HN521 Discussion 6

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Family Resilience to Promote Positive Child Development

Understanding  the biological, social, and emotional principles that affect families  over their lifetime is important for human services professionals. In  order to develop and deliver family services, it is necessary to  recognize and understand various characteristics of family households  and learn how they impact resiliency. Please use your readings and  research peer-reviewed journal articles in the Purdue Global Library to  support your post.

Please respond to the following:

  • Analyze  the biosocial systems principle, “the whole is greater than the sum of  its parts,” as it relates to family resilience. How does this impact the  type of services that a human services professional should deliver?
  • Provide  a brief description of the RPM3 model and discuss the importance of  modeling, mentoring, and monitoring in the development of family  resilience.
  • **350 WORDS, FOLLOW AND ANSWER EACH BULLET POINTS**

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case study psychology

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MHC 500 Final Project Case Study Tracey is a 37-year-old biracial female. She reports that her father is Native American and German, and her mother is Puerto Rican. Tracey has two children, a 16-year-old son and a 14-year-old daughter. She is married to the biological father of the children, and she reports that she and her husband have been married for 17 years. She identified that she and her husband met while they were in college, and as she tells you, “the rest was history.” Tracey reports that she is struggling with several changes occurring in her life right now and needs counseling. Her father is in his late sixties and has recently been diagnosed with advanced Alzheimer’s disease. Her parents live in another state, and it is at least a two-day drive for her to visit them, unless she flies. According to Tracy, her mother says that she is managing right now, but she also reports that her dad is starting to get up in the middle of the night and wander around the house. Tracey reports that she is worried about her father, and she and her husband have talked about possibly moving her parents in with them because she’s not sure what options are available other than simply taking care of him herself. However, she reports that, if her parents did move in and she had to take care of them, it would mean she would need to quit her job. Tracey is a schoolteacher who has worked in schools for the past 15 years. She teaches third grade and says, “I love my job and the kids I get to be around.” As with most jobs, Tracey reports that there are bad days from time to time, but she states that it has nothing to do with the kids she teaches but usually the administration. Financially, Tracey believes the family would be okay if she were to quit her job. Her husband owns his own business, and she states that the business is doing well. To add to her stress, she reports that this past month has been challenging. Her son was suspended from school because he was caught with marijuana in his backpack during a random search. She reports that she hadn’t known about her son’s marijuana use, and that he is a 4.0 GPA student, which confuses her even more. Her son has never had any disciplinary problems at school, and her husband is upset that the school automatically suspended their son for a week when he has never been in trouble before. Since her son was suspended, she reports that he has really had an “attitude,” which is not like him. She says that he seems to be “moody” and doesn’t want to be around the family, and that he is mad that he is missing practice time with his basketball team. Tracey and her husband have differing views on how to handle the situation, as she believes that her son should be grounded for the week because he was suspended from school. Her husband says, “It was just marijuana; most of the kids in that school have probably tried it.” But as she pointed out, “most of the kids didn’t get caught bringing it to school.” She is worried about her son’s friends now, because she does not know where he got the marijuana, why he wanted to try it, and why he is suddenly so moody. On top of her son being suspended, the school has recommended that he be assessed by a counselor for substance abuse issues. The school has given the family 30 days to have the assessment completed; otherwise, the principal stated that she would have to make a report to CPS on neglect. Tracey (looking frustrated) states, “They didn’t even tell me where to have him assessed at, or maybe they did and I was so upset I didn’t hear them.” She knows it will be a struggle with her husband when it is time to have their son assessed, but she does not want to risk having a CPS report made. Tracey reports no problems with her daughter, and she says that she feels bad for her daughter. “Between trying to figure out what to do with my parents, my job, and now this incident with her older brother, she is getting pushed to the side. But right now, she is the only thing not causing any problems in my life.”

 

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Counseling Treatment Plan

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General Instructions

Most of you will have never worked in a therapy session with a client or clients. There is no way to prepare you for that experience unless you begin to think as if you were in that situation. Theories are important to know, but how you will implement the constructs of the theories is so much more crucial. Using the two scenarios below, complete a treatment plan for each one. When you are finished, you should have two completed treatment plans. There are no exact answers because each treatment plan could be approached from dozens of directions. Your outline should be consistent from top to bottom as you think about each scenario. For example, if you state in the beginning of the treatment plan that the client(s)’ presenting issue is depression, then, at the bottom of the outline you should not state that you will be seeing that person once a month. For 99% of the population being treated for depression, once a month would be of very little help.

Keep in mind that, even though there might be three or four blanks for you to provide information, you might need less or more blanks to fill in the information that you think is necessary.

You have been provided with a sample Treatment Plan, but you may not use information from that plan in either of the scenarios below.

Note: If specific information is not provided in the scenarios below, you can devise the information if it stays consistent with the other facts. For example, in Scenario #1, you can presume that the client has a Catholic background or a Protestant background; you can presume ethnicity if you deem it relevant.

Scenario for Treatment Plan #1

 

A family comes to your practice for help. Here is the following information that is collected during their intake.

Mom and Dad have been married for twenty years. They have a middle-class income. Mom works twenty hours per week as a para-legal. Dad is a college professor at the local four-year institution. They have three children. The oldest is a 16-year-old girl. She is a straight A student, and she is well liked at her school and the family’s church. She does not play any sports. Her hobbies are reading, art, and theatre club at the school. She just received her driver’s license about three months ago. It is rare that she is ever in trouble and in need of discipline for breaking family or school rules.

The second child is 12-year-old male. This young man seems to find trouble any where he goes during the day. He struggles in school, but the teachers state he is fully capable of completing the work; he just refuses to do the work. He is defiant at school and at home. He spends most of his time defying authority figures who are left in charge of him each day. He can go for days without getting in trouble and then he could go a week getting in trouble every day. Even when he is presented with a “video” of his infraction, he will sit and deny it. He never claims that anything is his fault. He has been known to get into fights at school and even with his older sister. The older sister never fights back. She tries to get away from him rather than engage. He will intentionally break a rule at home and blame it on his older sister or younger brother. Spanking him only makes him madder and more out of control. Time-out ruins everyone’s night because he sits in time-out and verbally says things to bother the rest of the household. The only person he has never shown the behavior is his grandmother on his mother’s side.

The third child is a 10- year-old boy. The boy is identical to the older sibling. He makes good grades and he is well liked by others. He does show some of the “baby of the family” traits. For example, when his older brother picks on him, he immediately cries and screams for his mother.

 

I. Presenting Symptoms/Issues (i.e., Anxiety, Depression, etc.) (Spaces are provided for three symptoms or issues, but you may have less or add more, if needed.)

A.

B.

C.

II. Information that Supports Item I. (How did you arrive at the above conclusions? Again, you may have less or more information here.)

A.

B.

C.

D.

III. Treatment Theoretical Approach(es): Identify and discuss the major theory(ies) that

you, as the counselor, would use to work with the individual/family and give a rationale

for choosing it/them (Adlerian, Gestalt, Existential, Family, etc.). The approach can be

eclectic, a combination of theoretical approaches.

 

 

 

 

IV. Treatment Modalities (i.e., Specify Group, Family, Couple, Individual—make sure that

your choice of treatment modalities correlates with what you going to do with the

individuals in the scenario.)

A.

B.

C.

V. Reasons for the Chosen Modalities in Item IV

A.

B.

C.

VI. Frequency of Sessions for Each Modality in Item IV

A.

B.

C.

VII. Measurable Treatment Goals (Be sure to state these using action verbs. For example,

“The client(s) will be able to identify, discuss, describe, etc.”)

A.

B.

C.

D.

VIII. Techniques from Theoretical Approaches: Identify and discuss the techniques from the theoretical approach(es) (e.g., reframing, empty chair, etc.) to be used with the situation in the scenario. These should be directly related to Item III.

 

 

 

IX. Frequency for Evaluating Each Goal

A.

B.

C.

D.

X. How will Progress be Defined? [What will you be looking for regarding progress with

your client(s)?]

A.

B.

C.

D.

 

 

Scenario for Case Study #2

A couple enter for their intake regarding pre-marital counseling. They have been dating for approximately fifteen months. They are wanting to get married; however, they are concerned with several issues. The woman has been married twice before. She has one child with each of her past ex-husbands. She has an eight-year-old girl and a four-year-old boy. The man has been married once before. He has one child, a boy, age 13.

Both woman’s ex-husbands play a large role in the children’s lives. However, the man’s ex-wife has nothing to do with her son. The woman receives a large alimony check that she would lose if she re-marries. This is a concern since she does not work outside the home. The man has a good job, but they would be living on a tight budget without her alimony check each month. They have discussed living together, but, if it is proven that they are cohabitating, she would still lose the alimony. The children have not met each other at this point. The woman’s ex-husbands are not aware that she has been in a serious relationship.

The 13-year-old boy has been in trouble with the juvenile court system for inappropriately touching girls at school. The last episode was six months ago. He has been in counseling for over one year. The man has not told the woman of his son’s issues.

Again, they have come in for pre-marital counseling and how they should tell the children the news if they decide to marry.

I. Presenting Symptoms/Issues (i.e., Anxiety, Depression, etc.) (Spaces are provided for three symptoms or issues, but you may have less or add more, if needed.)

A.

B.

C.

II. Information that Supports Item I. (How did you arrive at the above conclusions? Again, you may have less or more information here.)

A.

B.

C.

D.

III. Treatment Theoretical Approach(es): Identify and discuss the major theory(ies) that

you, as the counselor, would use to work with the individual/family and give a rationale

for choosing it/them (Adlerian, Gestalt, Existential, Family, etc.). The approach can be

eclectic, a combination of theoretical approaches.

 

 

 

 

 

IV. Treatment Modalities (i.e., Specify Group, Family, Couple, Individual—make sure that

your choice of treatment modalities correlates with what you going to do with the

individuals in the scenario.)

A.

B.

C.

V. Reasons for the Chosen Modalities in Item IV

A.

B.

C.

VI. Frequency of Sessions for Each Modality in Item IV

A.

B.

C.

VII. Measurable Treatment Goals (Be sure to state these using action verbs. For example,

“The client(s) will be able to identify, discuss, describe, etc.”)

A.

B.

C.

D.

VIII. Techniques from Theoretical Approaches: Identify and discuss the techniques from the theoretical approach(es) to be used with the situation in the scenario. These should be directly related to Item III.

 

 

 

 

 

IX. Frequency for Evaluating Each Goal (Will you evaluate after each session? …after

two sessions? etc.)

A.

B.

C.

D.

X. How will Progress be Defined? [What will you be looking for regarding progress with

your client(s)?]

A.

B.

C.

D.

 

Scoring Guidelines

 

Points available: 100.

Component Unacceptable Acceptable Target
Treatment Plan #1 Categories Responses to 1 or more categories are

missing; information is inaccurate, and key

ideas are not well (0

points)

 Responses to all 10 categories is provided, information is

accurate, but

explanations of key

ideas are vague and

not well supported (10

points)

 Responses to all 10 categories are

comprehensive,

accurate and complete; key ideas are clearly

stated, explained, and well supported (20 points)
Treatment Plan #1 Knowledge of theories, models, and strategies for understanding and

practicing consultation is evident.

(CACREP 2F.5.b)

 Knowledge of theories, models, and strategies for understanding and

practicing consultation is limited or

inaccurate; choices are

inappropriate and/or not supported (0 points)

 Knowledge of theories, models, and strategies for understanding and

practicing consultation is demonstrated; choices are

appropriate, but not

well supported (5 points)

 Knowledge of theories, models, and strategies for understanding and

practicing consultation is evident; choices are appropriate and well supported (10 points)
Treatment Plan #1

Knowledge of evidence-based counseling strategies and techniques for prevention and

intervention is evident.

(CACREP 2F.5.i)

 Knowledge of evidence-based counseling strategies and techniques for prevention and intervention is limited or inaccurate; choices are inappropriate and/or not supported (0

points)

 Knowledge of evidence-based counseling strategies and techniques for prevention and intervention is demonstrated; choices are appropriate, but not well supported (5 points) Knowledge of evidence-based counseling strategies and techniques for prevention and intervention is evident; choices are appropriate and well supported (10 points)

 

Component Unacceptable Acceptable Target
Treatment Plan #2 Categories Responses to 1 or more categories are

missing; information is inaccurate, and key

ideas are not well (0

points)

 Responses to all 10 categories is provided, information is

accurate, but

explanations of key

ideas are vague and

not well supported (10

points)

 Responses to all 10 categories are

comprehensive,

accurate and complete; key ideas are clearly

stated, explained, and well supported (20 points)
Treatment Plan # 2 Knowledge of theories, models, and strategies for understanding and

practicing consultation is evident.

(CACREP 2F.5.b)

 

 Knowledge of theories, models, and strategies for understanding and

practicing consultation is limited or

inaccurate; choices are

inappropriate and/or not supported (0 points)

 Knowledge of theories, models, and strategies for understanding and

practicing consultation is demonstrated; choices are

appropriate, but not

well supported (5 points)

 Knowledge of theories, models, and strategies for understanding and

practicing consultation is evident; choices are appropriate and well supported (10 points)
Treatment Plan #2

Knowledge of evidence-based counseling strategies and techniques for prevention and

intervention is evident.

(CACREP 2F.5.i)

 Knowledge of evidence-based counseling strategies and techniques for prevention and intervention is limited or inaccurate; choices are inappropriate

and/or not supported (0 points)

 Knowledge of evidence-based counseling strategies and techniques for prevention and intervention is demonstrated; choices

are appropriate, but not well supported (5 points)

 Knowledge of evidence-based

counseling strategies

and techniques for prevention and

intervention is evident; choices are

appropriate and well

supported (10 points)
Overall Organization and Clarity No organizational structure; absence of

support for main points

(0 points)

 Organization is confusing or disjointed; support is provided, but is not specific; support is only loosely relevant to the main points (5 points) Clear organizational structure; ideas

sufficiently supported;

support is sound, valid, and logical (10 points)
Professional presentation (grammar, mechanics, spelling) Writing involves many errors (more than 3) (0

points)

 There is some deviation from college level writing; writing

involves few errors (no more than 3) (5 points)

 Graduate-level writing is used; writing is free of all writing errors

(10 points)

 

 

 

 

 

 

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My General Psychology W2

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General Psychology

Blog Topic – Week 2

I’d Hate to Lose My . . .

Clearly, the brain is a vital part of the body. But suppose you were the subject of a diabolical experiment looking at the functions of the various brain areas. A mad scientist wants to do “removal studies” in order to isolate these functions. The mad scientist does have a heart though–he lets his subjects decide which brain structures they’d like to give up. If you were a subject in this heinous (and thankfully fictional) experiment, which three brain structures would you be willing to give up?

Week 2 Assignment

Chapter 3

1. Do you think it’s possible that personality is completely localized in one portion of the brain? If so, how could you explain the fact that someone’s personality can seem to change depending on the situation?

2. Other than as a treatment for epilepsy, can you think of any situations in which having a split brain might actually be more beneficial than a unified brain?

3. Initiation of the flight or fight response clearly has adaptive value. Can you think of any circumstances in which this response might actually lower the chances of an adaptive response?

4. Define the field known as neuroscience.

5.What is the function of the endocrine system? What are hormones? What does the pituitary gland do?

6. Distinguish between a genotype and a phenotype.

Chapter 4

TV Characters and Erikson’s stages

In this exercise, it’s your assignment to watch TV! Look over Erikson’s stages and the “psychosocial conflicts” that he claims are encountered by people entering various stages of life.

Television shows are filled with people in different stages of life (although you will find more TV shows focusing on the 20-50 set than on any other). Pick out four characters (or real people, in the case of talk shows) from TV shows that differ substantially in age, covering different parts of the life span. These characters might be in four different shows, or might all be in the same show. What are the everyday trials and tribulations experienced by these characters? What are their main concerns or worries? Do they fit in with Erikson’s stages of development? Explain.

 

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Topic 4: Vargas Family Case Study

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Read “Topic 4: Vargas Family Case Study.” Write a 750-1,000-word paper in which you demonstrate how therapists apply structural family therapy theory to analyze the presenting problems and choose appropriate interventions.

Be sure to answer the following questions in your paper:

  • What are two current presenting problems for the Vargas family?
  • How are the problems maintained according to the structural family therapy perspective?
  • What structural interventions would you plan to use in your next session? (identify and describe your plan for two interventions)
  • What is the role of the counselor in the change process according to the structural family therapy perspective?

Cite at least three academic sources (peer-reviewed journal articles, books, etc.).

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

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Assignment: Family Life-Cycle Stages

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Although every individual experiences family life-cycle transitions in unique ways, common challenges and experiences often arise at these transition periods. For example, many couples experience changes in their sexual relationship after they become parents. Likewise, adults’ understanding of what it means to have “positive” sexual functioning may differ at different stages in the family life cycle. It is important for helping professionals to pay attention to the unique needs of the individual clients they serve, while also keeping in mind these common challenges and experiences that may arise.

The family life-cycle stages you will consider for this assignment are:

  • Single adulthood
  • Committed, long-term relationships
  • Becoming parents
  • Divorce/relationship termination and remarriage/re-partnering
  • Older adulthood

The Assignment (2- to 3-page paper):

Use the five family life-cycle stages listed in the Sexuality in Adulthood Across the Family Life Cycle chart to organize your thoughts for this assignment. For this paper:

  • Describe two common sexuality-related transitions or concerns at each stage.
  • Provide two examples of how research and theory characterize positive sexual functioning during each stage.
  • Briefly describe how you might intervene or use this information to assist clients.

Please utilize the resource attached.

 

Hensel, D. J., & Fortenberry, J. D. (2014). Life-span sexuality through a sexual health perspective. In D. L. Tolman & L. M. Diamond (Eds.), APA handbook of sexuality and psychology (Vol. 1) (385–413). Washington, DC: American Psychological Association.

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Assessment

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Preparation

Use the Capella Library and the Internet to research theories of social psychology and strategies for minimizing social influence in political debates. Some suggestions for keyword searches include (but are not limited to): debate format analysis; moderator influence; the impact of social and mainstream media; self-presentation and visual influence; minimizing bias; presentation style, and voter perception.

The authentic deliverable for this assessment is a proposal with an executive summary. There are many resources on the Internet and free templates or examples, if you choose to use one as a guide for completing this assessment. This assessment is also an exercise in disciplined professional writing. Carefully parsing down information to maximize conveyance of knowledge with the minimum of space is as rigorous as writing an academic paper.

Instructions

Assume the role described in the following scenario as you complete this assessment.

Scenario

You are a political consultant to a “better government” citizen group, such as the League of Women Voters. You have been hired to develop guidelines for holding neutral and fair public town hall–style debates, covered by social and mainstream media, to ensure that the voters make up their own minds as free of social influence as possible.

Deliverable

Develop a proposal of research-based guidelines for neutral and fair public debates and media coverage. The first part of the proposal is an executive summary, which should be about one page in length.

The Executive Summary

Writing must be succinct, clear, and comprehensible to a layperson. The purpose of the executive summary is to:

  • Provide a concise analysis of the problem.
  • Explain the rationale.
  • Report the main conclusions.

The first two subheadings constitute the executive summary portion of your proposal:

Analysis of the Issue: Social Influence and Politics
  • Analyze how social psychology theory can be applied to identify and reduce sources of social influence in a debate setting.
    • Write an introductory paragraph or two.
Analysis of the Issue: Perception and Bias
  • Assess how social context (relationships, groups, and culture) influences perception and behavior in a debate setting.
    • Write an explanatory paragraph or two.
Proposed Guidelines
  • Write research-based guidelines for fair public debates and media coverage.
    • Use subheadings to organize content.
    • Use bullet points and phrases for main points, in addition to short, succinct paragraphs.
    • Include a visual, such as a graph, table, or chart to succinctly convey information, if you choose.
Guidelines for Fair Public Debate
  • Integrate principles of social psychology and research to develop guidelines for fair public debate.
    • Consider the following guiding questions as you develop the guidelines.
      • How does the format affect voter perception?
      • How can a moderator influence voter perception?
      • How can social and mainstream media be managed in a debate for balance?
      • Consider the implications of visuals and voter perception.
      • What participant behaviors would you prohibit?
      • How do you propose to manage the behavior of the audience?
References
  • Support positions with references from scholarly and professional literature.
    • Support each guideline with at least one reference using APA format and style.

Additional Requirements

  • Length: Maximum length is 3–4 pages.
  • References: Your references may include both scholarly literature and practitioner sources. Support each guideline with at least one current reference.
  • Written communication: Write clearly and logically, with correct use of spelling, grammar, punctuation, mechanics, and APA format and style.

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LGBTQ Employment Discrimination and it’s effects on Human Development

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Directions: Approach the issue using a bio-psycho-social framework. You are to analyze and explain the issue using developmental theories/concepts and you are to discuss the application of these concepts in psychotherapy. Thus, you are to describe and explain the issue, summarize, and present relevant research on the topic, demonstrate an ability to apply developmental theories to current problems and psychotherapy, and illustrate understanding of the influence of biopsychosocial factors. You are to incorporate course concepts and support any claims made with research. The paper should be double spaced following APA style. This paper is 7-8 pages.

Please use ONLY the sources provided.

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Evaluating Assessment Instruments Used to Measure Substance Abuse and Dependence

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 In a 2- to 3-page APA-formatted paper, provide the following information for your selected addiction assessment instrument:

Section I: General Information

  1. Title
  2. Author
  3. Publisher
  4. Forms, groups to which applicable
  5. Practical features
  6. General type
  7. Date of publication
  8. Costs, booklets, answer sheets, scoring
  9. Time required to administer
  10. How construct is measured

Examples of how to report these features may be found on the website for the Association for Assessment in Counseling and Education (AACE) in the section marked “Test Reviews”.

The article to use for this paper is uploaded.

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Wk 2, HCS 370: Navigating Employee Groups Worksheet

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Assignment Content

Justin has been recently hired as a manager at a medical waste management company. Since he is new to the company and has been assigned to work with a diverse group of employees, Justin’s supervisor asked him to develop an analysis and plan for working with his employee group. This task will help Justin understand his employees, anticipate possible employee interactions, and help him work through group conflict should it arise. Justin has decided to create a chart to catalog his analysis and plan.

Complete the Navigating Employee Groups worksheet (see attachment)

Please use at least 2 scholarly references. Do not use smallbusiness.com, bizfluence, or any other blogs as these are not scholarly.

I have attached the rubric.

APA format

See attachment for word count

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