Case study

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Write a 700- to 1,050-word paper that addresses the following items from the case study:

· Apply financial planning concepts to advise Carol and explain how Carol can benefit from financial planning. Describe the benefits of using financial statements in financial planning.

· Utilize and explain strategies that Carol can use to increase her net worth. How does this affect her cash flow?

· Describe the sources available for asset management.

· Compile a list of legal protections that can be used to protect Carol’s assets.

· Using the information provided for Carol create a balance sheet and cash flow statement. Estimate  Carol’s overall net worth.

Click the Assignment Files tab to submit your assignment.

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Psy 3

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The Assignment:

For this Discussion Board, complete the following steps:

Step 1:

  1. Review the elements of Classical Conditioning, Operant Conditioning and Observational Learning in Chapter 6 of your textbook.
  2. Listen to the Goats and Soda podcast entitled “How To Get Your Kids To Do Chores (Without Resenting It)”   and read the follow-up article “How To Get Kids To Do Chores: Does The  Maya Method Work?”.  The article can be accessed through the NPR website  by clicking on the following link: Maya Method (opens in a new window).

Step 2:

In your initial post, thoroughly discuss the following:

  1. Explain  how each of the following learning concepts are demonstrated in the  “Maya Method”. Give concrete examples from the textbook, podcast and  article to support your statements.
    1. Shaping
    2. Positive reinforcement
    3. Unconditioned stimuli
    4. Unconditioned response
    5. Conditioned stimuli
    6. Conditioned response
  2. Discuss the potential consequences of using physical punishment to shape children’s behavior.

Citing Sources:    You must use APA style to reference your source(s) at the end of your  submission.  For this assignment, you must include reference information  for your textbook, the podcast and the article.  Information on how to  format reference information (including a reference generator) in APA  style can be found on the Purdue Online Writing Lab website at https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html (opens in a new window).

Acceptable Length: 300-500 word initial post; 2-3 sentence responses to at least three classmates.

Formatting Requirements:

  • Use 12-point Times New Roman or Arial font
  • Use double line spacing in the document
  • 1-inch margins all around

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ethical biases

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A minimum of  3 scholarly peered reviewed article  must be sited using APA format 500 words for each topic 81 and 82

 

Topic 81

Biases are something we all have, and it is important to be aware of what biases you have in order to monitor them carefully. Biases can be personal or professional in nature and confronting biases can help to overcome them. Discuss some areas on which you hold biases (divorce, domestic violence, death penalty, spanking, etc.)

What are your personal/professional biases? What harm can result from not being aware of them? What standards are violated if they are not acknowledged and addressed?

Topic 82

Dr. Jones has a client who is of a different culture and faith. He is not comfortable dealing with this patient due to past negative feelings from childhood. What are his ethical and legal obligations? Why are these legal and ethical obligations in place?

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I need someone to complete my psychology homework

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After reading Case 3: Neesha Wilson in the Wilmshurst text, please answer the following questions:

1. A) Identify which aspects of Bronfenbrenner’s model (figure above) are factors in Neesha’s case.

B) Also indicate which factors interact with each other and briefly explain how they might interact with each other.

2. Which of the items you identified for Q1 are risk factors?

3. Which of the items you identified for Q1 are protective factors?

4. Identify at least 3 ways in which Neesha’s mother’s depression has impacted her daughter.

5. Describe one strategy/intervention that you would recommend for Neesha’s mother to try at home.

6. Describe one strategy/intervention that you would recommend for Neesha’s teacher to try at school.

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Milestone 2

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Instructions

The second milestone for the final project includes three tasks:

  1. The Future of CP
    Explain your vision for the future of CP. Include specific examples to illustrate key points.
  2. Key Concepts
    Identify and analyze at least five key concepts in CP. Reference course resources, articles, and professional experience as appropriate.
  3. Stakeholder Perceptions
    Answer the following questions:

    1. Are the concepts identified readily agreed upon or contentious?
    2. How are the concepts understood by different stakeholder groups (police, educators, business owners, taxpayers, and so on) in the community? Provide specific examples to support your position.

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Behaviorist and Memory

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Question 1

Pick a Side: Behaviorist of Cognitivist

Prior to engaging in this discussion, be sure to review Chapters 3 and 4 from your text and any relevant Instructor Guidance.  This guidance can be very helpful as it may include strategies that support your preferred learning.

For this discussion, please choose one of the two options: behaviorism or cognitivism. Taking on the role of either a behaviorist or a cognitivist, you will demonstrate your understanding of your chosen psychological view by explaining why your theory and its history are important for others to understand and apply.

  1. Based on your own experiences, the resources listed above, and the scholarly article from the Ashford University Library you locate, analyze how learning and theory apply in real-life situations by listing the pros and cons of each.
  2. Provide evidence for your stance from your resources.
  3. Please describe two real-life scenarios you have experienced and explain how you applied these psychological principles to the personal, social, or educational issues you mention. Please do not share anything that you would be uncomfortable discussing in a public forum.
  4. Based on the camp you chose, continue to answer the following:

Additional behaviorist questions to consider:

  • Do you agree with the behaviorist view that learning can be described simply in terms of stimulus-response relationships?
  • Do you agree with the behaviorist view that learning only occurs if there is an outward manifestation? Why, or why not?
  • What are the potential advantages of defining learning as a change in behavior when considering your own career (or future career) and/or in your relationships?


Additional cognitivist questions to consider:

  • Do you agree with the cognitivist view that thinking is not a behavior but actually creates important implications affecting behavior
  • Why do cognitivists disagree with the behaviorist view that learning only occurs if there is an outward manifestation? What are the implications to the behavior(s) it identifies?
  • Cognitivism suggests that what we know to be true affects our behaviors and how we learn, What implications might this have in your own career (or future career) and/or in your relationships?

Example answer:

This week I will be taking the role of a behaviorist. Behaviorism focuses on overt or visible behavior meaning being able to witness a behavior being played out. Behaviorist John B. Watson believed that “rather than studying subjective feelings such as hunger, we should study visible behavior such as eating” (Lieberman, 2012, pg. 21). Behaviorists also argued that instead of speculating about what a person might be thinking, it would work best to present rewards, for example, then observe the effects it produces. It does not take into account thoughts or feelings the way that Cognitivism does, behaviorism focuses on outward manifestation instead.

A pro of behaviorism is that it can be observed therefore making it easy to measure with the naked eye. We are able to dissect if a difference exists from when the subject began to where they find themselves now. Another pro is that it is easy to implement and examine. It does not go into major depths of their thinking process or how their brain systems functions when responding to stimuli the way cognitivism does.

A con is that people can change their behaviors unexpectedly. They could make it seem like they have changed their behavior but in reality may only be doing so in order to receive the reward at the end, and may not be logically understanding why they should do the things they are doing. A second con is that it doesn’t require a lot of thinking in order to achieve wanted results. Once the subject notices the pattern form after several trials they will just repeat the same steps, like a routine.

A personal experience for me was when I was little and would misbehave or do something I knew I wasn’t supposed to, my mom would just open her eyes really wide and give me “the look”, and I knew what it meant. For me, getting “the look” was worse than getting scolded in front of other people, the way many parents do in attempt to “discipline” their kids. It took little to no effort for me to quickly grasp and associate that look with the desired behavior. I classify this as operant conditioning, which is one of the two types of conditioning in behaviorism; I classify it as OC because I have learned how to act differently based on the natural consequences of my previous actions.

Another experience is in first grade when the teacher wanted the class to be ready for the next lesson, she would wait for the class to be quiet and we all folded our hands in front of us. She would reward those who got ready first and had the cleanest area around them with two pieces of candy. This I classify as classical conditioning because she used positive reinforcement to get the desired behavior out of her students.

Yes, I agree with the behaviorists view that learning can be described simply in terms of stimulus-response because I have witnessed how someone’s behavior causes consequences whether positive or negative. Not every stimulus-response scenario occurs in a lab. These scenarios are presented to us on a daily basis and we don’t even realize it.

I also agree with the behaviorist view that learning only occurs if there is an outward manifestation because otherwise how can we prove that learning has taken place? If you are teaching a group of kids how to read, in order to verify that they have learned, you need to hear them read. You cannot imagine that they are silently reading to themselves.

The potential advantages of defining learning as a change in behavior when considering my own career (or future career) and/or in my relationships is that it will help guide me when it comes to what works and what doesn’t. I will be able to deter from making jokes my husband doesn’t like and will upset him, for example, and therefore be able to avoid a negative experience.

Reference:

Lieberman, D. A. (2012).  Psychology of Learning  San Diego, CA: Bridgepoint Education.

Question 2:

Prior to engaging in this discussion, please read “The Development of Memory Efficiency and Value-Directed Remembering Across the Life Span” article, watch the Memory processes, Storage and Recall and Three Kinds of Memory videos, and review any relevant instructor guidance.  This guidance can be very helpful as it may include strategies that support your preferred learning.

  1. For this discussion, first describe how memory development and learning affect each other by defining the types of memories listed below in your own words (the use of quotations is inappropriate) and citing personal examples of each.
    • Episodic Memories
    • Semantic Memories
    • Procedural Memories
  2. Next, apply basic research methods in psychology to your initial statements on these issues by researching at least one peer-reviewed article per memory type (three articles total) in the Ashford University Library to supplement your definition of each.  (For assistance in finding peer-reviewed articles in the Ashford University Library please view this tutorial.)

 

  1. After completing your research, critically analyze and discuss, in depth, how each of your real-life examples represents each type of memory.

 

  1. Lastly, evaluate and comment on how episodic memories, semantic memories, and procedural memories each potentially affect how a person learns.

Example answer:

I see memory as being the vault in a bank; it holds all the information (money) needed to take part in everyday life. People generally don’t stop and think how important memory is in order to accomplish day to day activities. It’s like a vault that holds all lived experiences that get stored and can then be retrieved or recalled at a later point, or when needed. There are three types of memory which are as follows: Episodic, Semantic, and Procedural.

I describe episodic memory to be just like it sounds: episodes. Like episodes of your life which include autobiographical events such as birthdays, holidays, as well as any personal experiences. I remember getting my first puppy, my siblings and I were in the pool and my mom had told us our dad had a surprise for us, but we didn’t know what it was. When she saw him pull up to the driveway she told us he had arrived and we all jumped out of the pool soaking wet, and made our way to the front of the house and there he was standing with a big cardboard box and we saw the puppy.

Semantic memory sounds almost like “cement”, to me at at least. Like cement, which is strong and long-lasting, semantic memory is part of long-term memory. It holds common things like how to pronounce your name, how to count to ten, names of countries, and names of colors and shapes. Semantic memory harbors facts that aren’t acquired from personal experiences. An example of this the fact that I know Peru’s capital is Lima, and that Washington is a state while Washington D.C. is the U.S. capital.

Procedural memory, like procedure, helps in remembering how to do things and how perform certain procedures. Such include procedures followed when a surgeon is in the middle of performing a surgery, or the basics like walking, going up the stairs, bike riding, etc. Examples of procedural memory include my knowledge on how to ride a bike or how to play the flute.

Episodic memory, as previously stated, is like autobiographical episodes of one’s life. Memory of a typical individual declines with age, and episodic memory, which retains contextual information about personally experienced events in one’s life seems especially vulnerable to aging (Mohanty, Naveh-Benjamin, & Ratnwshwar, 2016. Pp. 25). For people with Alzheimer’s for example, episodic memory is one of the first things they cannot recall. They forget details from their life, like if their mental cassette has started to reset, and little by little these details escape their mind.

In contrast, patients with Alzheimer’s disease typically display impairments in episodic memory, but with semantic deficits of a much lesser magnitude (Irish, Addis, Hodges, Piguet, 2012. Pp. 2178). While in episodic memory personal events are forgotten first, with semantic memory basic facts such as colors and shapes are not forgotten as easily.

Last, there is procedural memory which is retained longer by individuals with Alzheimer’s disease, suggesting that structuring of activities based on well learned habits may preserve function (Bonder, Zadorny, Martin, 1998. Pp.88). This demonstrates that procedural memory which includes something as getting dressed is retained longer in some individuals.

Reference:

Staveley-Taylor, H. (Director). (1996). Memory processes [Video file]. In The study of memory. Retrieved from the Films On Demand database.

Staveley-Taylor, H. (Director). (1996). Storage and recall [Video file]. In The study of memory. Retrieved from the Films On Demand database.

Staveley-Taylor, H. (Director). (1996). Three kinds of memory [Video file]. In The study of memory. Retrieved from the Films On Demand database.

Mohanty, P., Naveh-Benjamin, M., Ratneshwar, S., Psychology and Aging, Vol 31(1), Feb, 2016 pp. 25-36. Publisher: American Psychological Association; [Journal Article], Database: PsycARTICLES

Irish,M., Addis, D.R., Hodges, J.R., Piguet, O., Neurological Disorders and Brain Damage (2012, March 11). Publisher: United Kingdom : Oxford University Press; [Journal Article], Database:  PSYCINFO

Bonder, B., Zadorzny, C., Martin, R., Dressing in Alzheimer’s disease: Executive function and procedural memory,           Vol 19(2), 1998 pp.88-92. Publisher: Haworth Press; [Journal Article], Database: PsycINFO

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Comparing Efficacy Research and Program Evaluation -Peer responses

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There needs to be a seperate response to each peer’s posting and it needs to be supported with at least two references for each peer’s posting.

 

1st Peer Posting

 

What differences do you note between efficacy research and program evaluation?

 

 

 

The difference between efficacy research and program evaluation is the scientific aspect. Program evaluations “primary purpose is to provide data that can be used by decision makers to make valued judgements about the processes and outcomes of a program (Sherpis, Young, & Daniels, 2010). Therefore, letting the agency know what needs to be changed in the program to make the program effective to their clientele.  Efficacy research based on empirical data which is an essential to the scientific method. Therefore, efficacy research is where clients are in controlled environments and interventions can be tested.

 

 

 

What are the key strengths of efficacy research?

 

 

 

The key strength of efficacy research is the scientific process. In the article, The Efficacy of Child Parent Relationship Therapy for Adopted Children with Attachment Disruptions, the researcher wanted to test the child parent relationship therapy (CPRT) which “is an empirically based, manualized counseling intervention for children presenting with a range of social, emotional, and behavioral issues” (Cranes-Holt, & Bratton, 2014). The purpose was to test this theory on adoptive families. Thus, a control group was designed to test CPRT. The researcher used the Child Behavior Checklist-Parent Version (CBCL) and the Measurement of Empathy in Adult-Child Interaction (MEACI). These are both empirical test, the CBCL measures the parents of the child’s behavior problems; whereas, the MEACI is an operational measure that defines empathy between the parents and the child while playing. These tests are conducted in control environments where no outside distractions are permitted and the hypothesis of the researcher can be tested.

 

What are the key strengths of program evaluation?

 

 

 

The key strength of the program evaluation is the clients are the people who are participating in the program evaluation and whether the interventions used are effective for them. Thus, this lets the research know what changes are needed for the agency to be successful. Therefore, surveys are used to collect data for the participants, the parents, are people that work with the clients or caregivers with the client. This give the ideas of opinions of the people directly or indirectly receiving services. In the article, Evaluating Batter Counseling Programs: A Difficult Task Showing Some Effects and Implications, a multisite evaluation was done and the participants were “administered a uniform set of background questionnaire, personality inventory (MCMI-III; Millon, 1994), and alcohol test (MAST; Selzer, 1971)” (Gondolf, 2004). Therefore, given the research opinions of the clientele over the four sites and let the researcher know what treatment is working and not working. Therefore, the conclusion of the program evaluation “the batterer programs, in our evaluation, appear to contribute to this outcome— there is a ‘‘program effect.’’ (Gondolf, 2004).  “Referral to the gender-based, cognitive–behavioral programs, moreover, seems to be appropriate for the majority of men” (Gondolf, 2004).

 

What contribution does each of these types of research make to the counseling field?

 

The contribution that efficacy research makes to the counseling field is that there is scientific data that the interventions used with the client will work; if they are utilized correctly by the client. Efficacy research gives the counselor confidence in providing treatment inventions for the client because it will help in the client’s mental health. Program evaluations aid the counselor in what intervention are working and not working for the client population they serve. Program evaluations make sure the agency has the client’s best interest in mind and the agency is using the best intervention and treatment planning to service their client. Program evaluation helps the counselor increase their knowledge base of treatment, interventions, assessments, and diversity for the clients they serve. “Counselors recognize the need for continuing education to acquire and maintain a reasonable level of awareness of current scientific and professional information in their fields of activity. Counselors maintain their competence in the skills they use, are open to new procedures, and remain informed regarding best practices for working with diverse populations” (APA, 2014).

 

 

 

What is a point from any of the articles that you can apply in your current work setting or your ideal counseling fieldwork setting?

 

 

 

A main point that stood out to this learner was the subjectivity of the program evaluation. “Evaluation is, consequently, not an objective or purely scientific process that produces unbiased and conclusive results”. In this view, a program evaluation is a process with a subjective outcome”. This the research must be careful not to impose if owes values and views when evaluating a program from interpreting the data that is given. According to ACA Code of Ethics (2014), standard a.4.b. states “Counselors are aware of—and avoid imposing—their own values, attitudes, beliefs, and behaviors. Counselors respect the diversity of clients, trainees, and research participants and seek training in areas in which they are at risk of imposing their values onto clients, especially when the counselor’s values are inconsistent with the client’s goals or are discriminatory in nature”.

 

 

 

References

 

American Counseling Association (2014). Code of Ethics. Alexandria, VA: Author.

 

Cranes-Holt, K., & Bratton, S.C. (2014). The Efficacy of Child Parent Relationship Therapy for

 

Adopted Children with Attachment Disruptions. Journal of Counseling & Development,

 

92(3), 328-337. doi: 10.1002/j.1556.6676.2014.00160.x

 

Gondolf, E. W. (2004). Evaluating Batter Counseling Programs: A Difficult Task Showing

 

Some Effects and Implications. Aggression and Violent Behavior, 9(6), 605-631. doi:

 

10.1016/j.avb.2003.06.001

 

Sherpis, Young, & Daniels (2010). Current View: US Counseling Research: Quantitative,

 

Qualitative, and Mixed Methods. [Bookshelf Online]. Retrieved from:

 

https://bookshelf.vitalsource.com/#/books/9781323128015/cfi/0

 

 

 

2nd Peer Posting

 

U1D1_KDM Powell_Comparing Efficacy Research and Program Evaluation

 

Differences

 

In working with efficacy research, involves general investigation to resolve the analysis of whether a certain program is effective (Royce, Thayer & Padgett, 2016) Evaluation of a program involves assessing whether the program is supplying what is needed by the client attain their goals (Royce, Thayer, & Padgett, 2016). Each has the purpose for a variety of reasons. Program evaluations are practical is do not rely on theory or academics to be performed and can evaluated for one person or a group (Royce, Thayer, & Padgett, 2016). The effectiveness of research offers the research the answers to understand if a program is doing what it was set out to do. The effectiveness or usefulness of a program can mean the difference between expanding a program or creating change.  Program evaluation looks at the efficacy of the research to determine if information supplied can be utilized in the program. With this in mind a program can be made better which ultimately make the people involved in the program get better service toward their needs.

 

Key strengths

 

Efficacy research digs deep through a process and looks at certain information presented can be something meaningful or misguided. The amount of information that is available can offer a clearer view of the course of actions that can be followed to make success of a client’s life in the participation of a program. The amount of research compiled offers information as to what are the pitfalls or viable assets to a program because if the research was done correct is could be replicated and come to the same conclusion which would produce validity in what found (Royce, Thayer & Padgett, 2016).  Understanding how the research was handled and what is revealed within that research can be effectively used as a viable representation to be used in future research.

 

In the regards to program evaluation, the program that may work in one setting may not work another setting even though client’s may have the same or similar program (Royce, Thayer, & Padgett, 2016). Program evaluation looks at how the program may relate to the clients in that particular setting. As mention with this evaluation, change can occur to be more beneficial. The developers and facilitators of a program can review if the interventions are used are what is best for their client population. Also, having the program based on research can assess what research was used to based their decision on the interventions being used.

 

Contribution

 

There are so many programs out there just as there is research out there. There are options that can be utilized to help in the counseling. There is one specific thing that stands out as being definitive in how and what interventions being used.  Gondolf (2004) maintains that what makes how effective a program is based on the interventions incorporated in the program.  Research and evaluation can set a program a part from all others. Gondolf (2004) believed that defining a program is a major issue. With use of research and evaluation, defining the program can dictate which client based that would be better served, the most suitable setting and effectiveness of the programs as whole.

 

Point

 

Information that is out there about evaluation of programs may not be entirely truthful. Gondolf (2004) expressed that producing definitive results can be overwhelming but also the results can be fabricated to produce validation. There should be consideration as to how the results are interpreted based on the research. Sometimes is good to do one’s own research and evaluation. Relying solely on other’s research and evaluation could put the good that one is trying to at risk as well as one’s reputation.

 

References:

 

David Royse, D., Bruce A. Thayer, & Padgett, D.K. (2016). Program Evaluation: An Introduction to an Evidence-Based Approach (6th ed.) Boston. MA: Cengage Learning.

 

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SOCW-6090 & 6361-W1-Discussions

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Discussion 1: Impact of Mainstream Focus on Psychopathology and Diagnosis

Diagnosis and the description of mental health issues have recently become ubiquitous in the media. One of the reasons for this new emergence of the topic of mental health in the mainstream media is because of worldwide traumatic events. Many tragic events covered in the media are centered on one or two individuals who have committed acts of violence. Unfortunately, most of these individuals have had a history of mental illness. This aspect of the tragedy then becomes the focus of analysis within the media. From this point of reference, reporters and journalists educate the public on mental health issues. However, these tragedies could be an opportunity to educate the public about the facts related to mental illness. Unfortunately, the media discussions about mental illness often result in attaching a stigma to mental illness and to the population suffering from mental illness.

 

As a clinical social worker, you need to be aware of the impact of the entry of psychopathology and diagnosis in mainstream public discourses. You also need to think about how the media could help eliminate or mitigate the stigma attached to mental illness in the mind of the general population.

 

·      Post an explanation of your thoughts on how psychopathology and diagnosis have entered mainstream public discourse.

 

·      Then explain the potential negative and positive impact of this mainstream discourse on those living with a psychiatric diagnosis.

 

·      Briefly explain the DSM-5’s organization and its dimensional approach to diagnosing and its possible impact on society’s view of mental disorders.

 

·      Be sure to include specific examples to the mainstream media (e.g., television or magazine reports, television shows) in your post.

 

Support your post with specific references to the resources. Be sure to provide full APA citations for your references.

 

 

References (use 3 or more)

 

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.

  • “Preface” (pp. xli–xliv)

 

Krueger, R. F., & Bezdjian, S. (2009). Enhancing research and treatment of mental disorders with dimensional concepts: Toward DSM-V and ICS-11. World Psychiatry, 8(1), 3–6.

 

 

 

 

 

 

Discussion 2:
Historical Divides and Ethical Obligations Within Social Work

The National Association of Social Workers (NASW) specifies the ethics and values of the profession in their Code of Ethics. Section 6.04 of the Code of Ethics (1999) states:

Social workers should engage in social and political action that seeks to ensure that all people have equal access to the resources, employment, services, and opportunities they require to meet their basic human needs and to develop fully. Social workers should be aware of the impact of the political arena on practice and should advocate for changes in policy and legislation to improve social conditions in order to meet basic human needs and promote social justice.(Preamble, p. 8)

 

With the requirement of social and political action among social workers, there is little political activity among clinical social workers. Why? What barriers exist that prevent social workers from fulfilling this ethical obligation?

 

What does it mean to be a macro social worker? A micro social worker? Do these differentiations have any real meaning? If not, why is this language used when referring to the social work profession?

 

In this Discussion, you will look at the obligation of social workers to engage in political action in their practice and discuss why there appear to be different perceptions of the responsibility for political action among social work professionals.

·      Post an analysis of historical divides (such as the schism between Jane Addams and Mary Richmond) and historical influences on current social work practice with respect to policy advocacy and action.

 

·      Do such schisms exist in contemporary social work?

 

·      If you think these divides exist, how do they prevent social workers from fulfilling their ethical obligation(s)?

 

·      Are they important differentiations?

 

References (use 3 or more)

 

Jansson, B. S. (2018). Becoming an effective policy advocate: From policy practice to social justice. (8th ed.). Pacific Grove, CA: Brooks/Cole Cengage Learning Series.

  • Chapter 1, “Joining a Tradition of Social Reform” (pp. 3–31)

 

Community Toolbox. (2016). Chapter 5 Section 1: Strategies for community change and improvement: An overview. Retrieved from http://ctb.ku.edu/en/table-of-contents/assessment/promotion-strategies/overview/main

 

Hill, K. M., Ferguson, S. M., & Erickson, C. (2010). Sustaining and strengthening a macro identity: The association of macro practice social work. Journal of Community Practice, 18(4), 513–527. doi:10.1080/10705422.2010.519684

 

 

Jacobson, W. B. (2001). Beyond therapy: Bringing social work back to human services reform. Social Work, 46(1), 51–61.

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Counseling Theory assignment

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Subject Name: Counseling Theory

We got:Some theory
person-centered theory and therapy (PCT).
existential theory and practice.
Gestalt theory and therapy.

I have attached all the materials we studied in this course

Based on what you have learned thus far in the course, please reflect on the following:

Please watch the following video:

https://www.youtube.com/watch?v=Rr7WPGbZIjY (Links to an external site.)Links to an external site.

Answer the following questions in a 3-5 page response:

  1. How would you characterize Gabriel’s natural therapy style?
  2. What strategies does he use to facilitate the therapeutic process
  3. Pick a 2 theorists discussed thus far, and compare and contrast Gabriel’s style to the theorist.  Please make sure you are showing a clear understanding of the theorist you are  comparing him too, and being clear in your understanding of the theory in practice
  4. Could Gabriel benefit from using any additional theories you have learned about thus far? If so, what and how?
  5. What did you think of Gabriel’s style? Did you like it? Why or why not?
  6. Based on the supplemental learning this week, any cultural issues you noticed?

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Discussion: Gaps in the Life Model

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Piedra and Engstrom (2009) noted how the life model “remains general and unspecific regarding factors that affect immigrant families” (p. 272). Recall that there will never be one theory or a model that can fully explain a phenomenon or lay out all the steps and procedures when working with complex issues that clients present to social workers. Recognizing this, Piedra and Engstrom selected another theory in the immigration literature—segmented assimilation theory. They identified concepts from segmented assimilation theory to “fill in” the gaps that the life model does not address.

In this Discussion, you examine gaps in the life model by applying it to your field experience.

To prepare:

  • Review the life model.
  • Review this article in the Learning Resources: Piedra, L. M., & Engstrom, D. W. (2009). Segmented assimilation theory and the life model: An integrated approach to understanding immigrants and their children. Social Work, 54(3), 270–277. http://dx.doi.org.ezp.waldenulibrary.org/sw/54.3.270

By Day 3

Post:

Using an example from your fieldwork experience and a diverse population you encountered at the agency (for example, in Piedra and Engstrom’s article, it was immigrant families), respond to the following:

  • Identify and describe the diverse population and the unique characteristics and/or the distinctive needs of the population in 3 to 4 brief sentences.
  • Explain how the life model can be applied for the population.
  • Explain where the gaps are in applying the life model for this population.
  • When looking at the gaps, explain which theory might be helpful in filling the gaps of the life model when working with this population.

 

Required Readings

Turner, F. J. (Ed.). (2017). Social work treatment: Interlocking theoretical approaches (6th ed.). New York, NY: Oxford University Press.
Chapter 18: Life Model and Social Work Practice (pp. 287–301)
Chapter 24: Problem-Solving and Social Work (pp. 387–397)

Piedra, L. M., & Engstrom, D. W. (2009). Segmented assimilation theory and the life model: An integrated approach to understanding immigrants and their children. Social Work, 54(3), 270–277. http://dx.doi.org.ezp.waldenulibrary.org/sw/54.3.270

Note: You will access this article from the Walden Library databases.

Westefeld, J. S., & Heckman-Stone, C. (2003). The integrated problem-solving model of crisis intervention: overview and application. The Counseling Psychologist, 31(2), 221–239. https://doi-org.ezp.waldenulibrary.org/10.1177/0011000002250638

Note: You will access this article from the Walden Library databases.

Optional Resources

D’Zurilla, T. J., & Goldfried, M. R. (1971). Problem solving and behavior modification. Journal of Abnormal Psychology, 78(1), 107–126. http://dx.doi.org/10.1037/h0031360

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