Group at risk specialization mind map

 For this assignment you will select a specific group at risk as a specialization and sub-groups relating to poverty.

You will then plan your content and design of this assignment using a digital mind mapping tool, such as, or any other free digital mapping tool of your choosing. Remember to view the privacy policies of each mind mapping option, which are linked with the Recommended Resource description for each recommended tool. If you are unable to complete this assignment using a mind mapping tool, communicate the issue with your instructor before the assignment due date. 
Create your assignment using the content and written communication instructions below. Use the Grading Rubric to review your assignment before submission to ensure you have met the distinguished performance for each of the components described below. For additional assistance, review the Week Five Instructor Guidance page, the Week Six Final Project description, and, if needed, contact the instructor for further clarifications using the Ask Your Instructor discussion.

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Content Instructions
Using one of the recommended mind mapping tools or another of your own selection, create your assignment to include the following content components. Criterion labels from this list should be used as markers for your mind map to organize your information. A sample mind map using Popplet is belowthree “markers” for your specialization group selected.

Chart 2

    • Central Marker: Group at Risk Specialization (1 point): State the group at risk you have chosen as your specialization.


    • Marker: Overview Page Components (3 points): Include notes for each required component for the specialization overview page including; the targeted populations website is intended for, associated risk indicators and implications of the selected group at risk, statistical data, and supporting resources. 


    • Marker: Strategies Page Components (4 points): Include notes for each required component for the specialization strategies page including; resilience indicators, three strategies (including one from Rubin (2012) and one team-based approach), potential/intended outcomes, and supporting resources. 


  • Marker: Resources Page Components (1 point): Include a minimum of ten recommended resources for the specialization resources page. A combination of research-based, scholarly literature including but not limited to resources included in the course work and electronic resources from organizations related to your selected group at risk are represented.

Required Resources

  1. American Psychological Association (n.d.). Education and economic status. Retrieved from
  • The website analyzes how a low socio-economic status impacts their health and increases inequities for resources. There is also data on the school environment and academic achievement for children of low-income families. This resource can be used as a source of support for the Week Five Assignment
    • Escarce, J. J. (Ed.). (2013). Socioeconomic status and the fates of adolescents. Health Services Research, 38(5), 1229–1234. Retrieved from the EBSCOhost database.The article evaluates the fate of adolescents of low SES compared to affluent teenagers in terms of opportunities and issues both at home and at school. There is a major focus on the health consequences from their low-income experiences that impacts their physical and emotional health. This resource can be used as a source of support for the Week Five Assignment.