for Asset Management. https://www.assetmanagementstandards.com/

    National Institute of Standards and Technology. (2018). Computer security resource center: Asset

    identification. https://csrc.nist.gov/glossary/term/Asset-Identification

    Santos, O. (2019). Developing cybersecurity programs and policies (3rd ed.). Upper Saddle River, NJ:

    Pearson.

    – Course Learning Outcomes for Unit V
    – Reading Assignment
    – Unit Lesson

    **## V.docx**

    Should organizations have data or information owners? Please explain why or why not. Consider the costs, roles, and responsibilities for the data and information.

    Course Textbook(s)

    Santos, O. (2019). Developing cybersecurity programs and policies (3rd ed.). Pearson. https://online.vitalsource.com/#/books/9780134858548

    **## UnitV.pdf**

    SEC 4303, IS Security Policy Analysis 1

    Course Learning Outcomes for Unit V

    Upon completion of this unit, students should be able to:

    4. Analyze a security policy for its completeness.
    4.1 Determine information classifications for security policies.
    4.2 Identify the information owners of an organization.

    5. Show a familiarity with a wide range of substantive issues in IS security policy creation.

    5.1 Indicate the different types of information assets.

    Reading Assignment

    Chapter 5: Asset Management and Data Loss Prevention

    Unit Lesson

    A major benefit of creating a policy is to protect the assets and prevention of types of data loss. If we fail to
    create these policies, then we increase our chances of the data loss or potential theft of the assets. The first
    phase of protecting the assets is to determine the values and importance to the organization. For example, if
    we have Cisco equipment that costs $250,000, then policies should be in place to protect this hardware. On
    the other hand, you may have a router or specialty equipment with less value; this does not mean it should
    not have a policy assigned to the equipment, but it can be grouped into a classification for general use and
    best practices. We would not want to spend 20 hours working on an asset policy for assets with a value of
    $5,000. At some point, there are diminishing returns, so proper planning and good decision-making are
    needed when examining the need for asset management policies. We also have to take into consideration the
    need for further updates as we make the decisions.

    Classifications

    The identification and classification of the information assets and systems are essential to protect against
    confidentiality, integrity, and availability (Santos, 2019). The National Institute for Standards and Technology
    (NIST) (2018) uniquely identifies assets (components) based on known identifiers and/or known information
    about the assets. Therefore, we can group or combine the assets for common policy practices. Asset
    management provides a framework or process to ensure that assets are adequately protected. An example of
    an asset management methodology is tracking and inventorying IT hardware and software. Additionally, it is
    recommended that organizations identify if there is an asset management system that needs to be included in
    the policy. Some of the private classifications are listed below.

    Protected: Data that is protected by law, regulation, memorandum of agreement, contractual obligation, or
    management discretion are considered protected (Santos, 2019). It is in this situation that organizations need
    to protect the nonpublic information from external personnel, employees without the proper access rights, and
    criminals. If you work for a financial institution, the entity will have its customer’s social security number,
    address, account numbers, and credit scores. This information needs to be protected because it is classified.

    Confidential: Confidential information should only be accessible and viewed by those individuals that an
    organization has deemed trustworthy and within the appropriate level. Santos (2019) provided examples of
    business strategies, financial positions, employee records, upcoming sales or advertising campaigns,
    laboratory research, and product schematics as confidential artifacts. It is obvious for this classification an
    organization may want its chief financial officer (CFO) to have access to the financial records and balance
    sheets, but not necessarily the laboratory research. Therefore, the classification of confidential should not

    UNIT V STUDY GUIDE
    Protecting Organizational Assets and Data

    SEC 4303, IS Security Policy Analysis 2

    UNIT x STUDY GUIDE
    Title

    only apply to the most trustworthy personnel, but should also be appropriate to the department. In the case of
    the laboratory research, a CFO may not understand the full importance of the information he or she has, so
    he or she could accidently discard the information in a trash bin. However, a CFO would certainly protect the
    end-of-year financial reports because he or she understands the importance of protecting the information.

    Internal use: If the information or data are classified for internal use, then that information should only be
    distributed within the organization. We have seen information technology (IT) take a proactive role in disabling
    SharePoint site links for only internal personnel. For example, as part of Office 365 and One Drive,
    employees usually have the option to share a document or spreadsheet, but if this information is classified as
    internal use only, then the OneDrive links should be locked from sharing with anyone outside the domain or
    active directory.

    Public: Public information is certainly the less stringent classification. An organization may have marketing
    material, product brochures, or annual reports. This information is usually readily available to the public, so it
    is not detrimental if the information is sent outside the organization. However, management and possibly the
    legal department should approve any modifications or adjustments to the information.

    Organizations can review more information on the asset management standards by reviewing the ISO 55000
    standard. The ISO 55000 series is comprised of three standards. ISO 55000 is an overview of the subject of
    asset management and the standard terms and definitions, ISO 55001 is the requirements specification for an
    integrated, effective management system for asset management, and ISO 55002 provides guidance for the
    implementation of such a management system (The Woodhouse Partnership, 2018). We can use these
    standards when creating the information system (IS) security policies for asset management. Knowing what
    the organization has, where everything is, its importance, and ownership are important pieces to asset
    management.

    The following site explores a great outline for creating a policy using ISO 550001. In the article, you will find
    the importance of alignment, top management support, business objectives, purposes, and communication of
    the policy. The article states the policy should be short, consistent with the overall goals and other policies,
    provide guidance, and have common elements found with other policies. We previously discussed the
    importance of using templates or common headings to ensure everyone uses a standard and approved
    format.

    Dunn, S. (n.d.). How to write a good asset management policy – Implementing ISO 55000.

    https://www.assetivity.com.au/article/asset-management/implementing-iso-55000-part-3-how-to-write-
    a-good-asset-management-policy.html

    We now understand assets are important to protect, consequently, we need to define how IS assets relate to
    the organization. Santos (2019) explains that an information asset is a definable piece of information that is
    recognized as having value. Therefore, the information residing on our databases is of value to our
    operations, so it is considered an information asset. If you become an IT manager, then your department
    should develop an asset strategy to include information assets, software assets, and information technology
    equipment.

    Consider the information the employees have when it comes to procedures or intellectual property. Santos
    (2019) outlines data warehouses, intellectual property, and operation procedures as information assets. An
    asset management strategy is a broad level plan set by senior management as a guide to how an
    organization intends to protect assets, ranging from legislative mandates (and their enforcement) to policies to
    technical security controls. Information and physical assets must be protected throughout their life cycle, from
    creation or purchase through final disposal or long-term storage. As we have learned, with the importance of
    identifying the information assets, there is also a need to assign accountability to manage these assets.

    Are employees considered an asset in an organization’s asset management strategy?

    [https://www.assetivity.com.au/article/asset-management/implementing-iso-55000-part-3-how-to-write-a-good-asset-management-policy.html](https://www.assetivity.com.au/article/asset-management/implementing-iso-55000-part-3-how-to-write-a-good-asset-management-policy.html)

    [https://www.assetivity.com.au/article/asset-management/implementing-iso-55000-part-3-how-to-write-a-good-asset-management-policy.html](https://www.assetivity.com.au/article/asset-management/implementing-iso-55000-part-3-how-to-write-a-good-asset-management-policy.html)

    SEC 4303, IS Security Policy Analysis 3

    UNIT x STUDY GUIDE
    Title

    The key concept is to determine the ownership of the information assets. Some of the most important
    elements to consider when developing an asset management strategy are:

    • inventory assets,
    • definition of responsibility and ownership,
    • importance,
    • establishment of acceptable use policies for information and assets, and
    • protection.

    A best practice is for the data owner to also function as a secondary champion to embrace the
    confidentiality, integrity, and availability (CIA) model (Santos, 2019). We want the staff employees to be
    users of the information, but we need data owners, such as supervisors or management, to ensure the
    policies are being enforced to protect the assets.

    Once the data owners are identified, then the information security owner needs to work with these individuals
    to review existing policies or create new ones. The information security officer (ISO) should provide direction
    and guidance as to the appropriate controls and ensure that controls are applied consistently throughout the
    organization (Santos, 2019). It is certainly an ideal situation to have a designated employee with the role of
    the ISO, but this is not always the case in most organizations because of resources or budget limitations.
    Many organizations have ineffective or insufficient policies simply because they have not been updated.
    Additionally, there needs to be clear communication between the users, data owners, and information security
    officer regarding these policies.

    Summary

    As found in Chapter 5, information can be classified by confidentiality, integrity, and availability factors.
    Santos (2019) also discussed how national security applies classification to top secret, secret, confidential,
    unclassified, and sensitive/but classified information. In business, we can review the sensitivity of the data
    and then assign access controls depending on the group or level of the employee. For example, an accounts
    payable employee should have access to the accounts payable forms or pages, but he or she should not
    have access to the vendors form because this employee could create a vendor for a family member and then

    Data owner responsibilities
    (Adapted from Santos, 2019)

    What would be the value and impact of creating a policy to address the information
    assets, but not assigning teams or groups with a responsibility for the protections?

    SEC 4303, IS Security Policy Analysis 4

    UNIT x STUDY GUIDE
    Title

    send payments. However, the chief financial officer (CFO) should have access to all forms and ensure the
    payables policies are followed. Therefore, it is extremely important for IT and human resources (HR) to
    constantly work together to ensure the employees have access to the appropriate information depending on
    their roles within the organization. A large organization may have well-defined processes for this alignment,
    while most small- or medium-size businesses may be set up as verbal rather than formal policies.

    References

    The Woodhouse Partnership. (2018). Latest news in standards for asset management. ISO 55000 Standards

    for Asset Management. https://www.assetmanagementstandards.com/

    National Institute of Standards and Technology. (2018). Computer security resource center: Asset

    identification. https://csrc.nist.gov/glossary/term/Asset-Identification

    Santos, O. (2019). Developing cybersecurity programs and policies (3rd ed.). Upper Saddle River, NJ:

    Pearson.

    – Course Learning Outcomes for Unit V
    – Reading Assignment
    – Unit Lesson

  • [Solved] 2 AD

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    – a year ago

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    – a year ago **files (1)** – ## WK9DIS.EPIDEradicationofSmallpox.docx **## WK9DIS.EPIDEradicationofSmallpox.docx** Eradication of Smallpox, Polio, and how they may help in Approaching Covid-19 ![A syringe being needled into a vial AI-generated content may be incorrect.](https://www.sweetstudy.com/qu…

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    – a year ago

    **files (1)**

    – ## WK9DIS.EPIDEradicationofSmallpox.docx

    **## WK9DIS.EPIDEradicationofSmallpox.docx**

    Eradication of Smallpox, Polio, and how they may help in Approaching Covid-19

    ![A syringe being needled into a vial AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/wk-9-resp-epid)

    Some of the most notable epidemics include the bubonic plague in the 14th century, smallpox in the 18th century, influenza in the 20th century, and SARS-CoV-2 (COVID-19) in the 21st century. It is estimated that the bubonic plague caused 25 million deaths in Europe in the 14th century alone, and up to 200 million total deaths across centuries (Glatter & Finkelman, 2021). The COVID-19 pandemic spread at an unprecedented pace due to globalization and the mobility of society, killing millions worldwide. These are dramatic examples of the kinds of acute outbreaks that make epidemiology such an important field of study.

    At the beginning of the 21st century, many epidemiologists and healthcare professionals were concerned about the next potential pandemic or epidemic—and then it arrived in early 2020. Globalization means that when these infectious outbreaks occur, they can spread quickly, but we also have more knowledge and better tools (e.g., vaccine technology) to fight them. For this Discussion, you will compare lessons learned from two successful eradication efforts, that of smallpox and polio, and consider how they may be applied to COVID-19.

    **Reference**

    Glatter, K. A., & Finkelman, P. (2021). History of the plague: An ancient pandemic for the age of COVID-19.
    _American Journal of Medicine, 134_(2), 176–181. https://doi.org/10.1016/j.amjmed.2020.08.019

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/155998/modules/items/6259972)

    Learning Resources

    [Required Readings](https://waldenu.instructure.com/courses/155998/pages/week-9-learning-resources?module_item_id=6259972)

    · Friis, R. H., & Sellers, T. A. (2021).
    _Epidemiology for public health practice_ (6th ed.). Jones & Bartlett.

    · Chapter 12, “Epidemiology of Infectious Diseases

    · Center for Global Development. (n.d.).
    [_Case 1: Eradicating smallpox_](https://waldenu.instructure.com/courses/155998/files/12410777?wrap=1) [Download Case 1: Eradicating smallpox](https://waldenu.instructure.com/courses/155998/files/12410777/download?download_frd=1). http://www.cgdev.org/doc/millions/MS_case_1.pdf
    **Note:** This article provides an overview of the eradication of smallpox.

    · Wilson, N., Mansoor, O. D., Boyd, M. J., Kvalsvig, A., & Baker, M. G. (2021).
    [We should not dismiss the possibility of eradicating COVID-19: Comparisons with smallpox and polioLinks to an external site.](https://doi.org/10.1136/bmjgh-2021-006810).
    _BMJ Global Health_, (8), e006810
    _._ https://doi.org/10.1136/bmjgh-2021-006810

    · World Health Organization. (n.d.).
    [PoliomyelitisLinks to an external site.](https://www.who.int/health-topics/poliomyelitis) _(polio)_. https://www.who.int/health-topics/poliomyelitis#tab=tab_1
    **Note:** This page provides an overview of the eradication of polio, as well as symptoms and treatment.

    [Required Media](https://waldenu.instructure.com/courses/155998/pages/week-9-learning-resources?module_item_id=6259972)

    · The Impact of COVID-19 on Epidemiology
    **Time Estimate:** 3 minutes

    · Walden University, LLC. (2021).
    [Infectious disease basicsLinks to an external site.](https://cdn-media.waldenu.edu/2dett4d/Walden/PHLT/8072/IDB/index.html) [Interactive media]. Walden University Blackboard. https://waldenu.instructure.com

    [Optional Resources](https://waldenu.instructure.com/courses/155998/pages/week-9-learning-resources?module_item_id=6259972)

    · Polio Global Eradication Initiative. (n.d.).
    [GPEI strategy 2022–2026.Links to an external site.](https://polioeradication.org/gpei-strategy-2022-2026/) https://polioeradication.org/gpei-strategy-2022-2026/

    To prepare:

    · Review the Learning Resources, focusing on the smallpox and polio epidemics and how health organizations applied principles of epidemiology to eradicate (or in the case of polio, nearly eradicate) these diseases.

    · In light of these examples, consider the benefits of addressing smallpox and polio at the population level. What were the population health strategies that were used in the efforts to eradicate smallpox and polio?

    · Consider similarities and differences from an epidemiologic perspective among the smallpox and polio epidemics and that of COVID-19.

    · Think about how principles of epidemiology are being applied—or could be applied—to address COVID-19.

    · What lessons from the use of infectious disease epidemiology in the past might be applicable to controlling COVID 19?

    · What are the benefits of addressing this issue at the population level as opposed to the individual level?

    By Day 3 of Week 9

    **Post** a cohesive response that addresses the following:

    · Briefly summarize the epidemiologic differences among the three diseases and how principles of epidemiology are being applied—or could be applied—to address COVID-19.

    · Are there any lessons learned from the use of epidemiology in the eradication of smallpox and polio that could be applied to COVID-19?

    · Evaluate the benefits of addressing this health problem at the population level versus the individual level. Support your Discussion with information from this week’s Learning Resources and articles you have located in the Walden Library.

    By Day 6 of Week 9

    **Read** a selection of your colleagues’ responses and respond to
    **at least two** of your colleagues on
    **two different days** and
    **respond** to
    **at least two** colleagues on
    **two different days** in one or more of the following ways:

    · Ask a probing question, substantiated with additional background information, evidence, or research.

    · Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.

    · Offer and support an alternative perspective using readings from the classroom or from your own research in the Walden Library.

    · Validate an idea with your own experience and additional research.

    · Make a suggestion based on additional evidence drawn from readings or after synthesizing multiple postings.

    · Expand on your colleagues’ postings by providing additional insights or contrasting perspectives based on readings and evidence.

    RESPOND TO THIS DISCUSSION POST

    Nadine

    **Week 9 Initial Discussion Post**

    **Epidemiologic Lessons from Smallpox and Polio Eradication for Addressing COVID-19**

    **Introduction**
    Epidemiology, a fundamental discipline in public health, plays a vital role in understanding the distribution, determinants, and control of diseases within populations (Friis & Sellers, 2021). By analyzing patterns of disease occurrence and exploring factors influencing health outcomes, epidemiologists identify risk factors, assess interventions, and inform health policy decisions (Friis & Sellers, 2021).

    **Epidemiologic Differences**

    COVID-19, smallpox, and polio, while all infectious diseases, exhibit distinct characteristics and epidemiological patterns. The novel coronavirus SARS-CoV-2 causes COVID-19 and spreads primarily through respiratory droplets, exhibiting rapid person-to-person transmission. (Friis & Sellers, 2021).  In contrast, although highly contagious, smallpox, caused by the variola virus, spreads more slowly via respiratory secretions and direct contact (Friis & Sellers, 2021).  Polio, caused by the poliovirus, primarily spreads through the fecal-oral route, and in severe cases, affects the nervous system, leading to paralysis (World Health Organization, n.d.).

    **Application of Epidemiology to COVID-19**

    Epidemiological principles are essential in addressing COVID-19, guiding public health interventions such as surveillance, case investigation, contact tracing, and vaccination campaigns (Friis & Sellers, 2021). Contact tracing helps identify and isolate infected individuals to prevent further transmission, while vaccination programs aim to achieve herd immunity and reduce disease spread (Friis & Sellers, 2021). Epidemiological modeling and data analysis enable public health authorities to predict outbreaks, assess the effectiveness of interventions, and inform policy decisions to control the pandemic (Friis & Sellers, 2021).

    **Lessons Learned from Smallpox and Polio Eradication**

    The eradication of smallpox and the near-eradication of polio offer valuable lessons for combating COVID-19. The successful smallpox eradication campaign highlighted the importance of global coordination, rapid response, mass vaccination strategies, and robust surveillance systems for containing and eliminating a deadly infectious disease (Center for Global Development, n.d.). Similarly, the polio eradication efforts underscore the need for sustained political commitment, community engagement, and vaccine innovation in achieving disease control and elimination (World Health Organization, n.d.).

    **Benefits of Addressing Health Problems in a Population vs. Individual Level**

    Addressing COVID-19 at the population level offers distinct advantages over individual-focused approaches (Friis & Sellers, 2021). Population-level interventions, such as public health campaigns, policy changes, and community-based initiatives, have a broader reach and can simultaneously impact entire communities or regions (Friis & Sellers, 2021). These strategies are crucial for controlling infectious diseases like COVID-19, as individual-level interventions alone may be insufficient to prevent widespread transmission and achieve population immunity (Friis & Sellers, 2021).

    **Conclusion**
    Epidemiology principles have been pivotal in understanding and combating infectious diseases like COVID-19, smallpox, and polio. Insights from the successful eradication of smallpox and polio can inform strategies for managing the current pandemic, emphasizing the importance of coordinated global efforts, vaccination programs, and surveillance systems. Addressing COVID-19 at the population level through evidence-based interventions is essential for controlling disease spread, protecting public health, and achieving successful epidemic control outcomes.

    **References**

    Center for Global Development. (n.d.).
    _Case 1: Eradicating smallpox._ Retrieved from [http://www.cgdev.org/doc/millions/MS_case_1.pdf]

    Friis, R. H., & Sellers, T. A. (2021).
    _Epidemiology for public health practice_ (6th ed.). Jones & Bartlett.

    Wilson, N., Mansoor, O. D., Boyd, M. J., Kvalsvig, A., & Baker, M. G. (2021). We should not dismiss the possibility of eradicating COVID-19: Comparisons with smallpox and polio.
    _BMJ Global Health, (8)_, e006810.
    [https://doi.org/10.1136/bmjgh-2021-006810Links to an external site.](https://doi.org/10.1136/bmjgh-2021-006810)

    World Health Organization
    _._ (n.d.).
    _Poliomyelitis (polio)._ Retrieved from https://www.who.int/health-topics/poliomyelitis#tab=tab_1

    · Reply to post from Nadine Noel
    **Reply**

    · Mark as Unread
    **Mark as Unread**

    ## image1.jpeg

    **## WK9DIS.EPIDEradicationofSmallpox.docx**

    Eradication of Smallpox, Polio, and how they may help in Approaching Covid-19

    ![A syringe being needled into a vial AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/wk-9-resp-epid)

    Some of the most notable epidemics include the bubonic plague in the 14th century, smallpox in the 18th century, influenza in the 20th century, and SARS-CoV-2 (COVID-19) in the 21st century. It is estimated that the bubonic plague caused 25 million deaths in Europe in the 14th century alone, and up to 200 million total deaths across centuries (Glatter & Finkelman, 2021). The COVID-19 pandemic spread at an unprecedented pace due to globalization and the mobility of society, killing millions worldwide. These are dramatic examples of the kinds of acute outbreaks that make epidemiology such an important field of study.

    At the beginning of the 21st century, many epidemiologists and healthcare professionals were concerned about the next potential pandemic or epidemic—and then it arrived in early 2020. Globalization means that when these infectious outbreaks occur, they can spread quickly, but we also have more knowledge and better tools (e.g., vaccine technology) to fight them. For this Discussion, you will compare lessons learned from two successful eradication efforts, that of smallpox and polio, and consider how they may be applied to COVID-19.

    **Reference**

    Glatter, K. A., & Finkelman, P. (2021). History of the plague: An ancient pandemic for the age of COVID-19.
    _American Journal of Medicine, 134_(2), 176–181. https://doi.org/10.1016/j.amjmed.2020.08.019

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/155998/modules/items/6259972)

    Learning Resources

    [Required Readings](https://waldenu.instructure.com/courses/155998/pages/week-9-learning-resources?module_item_id=6259972)

    · Friis, R. H., & Sellers, T. A. (2021).
    _Epidemiology for public health practice_ (6th ed.). Jones & Bartlett.

    · Chapter 12, “Epidemiology of Infectious Diseases

    · Center for Global Development. (n.d.).
    [_Case 1: Eradicating smallpox_](https://waldenu.instructure.com/courses/155998/files/12410777?wrap=1) [Download Case 1: Eradicating smallpox](https://waldenu.instructure.com/courses/155998/files/12410777/download?download_frd=1). http://www.cgdev.org/doc/millions/MS_case_1.pdf
    **Note:** This article provides an overview of the eradication of smallpox.

    · Wilson, N., Mansoor, O. D., Boyd, M. J., Kvalsvig, A., & Baker, M. G. (2021).
    [We should not dismiss the possibility of eradicating COVID-19: Comparisons with smallpox and polioLinks to an external site.](https://doi.org/10.1136/bmjgh-2021-006810).
    _BMJ Global Health_, (8), e006810
    _._ https://doi.org/10.1136/bmjgh-2021-006810

    · World Health Organization. (n.d.).
    [PoliomyelitisLinks to an external site.](https://www.who.int/health-topics/poliomyelitis) _(polio)_. https://www.who.int/health-topics/poliomyelitis#tab=tab_1
    **Note:** This page provides an overview of the eradication of polio, as well as symptoms and treatment.

    [Required Media](https://waldenu.instructure.com/courses/155998/pages/week-9-learning-resources?module_item_id=6259972)

    · The Impact of COVID-19 on Epidemiology
    **Time Estimate:** 3 minutes

    · Walden University, LLC. (2021).
    [Infectious disease basicsLinks to an external site.](https://cdn-media.waldenu.edu/2dett4d/Walden/PHLT/8072/IDB/index.html) [Interactive media]. Walden University Blackboard. https://waldenu.instructure.com

    [Optional Resources](https://waldenu.instructure.com/courses/155998/pages/week-9-learning-resources?module_item_id=6259972)

    · Polio Global Eradication Initiative. (n.d.).
    [GPEI strategy 2022–2026.Links to an external site.](https://polioeradication.org/gpei-strategy-2022-2026/) https://polioeradication.org/gpei-strategy-2022-2026/

    To prepare:

    · Review the Learning Resources, focusing on the smallpox and polio epidemics and how health organizations applied principles of epidemiology to eradicate (or in the case of polio, nearly eradicate) these diseases.

    · In light of these examples, consider the benefits of addressing smallpox and polio at the population level. What were the population health strategies that were used in the efforts to eradicate smallpox and polio?

    · Consider similarities and differences from an epidemiologic perspective among the smallpox and polio epidemics and that of COVID-19.

    · Think about how principles of epidemiology are being applied—or could be applied—to address COVID-19.

    · What lessons from the use of infectious disease epidemiology in the past might be applicable to controlling COVID 19?

    · What are the benefits of addressing this issue at the population level as opposed to the individual level?

    By Day 3 of Week 9

    **Post** a cohesive response that addresses the following:

    · Briefly summarize the epidemiologic differences among the three diseases and how principles of epidemiology are being applied—or could be applied—to address COVID-19.

    · Are there any lessons learned from the use of epidemiology in the eradication of smallpox and polio that could be applied to COVID-19?

    · Evaluate the benefits of addressing this health problem at the population level versus the individual level. Support your Discussion with information from this week’s Learning Resources and articles you have located in the Walden Library.

    By Day 6 of Week 9

    **Read** a selection of your colleagues’ responses and respond to
    **at least two** of your colleagues on
    **two different days** and
    **respond** to
    **at least two** colleagues on
    **two different days** in one or more of the following ways:

    · Ask a probing question, substantiated with additional background information, evidence, or research.

    · Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.

    · Offer and support an alternative perspective using readings from the classroom or from your own research in the Walden Library.

    · Validate an idea with your own experience and additional research.

    · Make a suggestion based on additional evidence drawn from readings or after synthesizing multiple postings.

    · Expand on your colleagues’ postings by providing additional insights or contrasting perspectives based on readings and evidence.

    RESPOND TO THIS DISCUSSION POST

    Nadine

    **Week 9 Initial Discussion Post**

    **Epidemiologic Lessons from Smallpox and Polio Eradication for Addressing COVID-19**

    **Introduction**
    Epidemiology, a fundamental discipline in public health, plays a vital role in understanding the distribution, determinants, and control of diseases within populations (Friis & Sellers, 2021). By analyzing patterns of disease occurrence and exploring factors influencing health outcomes, epidemiologists identify risk factors, assess interventions, and inform health policy decisions (Friis & Sellers, 2021).

    **Epidemiologic Differences**

    COVID-19, smallpox, and polio, while all infectious diseases, exhibit distinct characteristics and epidemiological patterns. The novel coronavirus SARS-CoV-2 causes COVID-19 and spreads primarily through respiratory droplets, exhibiting rapid person-to-person transmission. (Friis & Sellers, 2021).  In contrast, although highly contagious, smallpox, caused by the variola virus, spreads more slowly via respiratory secretions and direct contact (Friis & Sellers, 2021).  Polio, caused by the poliovirus, primarily spreads through the fecal-oral route, and in severe cases, affects the nervous system, leading to paralysis (World Health Organization, n.d.).

    **Application of Epidemiology to COVID-19**

    Epidemiological principles are essential in addressing COVID-19, guiding public health interventions such as surveillance, case investigation, contact tracing, and vaccination campaigns (Friis & Sellers, 2021). Contact tracing helps identify and isolate infected individuals to prevent further transmission, while vaccination programs aim to achieve herd immunity and reduce disease spread (Friis & Sellers, 2021). Epidemiological modeling and data analysis enable public health authorities to predict outbreaks, assess the effectiveness of interventions, and inform policy decisions to control the pandemic (Friis & Sellers, 2021).

    **Lessons Learned from Smallpox and Polio Eradication**

    The eradication of smallpox and the near-eradication of polio offer valuable lessons for combating COVID-19. The successful smallpox eradication campaign highlighted the importance of global coordination, rapid response, mass vaccination strategies, and robust surveillance systems for containing and eliminating a deadly infectious disease (Center for Global Development, n.d.). Similarly, the polio eradication efforts underscore the need for sustained political commitment, community engagement, and vaccine innovation in achieving disease control and elimination (World Health Organization, n.d.).

    **Benefits of Addressing Health Problems in a Population vs. Individual Level**

    Addressing COVID-19 at the population level offers distinct advantages over individual-focused approaches (Friis & Sellers, 2021). Population-level interventions, such as public health campaigns, policy changes, and community-based initiatives, have a broader reach and can simultaneously impact entire communities or regions (Friis & Sellers, 2021). These strategies are crucial for controlling infectious diseases like COVID-19, as individual-level interventions alone may be insufficient to prevent widespread transmission and achieve population immunity (Friis & Sellers, 2021).

    **Conclusion**
    Epidemiology principles have been pivotal in understanding and combating infectious diseases like COVID-19, smallpox, and polio. Insights from the successful eradication of smallpox and polio can inform strategies for managing the current pandemic, emphasizing the importance of coordinated global efforts, vaccination programs, and surveillance systems. Addressing COVID-19 at the population level through evidence-based interventions is essential for controlling disease spread, protecting public health, and achieving successful epidemic control outcomes.

    **References**

    Center for Global Development. (n.d.).
    _Case 1: Eradicating smallpox._ Retrieved from [http://www.cgdev.org/doc/millions/MS_case_1.pdf]

    Friis, R. H., & Sellers, T. A. (2021).
    _Epidemiology for public health practice_ (6th ed.). Jones & Bartlett.

    Wilson, N., Mansoor, O. D., Boyd, M. J., Kvalsvig, A., & Baker, M. G. (2021). We should not dismiss the possibility of eradicating COVID-19: Comparisons with smallpox and polio.
    _BMJ Global Health, (8)_, e006810.
    [https://doi.org/10.1136/bmjgh-2021-006810Links to an external site.](https://doi.org/10.1136/bmjgh-2021-006810)

    World Health Organization
    _._ (n.d.).
    _Poliomyelitis (polio)._ Retrieved from https://www.who.int/health-topics/poliomyelitis#tab=tab_1

    · Reply to post from Nadine Noel
    **Reply**

    · Mark as Unread
    **Mark as Unread**

    ## image1.jpeg

  • [Solved] week 7 discussion psyho

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    1. Give a brief definition of factor analysis (two sentences at most). 2. Find an example of an assessment instrument that has clearly delineated factors. These are often referred to as subscales in the literature; however, the existence of subscales should be supported statistically by factor analy…

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    Assignment Prompt & Instructions

    1. Give a brief definition of factor analysis (two sentences at most).
    2. Find an example of an assessment instrument that has clearly delineated factors.  These are often referred to as subscales in the literature; however, the existence of subscales should be supported statistically by factor analysis.
    3. What is the difference between exploratory and confirmatory factor analysis?

    – Complete the following readings from your textbook, _Psychological Testing: A Practical Approach to Design and Evaluation:_
    – Chapter 10
    – In addition, read the following:
    – [Bryant, F. B. & Yarnold, P. R. (1995) Principal-components analysis and exploratory and confirmatory factor analysis. In L. G. Grimm, & P. R. Yarnold, (Eds.),_Reading and understanding multivariate statistics_(pp. 99-136). Washington, DC: American Psychological Association.](https://keiseruniversity.blackboard.com/bbcswebdav/pid-35557418-dt-content-rid-174940826_1/xid-174940826_1) [Bryant, F. B. & Yarnold, P. R. (1995) Principal-components analysis and exploratory and confirmatory factor analysis. In L. G. Grimm, & P. R. Yarnold, (Eds.), Reading and understanding multivariate statistics (pp. 99-136). Washington, DC: American Psychological Association. – Alternative Formats](https://keiseruniversity.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_565860_1&content_id=_35557342_1&mode=reset# "Alternative formats")

    – 2 years ago

  • [Solved] Unknown Project Lab Home work

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    Please help me find the unknown species for my Online microbiology lab class I have uploded pictures and a report. Here are the instructions my number is 83, ## **Unknown Lab Home work** You will be completing the Unknown Lab. All students must report Phenol red glucose and phenol red lactose result…

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    Assignment Prompt & Instructions

    Please help me find the unknown species for my Online microbiology lab class I have uploded pictures and a report.

    Here are the instructions my number is 83,

    ## **Unknown Lab Home work**

    You will be completing the Unknown  Lab. All students must report Phenol red glucose and phenol red lactose results.  When writing results for phenol red, you must write it using the proper way. For instance, you cannot write "yellow with a bubble".  Instead, you would write A/G or A/+.  For the interpretations, you will write what does it mean in terms of the biochemical tests.  For example, a phenol red glucose broth that is A/G or A/+, mean that the organism ferments glucose with the production of CO2.

    \These two tests are mandatory for everyone.  After this test, each student will choose which test to run next.  You are to write down the rationale for that. Therefore, many tables on that pdf file will be unfilled.  If you fill out every table of the document, you will lose points.  You are not allowed to report results of every single one listed in the file.   For each test that you report, you must use the proper way to record the results, the interpretations for the test, and what's next including the possible organisms that you may have and why you are running the next test.

    After you have identified your unknown organism, you will type the name of the bacterium on top of page 7 of lab report.  Then, you will do some research using reliable sources.  You will then write about your findings in an format (page 8 of lab report file).   All instructions for this part are in page 7 of lab report file.  Do not forget to include your citations in the last page of the lab report.

    – [\
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    – [\
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    – [\
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    – [\
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    – [\
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    – [\
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    – [\
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    – [\
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    – [\
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    Screenshot2025-04-22at4.11.06PM.png](https://www.sweetstudy.com/files/screenshot2025-04-22at4-11-06pm-png "Screenshot2025-04-22at4.11.06PM.png")
    – [\
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    – [\
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    – [\
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    – [\
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    PCtKDR-MicroLabUnknownLabReport.pdf](https://www.sweetstudy.com/files/pctkdr-microlabunknownlabreport-pdf "PCtKDR-MicroLabUnknownLabReport.pdf")

    – 2 years ago