Evaluate how the research methods employed support the studies’ findings. Analyze how the studies’ findings explain reasons for the problem and point toward potential solutions.

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INSTRUCTIONS ON PAPER:

 

Write a 6–8-page action plan to resolve issues in a case study  based on evaluation of relevant psychological theory, research,  principles, and standards.

When faced with a problem that involves psychology, you could merely  rely on lessons drawn from your own personal experience, but of course,  your education in this field has given you greatly enhanced sources of  guidance.

Preparation

Return to the case study that you considered in Assessments 1 and 2.

  • Identify two or three psychological theories and principles that  help to explain the reasons for the problem and point toward potential  solutions for it.
  • Use the Capella University Library to locate at least three  scholarly research studies in an area of psychology relevant to the  problem. If you have had the opportunity to conduct or assist formal  research in an academic or professional context, you may be able use the  study in this assessment. However, if you wish to do so, e-mail a copy  of the study to your instructor and ask for confirmation that it is  appropriate for the assessment.

Instructions

Complete the following:

  • Create a title page: Write a brief title that  concisely conveys the purpose of this report. It is suggested that you  use the APA Paper Template, linked in the Resources under the APA  Resources heading, to format your paper to format your work according to  the APA manual (current edition).
  • Write an introduction: For the introduction section of your paper, include the title at the top of the first page. (In APA format, the word Introduction is not used as a heading.) Briefly summarize:
    • The case you have chosen.
    • A high-level summary of ethical and cultural issues that you identified in the case.
    • How theories and research, in general terms, help explain the problems in the case and point toward solutions.
    • How the case relates to a larger societal problem or problems.
  • Create a heading titled Case Issues: Review the case issues, including the ethical and cultural issues, in more detail.
  • Create a heading titled Theoretical Framework:  Analyze how two or three psychological theories help explain the  problem and point toward potential solutions. In doing so, cite relevant  principles or concepts derived from these theories. For example:
    • Let us say that we are assisting an adolescent from Germany  who has moved to the United States and is having a rough time adjusting  to her new high school. In addition to information gathered from her,  her parents, and the school, we could consider Erikson’s psychosocial  theory and the stage of identity and role confusion in which adolescents  search to establish their own values, beliefs, and goals. During this  important time of identity development, the teen has been immersed in an  entirely different culture with values and beliefs different from the  one which she knows. We could consider to what extent she was mastering  the stage prior to and then after the move. Based on sociocultural  theory, we would enquire about the differences in culture that may be  impinging on her success in interacting in her new environment. By  integrating the two theories, we can get a better understanding of how  her developmental stage is clashing with her sociocultural context. We  might search for research on adolescent development and cross-cultural  experiences to get a better understanding of what research demonstrates  is effective in assisting teenagers in this position.
  • Create a heading titled Related Research:  Summarize at least three research studies that pertain to the problem. A  summary will provide your reader with a clear understanding of the  purpose of the study, the methods, and the findings.
    • Describe the research designs and methods used in the studies.
    • Use principles of critical thinking to evaluate the quality of the research and analyze the relevance to the problem.
      • Evaluate how the research methods employed support the studies’ findings.
      • Analyze how the studies’ findings explain reasons for the problem and point toward potential solutions.
      • Analyze how the studies’ findings relate to the psychological theories you previously cited.
      • Compare findings of the studies and assess how they support or contradict each other.
      • See if any contradiction is apparent. If so, try to  explain why the contradiction may have developed and which position is  more credible and why.
  • Create a heading titled Action Plan:  Based on your theoretical and research findings as well ethical and  cultural considerations, provide an action plan with recommendations for  how to resolve the problem you researched in a fair and just manner.
    • Make clear how the objectives of your plan are specific,  measurable, achievable, and relevant to the problem, and the timeline  for implementation should be.
    • Integrate information from your sources to support your recommendations.
  • Create a heading titled Conclusion:  Briefly summarize the importance of the problem, how psychological  theories, principles, and research may point to ways improve the  problem, and the implications for a larger societal problem or problems.

Keep in mind throughout this assessment that while your writing must  conform to APA standards, you must explain all information in a manner  that can be easily understood by a nonacademic or nonscientific  audience.

Refer to the Research Analysis and Action Plan Scoring Guide to ensure that you meet the grading criteria for this assessment.

Additional Requirements

Your assessment should meet the following requirements:

  • Written communication: Written communication is well organized and free of errors that detract from the overall message.
  • APA style: Comply with current APA style and formatting.
  • Number of resources: A minimum of three academic resources.
  • Length: 6–8 typed, double-spaced pages, excluding the cover page and references.
  • Font and font size: Times New Roman, 12 point.

INSTRUCTORS FEEDBACK

 

Thank you for submitting your u3a1 paper. SafeAssign indicated that  your paper has a 52% match for plagiarism and this is too high. While  you can use some of the same information from other assessments, you  copied verbatim the same information from assessments 1 and 2.  Assessment 3 asks for different information and you need to address  those questions as you will need to use all 3 assessments for your unit 4  presentation.

While the assessments do build on each other, they  do also require very different information. It would not make sense to  submit the same information for 3 assessments and you need the 3  assessments to complete the unit 4 presentation. The first assessment  asks you to choose a case study and analyze an ethical dilemma within  it, based on the application of ethical principles. You were asked to  think of this ethical analysis as a report you would make in a  professional context. Then in Assessment 2, you were asked to report on  cultural aspects of the same case. This is not the same as unit 1. In  Assessment 3, you were asked to apply psychological theories, research,  principles and standards to develop an action plan to resolve the case.  Again, this is not the same as unit 1 or unit 2 so you should not have  the exact same information submitted in all 3 papers. I hope this helps  as Assessment 4 asks you to submit your presentation to communicate your  research and plan based on your 3 assessments.

You  cited most places but had several areas where you did not cite. You are  almost there! You need to write in your own words only and cite properly  in order to demonstrate your own learning and understanding of the  material. In order to demonstrate your understanding of the material,  you need to write in your own words.

You are so close! If you  do include a quote, you need to cite it properly and use quotation  marks and page numbers in your citations. If a quote is 40 words or  more, you need to use block format. You can amend this paper and submit  your next revision. The problem is that you need to cite  properly when you take information from other sources. Please work with  your tutor to cite properly and consistently throughout your paper.

 
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Develop an outline for either a cross-sectional or longitudinal research design. Write  a paper consisting of the following information:

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Assignment 3: Developmental Psychology Research Designs

In developmental psychology, the focus of research is often to examine change over time. Developmental psychologists have some special research designs that allow them to accomplish this. Two such research designs are the cross-sectional design and the longitudinal design. A cross-sectional design measures different groups of people of different ages at the same time. A longitudinal design measures the same group of people at different ages and also, therefore, at different times.

Use your textbook and the Argosy University online library resources to identify and research a topic in adult development (e.g., memory, muscle strength, etc.) that you wish to examine across various age groups. Develop an outline for either a cross-sectional or longitudinal research design. Write  a paper consisting of the following information:

  • An introduction to the topic you selected, including a summary of at least one peer-reviewed journal article describing recent research (post 2005) on the topic;
  • A description of  how you will measure the topic of study (e.g., the dependent variable).
  • A description of which type of design will be used and why that would be most appropriate. Also identify what age groups will be studied.
  • On the basis of your readings and research, provide a prediction of what you expect to find upon completion of your study.

Apply APA standards to citation of sources. Your paper should be double-spaced with one-inch margins, written in APA style, and free of typographical and grammatical errors.  It should include a title page with a running head and a reference page. The body of the paper should be 3-5 pages in length.

 
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Discuss strategies to help bloggers accommodate diversity in their students’ cognitive and language development, while customizing meaningful learning experiences for different educational settings.

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Instructions

For this assignment, create a blog post that highlights cognitive and language development. In addition, focus on customizing meaningful learning experiences for different educational settings. For example, select a specific subject, then model meaningful learning experiences for an elementary class and then a high school class.

In your blog entry, be sure to address the following:

  • Provide insights from at least two classic theorists of cognitive development (i.e., Jean Piaget and Lev Vygotsky) on what they offer about how to assess and potentially foster children’s or adolescent’s cognitive growth.
  • Explain the language capabilities you could expect in students at different grade levels.
  • Discuss strategies to help bloggers accommodate diversity in their students’ cognitive and language development, while customizing meaningful learning experiences for different educational settings.

In addition to creating your own blog, submit a copy of your blog along with the link to your blog, as with all other written assignments.

Length of blog: 4-6 pages, not including title and reference pages. Support your blog with a minimum of three scholarly sources.

Your blog must be effectively designed and must meet the following criteria:

  1. Locates a website that your professor can easily access. It is suggested that you use a free website such as http://www.wordpress.com/.
  2. Contains text that is readable (e.g., appropriate size of font, type of font, contrasts with background, contains sufficient white space).
  3. Includes information within the blog that supports the assignment.
  4. Ensures all the links are active and work.
  5. Contains at least one graphic.
  6. Contains the same template throughout with a consistent design.

Your blog should demonstrate thoughtful consideration of the ideas and concepts presented in the course by providing new thoughts and insights relating directly to this topic. Your submission should reflect scholarly writing and current APA standards where appropriate. Be sure to adhere to Northcentral University’s Academic Integrity Policy.

 
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 Why do you think school achievement of low-income students often fall below that of the middle- and upper-income students? 2 paragraph please

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Why do you think school achievement of low-income students often fall below that of the middle- and upper-income students? 2 paragraph please

RESPOND TO STUDENT POSTS

In your response, propose ways to bridge the gap or engage your classmates in a discussion on the finer points of their proposals.

Emily post

 

Students from low-income families are in danger of being marginalized by instructors and peers, which affects their academic performance. Children from households with less resources, for example, may dress and speak differently or be less experienced with literature and after school clubs (Woolfolk, p. 226). The instructor may expect them to not be as skilled as their peers. These expectations then are institutionalized, with insufficient and restricted learning resources for these kids. Lowered standards and less quality education can lead students to have a negative view of self. This can make low-income children feel hopeless and makes them more likely to drop out (Woolfolk, p.226).One of the ways to prevent the situation above, is for teacher’s to be mindful of how they treat their students. Awareness is the first step into fixing a broken system, so educating teachers on how underestimation can harm low-income students can help improve that aspect of it. Of course there are many other factors of why low-income students struggle more than their other peers and this could be fewer access to resources that require money or other supplies they do not have. Free and inclusive programs put on by the schools can improve this such as a library, so that children have free access to books.

Mikala post

 

There are several different factors that go into the idea that low-income students often fall below middle and upper-income students. Unfortunately, we are now seeing a rise in the number of students that fall under this category in schools. These students are performing way below their peers because they are lacking many supports at home that middle and upper-income students may be receiving. School can oftentimes be the only positive place for children, but when they are struggling academically this may turn into a negative. It is important that educators are aware of what occurs outside of school in order to best understand their students and approach effectively teaching them. To begin, outside of the school day, these low-income students are often going home to parents who did not receive a great education or graduated high school. Because of this, they may struggle to support their children in completing their homework outside of school. Low-income students may also go home to a single-parent who has a lot on their plate and can not dedicate the time needed to support their children’s learning. They also may be homeless or not have the resources to spend time outside of school to complete their work. These students lives outside of the school day are greatly affecting their academic performances.

During the school day, these children may be anxious and worried about their life outside of school. They may have fears of returning home at the end of the day for various reasons; some listed above. This may keep their mind elsewhere during the day and not focused on their academics. In addition, students may not be getting the proper meals they should be having at home. If a student comes to school without having breakfast, this will result in them becoming easily distracted and not focused. They also may lack the appropriate amount of sleep needed to focus throughout a long day of sitting, listening, and interacting with their others. Unfortunately, students today are facing things that are unfair and out of their controlling, which is impacting them academically.

RESPOND TO THESE STUDENT POSTS AND BE CONSTRUCTIVE AND PROFESSIONAL

Stephanie post

 

Positive writing styles in the workplace are one of the most important and effective writing styles in the working environment. Speaking or writing in a positive way puts a better image of the company. While speaking start with a smile, writing with a welcoming text. Always focus on what can be done not what you can’t do. Don’t say “I cant get to this discussion till next week” rather “I will be able to do this discussion next week”. Always suggest a solution to the issues at hand. Also never place the blame on others. Example… waiting till last minute to do my assignment and blaming the IT because I couldn’t get into the assignment saying “its not my fault”. Take responsibility and find a solution to fix the issue at hand ” Here’s what ill do to fix it” Ill work ahead next time in case of this type of issue.

Mariam post

 

According to our text book chapter five: the process of creating a business message is by planning, writing, and reviewing. The first thing we need to do is to identify the goal and main purpose of the message we are trying to deliver. We must follow a positive writing style to deliver the correct message at the work place, such as using proper grammar, punctuation, abstaining from using slang words, or type in all caps. One important step in the writing process is to review our work, by using different writing tools such as the fair test, proofreading before sending the message, and getting a second opinion from a coworker or friend. Getting to know our audience by gathering up information and trying to include something of a value to them to capture their attention better. We should always try to keep a positive tone and remain consistent with the message, without any exaggerations or any modifications to the facts. Focusing on delivering a clear message and avoiding confusing statements like saying ‘no problem’ instead of ‘you’re welcome’.

 
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Papers should include a title page (with the student’s name, the name of the course and the title of the paper), an abstract, and a references page

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Case Conceptualization Paper (28 Points) Students will write a case conceptualization paper demonstrating their ability to apply clinical theory to practical case material. See the course schedule for the due date. Students will prepare a 10-page paper, not including the title, abstract, or bibliographic pages. Papers should include a title page (with the student’s name, the name of the course and the title of the paper), an abstract, and a references page. Each paper should be double-spaced with one-inch margins, follow APA Guidelines regarding formatting, abstract, citations, and references, and include at least ten bibliographic references (with at least three being journal articles among those listed). The instructor(s) will post case studies from which to make a selection. Completed papers must include the following sections (organized with these with section titles): 1. Notation of the presenting problem(s) 2. Statement of the counseling theory chosen from the texts and reasons for choice of that theory (what are the strengths of this theory and why it would be a good selection in working with this client) 3. Application discussion of major constructs of the theory as they apply to the presenting problem (what therapeutic goals, treatment protocols, techniques, etc. would/should be used if counseling the client(s) from this particular theoretical orientation) 4. Integration of the presenting problem and theory with a Christian theistic view (include problem areas, concerns, philosophical differences and/or compatibility) To summarize, students will select one case study and one theory. They will then describe how they might counsel the person(s) utilizing the major constructs and techniques of the chosen theory, while also noting points of biblical integration. Case Conceptualization Grading Rubric Points Notation of the presenting problem(s) 5 Statement of the counseling theory chosen from the texts and reasons for choice of that theory (what are the strengths of this theory and why it would be a good selection in working with this client) 5 Application discussion of major constructs of the theory as they apply to the presenting problem (what therapeutic goals, treatment protocols, techniques, etc. would/should be used if counseling the client(s) from this particular theoretical orientation) 8 Integration of the presenting problem and theory with a Christian theistic view 5 11 | Page (include problem areas, concerns, philosophical differences and/or compatibility) Correct APA format of citations, as well as correct spelling, grammar, and punctuation. 5 Total for Case Conceptualization Paper 28

 
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Review several of your colleagues’ posts and respond to at least two of your peers by 11:59 p.m. on Day 7 of the week.

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Prior to beginning work on this discussion, please watch the Virtual Clinic  (Links to an external site.)Links to an external site. video and review the Guidelines for the Practice of Telepsychology (2013). Be sure to also read Baker and Bufka (2011), “Preparing for the Telehealth World: Navigating Legal, Regulatory, Reimbursement, and Ethical Issues in an Electronic Age,” Harris and Younggren (2011), “Risk Management in the Digital World,” Luxton et al. (2014), “Best Practices for Remote Psychological Assessment Via Telehealth Technologies,” and Gros et al. (2013), “Delivery of Evidence-Based Psychotherapy via Video Telehealth” articles.

In your initial post, provide an evaluation of the efficacy of using telehealth with mild, moderate, and severe mental health disorders. As part of your evaluation, assess the integration of evidence-based practices into the telehealth trend in psychotherapy. Consider the population, specialty, and treatment preferences you identified in the Week One Creating a Specialist Website interactive assignment, and assess the appropriateness of using telephone, text-based, virtual clinics, and/or video telehealth given your client focus, specialty, and treatment preference(s). Analyze ethical and professional issues you might encounter and explain the risks and benefits of using these delivery methods with your identified treatment population.

Guided Response: Review several of your colleagues’ posts and respond to at least two of your peers by 11:59 p.m. on Day 7 of the week. You are encouraged to post your required replies earlier in the week to promote more meaningful interactive discourse in this discussion.

In your responses to your peers, consider the evaluation provided by your colleague and explain whether or not he or she provided sufficient information on the appropriate uses of e-therapies with mild, moderate, and severe mental health disorders. Recommend other mental health disorders that might be best treated with this type of therapeutic modality. Suggest other evidence-based practices your peer may not have considered in his or her assessment.

Consider the population your colleague identified and explain whether or not the geographical location of that population would impact his or her ability to deliver e-therapy. Suggest any additional ethical and/or professional issues your colleague might encounter in the delivery of e-therapy with the identified population, as well as any additional risks and/or benefits e-therapies might have.

Continue to monitor the discussion forum until 5:00 p.m. Mountain Standard Time (MST) on Day 7 of the week and respond to anyone who replies to your initial post.

 
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Explain one way you might      address one of the challenges children or adolescents faced in the film      and how and justify your response

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Please no plagiarism and make sure you are able to access all resource on your own before you bid. One of the references must come from Flamez, B. & Sheperis, C. J. (2015) and/or Sommers-Flanagan, J., & Sommers-Flanagan, R. (2007). I have also attached my assignment rubric so you can see how to make full points. Please follow the instructions to get full credit for the assignment. I need this completed by 12/07/18 at 6pm. The movie picked is Boys Don’t Cry.

Application: Challenges in Contemporary Youth Culture

Children and adolescents face multiple challenges as a result of attempting to adhere to the norms of their youth culture. For example, an adolescent attending a party might feel pressured by friends to use drugs or drink alcohol. As a future child and adolescent counselor, you must develop empathy and understanding of the pressures and expectations of adhering to child and adolescent cultural norms and the various ways adhering to these norms might impact a child or adolescent.

For this Application Assignment, select a film depicting contemporary child or adolescent culture. As you view the film you selected, consider the types and amount of challenges the children or adolescents faced in the film. Consider how the challenges might impact your ability to develop empathy as a child and adolescent counselor.

The assignment (2–3 pages):

  • Based on the film, explain      three challenges children or adolescents faced while attempting to adhere      to and/or cope with normative youth culture.
  • Explain two ways you might      develop empathy related to the children and/or adolescents in the film. Be      specific.
  • Explain one way you might      address one of the challenges children or adolescents faced in the film      and how and justify your response.
  • Explain any insights you had      related to your understanding of contemporary youth culture based upon the      film you selected. Be specific.

Support your Application Assignment with specific references to all resources used in its preparation. You are asked to provide a reference list for all resources, including those in the Learning Resources for this course.

Bottom of Form

Required Resources

Learning Resources

Please read and view (where applicable) the following Learning Resources before you complete this week’s assignments.

Readings

Optional Resources

  • Lawson, D. M. (2009).      Understanding and treating children who experience interpersonal      maltreatment: Empirical findings. Journal of Counseling &      Development, 87(2), 204–215.
    Retrieved from the Walden Library using the Academic Search Complete      database.
  • Mrug, S., & McCay, R.      (2013). Parental and peer disapproval of alcohol use and its relationship      to adolescent drinking” Age, gender and racial differences. Psychology of Addictive Behaviors, 27(3),      604–614.
    Retrieved from the Walden Library databases.
  • Goodrich, K., & Mangleburg,      T. F. (2010). Adolescent perceptions of parent and peer influences on teen      purchase: An application of social power theory. Journal of      Business Research, 63(12), 1328–1335.
    Retrieved from the Walden Library using the Academic Search Complete      database.
  • Besic, N., & Kerr, M.      (2009). Punks, Goths, and other eye-catching peer crowds: Do they fulfill      a function for shy youths? Journal of Research on      Adolescence, 19(1), 113–121.
    Retrieved from the Walden Library databases.
 
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From the Procon.org Website, identify three (3) premises (reasons) listed under either the Pro or Con section – whichever section opposes your position.

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When looking for information about a particular issue, how often do you try to resist biases toward your own point of view? This assignment asks you to engage in this aspect of critical thinking by playing the “Believing Game.” The Believing Game is about making the effort to “believe” – or at least consider – the reasons for an opposing view on an issue.

The assignment is divided into two (2) parts.
In Part I of the assignment (due Week 3), you will first read a book excerpt about critical thinking processes: “The Believing Game and How to Make Conflicting Opinions More Fruitful” at http://www.procon.org/sourcefiles/believinggame.pdf. Next, you will review the Procon.org Website in order to gather information. Then, you will engage in prewriting to examine your thoughts.

Note: In Part II of the assignment (due Week 5), you will write an essay geared towards synthesizing your ideas.

Part I – Prewriting: Follow the instructions below for this prewriting activity. Use complete sentences and adhere to standard rules of English grammar, punctuation, mechanics, and spelling.

  1. Select one (1) of the approved topics from the www.procon.org Website and state your position on the issue.
  2. From the Procon.org Website, identify three (3) premises (reasons) listed under either the Pro or Con section – whichever section opposes your position.
  3. For each of the three (3) premises (reasons) that oppose your position on the issue, answer these “believing” questions suggested by Elbow:
    1. What’s interesting or helpful about this view?
    2. What would I notice if I believed this view?
    3. In what sense or under what conditions might this idea be true?”

The paper should follow guidelines for clear and organized writing:

  • Include an introductory paragraph and concluding paragraph.
  • Address main ideas in body paragraphs with a topic sentence and supporting sentences.
  • Adhere to standard rules of English grammar, punctuation, mechanics, and spelling.

Your assignment must follow these formatting requirements:

  • This course requires use of APA Format.

The specific course learning outcomes associated with this assignment are:

  • Identify the informal fallacies, assumptions, and biases involved in manipulative appeals and abuses of language.
  • Create written work utilizing the concepts of critical thinking.
  • Use technology and information resources to research issues in critical thinking skills and informal logic.
 
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How will you explain the purpose of this group to parents and guardians of the participants who are from different cultural backgrounds?

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Unit 7A Assignment 1 & Unit 7A Discussion 1? $30.00 Due (Sunday) 8/19/2018.

Group Counseling Plan With Children and Adolescents

Due: End of Unit 7.

Preparing your Group Counseling Plan With Children and Adolescents gives you an opportunity to apply what you are learning to situations you will encounter in clinical practice. Review the Scoring Guide before preparing and submitting your assignment.

For this assignment, you will develop two group counseling plans that can be used in your Middle Valley Counseling Proposal: one for children and one for adolescents. As described in this unit’s videos, many counseling groups for young people are growth-oriented groups—each individual’s growth and development is the focus. Members of the group may have symptoms of disorders, but a group can help individuals make changes more quickly by providing encouragement and chances to practice new behaviors.

First, you will describe

group that would benefit each of these clients a prototypical group member for each of the counseling groups you will be proposing. One background sketch should be for a child client; one should be for an adolescent client. Your hypothetical child client is a prospective member of your child counseling group. Your hypothetical adolescent client is a prospective member of your adolescent counseling group.

Second, you will design a counseling (see Counseling Children pages 605–606 for examples of how counselors work with groups of different ages).

Each of your two group proposals will succinctly address the following:

Prototypical Group Member: Summarize the background sketch for one of your group members, including developmental, temperamental, and academic information. Additionally, include the reason for referral to the group and your preliminary diagnosis.

Client’s Ecosystemic Context: Use a systems perspective to present information about the influence of family, community, and school on your client, including both stressors and supports.

Group Topic, Theory, and Rationale: Present the topic and explain why a group on this topic is needed. (See Table 18-2 in your text for possible small group topics for children and adolescents.) Describe how your hypothetical client could benefit from being in this group. Which counseling theory will provide the best support for the clinical needs of the group (including your focus child or adolescent)? (See Table 18-1 in your text for goals that are typical for each theoretical orientation.)

Group Objectives, Plan, and Sample Group Exercise: What specific, measurable, and reachable objectives will you have for the group members, given your chosen theory and time frame? One or two goals are appropriate. How long will each group session be? How often will you meet? How many sessions will you have? Incorporate information about developmental needs when planning the topic, frequency, and duration of the groups. Briefly describe one group exercise or technique you will implement that is developmentally appropriate, practical for your setting, consistent with your chosen theory, and helpful for achieving one of your group objectives. After describing the exercise, discuss your rationale for how it fits these criteria.

Legal and Ethical Issues Plan: Articulate a legal and ethical issues plan that presents the specific steps you will take to establish an ethical group counseling relationship with your child or adolescent clients, considering their presenting issues. Identify potential ethical or legal issues that could arise with this specific group, and briefly describe how you will handle each of these, referencing specific laws and ethical codes.

Use a minimum of five references, including your textbook. See the Resources for the Group Counseling Template that you will use to prepare this assignment. Your paper should be 5–7 pages in length, not including the title and references pages. No abstract is necessary.

Resources

· Group Counseling Plan With Children and Adolescents Scoring Guide.

· Group Counseling Template.

· APA Style and Format.

TEMPLATE

Group Counseling with Children and Adolescents

Author First Name Middle Initial Last Name

Capella University

 

Group Counseling With Children and Adolescents

This is your paper’s introduction. Note, however, that it does not have a heading; its position at the beginning of the body of the paper implies that it is the introduction. Instead, include the title of your paper centered at the top of the page, not bolded; it is not considered a heading. In the body of your paper, indent the first line of each paragraph. As always, use double spacing 12-point Times New Roman font. For the purposes of this assignment, simply replace this text with a brief paragraph in your own words stating that this paper presents two group counseling proposals for the Middle Valley Counseling Project.

Group Counseling Proposal for Child Clients: [Hypothetical Name of Group]

Prototypical Group Member

Here, summarize the background sketch for your adolescent client, including developmental, academic, family, social, and ecosystemic information about the influence of community, family and school systems as stressors and supports. Additionally, include the reason for referral to the group and your preliminary diagnosis that you developed in previous discussions.

Group Topic and Rationale

Explain here why a group on this topic needed. Describe how will your hypothetical client benefit from being in this group? (See Table 18-2 in your text for possible small group topics for children and adolescents.)

Theoretical Orientation and Rationale

Which counseling theory will provide the best support for the clinical needs of the group (including your focus child or adolescent)? See Table 18-1 in your text for goals that are typical for each theoretical Orientation.

Group Practicalities

Assume that you will be allowed to use the stage area at one of the schools in the Middle Valley project to conduct your groups. How long will each group be? How often will you meet? How many sessions will you have? (Consider developmental stages when planning the frequency and duration of the groups.)

Group Objectives

What specific, measureable, and reachable objectives will you have for the group members, given your time frame? One or two goals are appropriate.

Sample Group Exercise and Rationale

Describe one group exercise or technique you will implement that is developmentally appropriate, practical for your setting, and consistent with your chosen theory. After describing the exercise, discuss your rationale for how it fits these criteria.

Group Evaluation

At the conclusion of the group, how will group members and the group leader evaluate progress?

Legal and Ethical Issues Plan

Briefly articulate a legal and ethical issues plan that presents the steps you will take to establish an ethical group counseling relationship with your child clients. Identify the key potential ethical and legal issues that could arise with your groups and describe how you will handle each of these, referencing specific laws and ethical codes.

Group Counseling Proposal for Child Clients: [Hypothetical Name]

Prototypical Group Member

Summarize the background sketch for your adolescent client, including developmental, academic, family, social, and ecosystemic information about the influence of community, family and school systems as stressors and supports. Additionally, include the reason for referral to the group and your preliminary diagnosis that you developed in previous discussions.

Group Topic and Rationale

Why is a group on this topic needed? How will your hypothetical client benefit from being in this group? (See Table 18-2 in your text for possible small group topics for children and adolescents.)

Theoretical Orientation and Rationale

Which counseling theory will provide the best support for the clinical needs of the group (including your focus child or adolescent)? See Table 18-1 in your text for goals that are typical for each theoretical Orientation.

Group Practicalities

Assume that you will be allowed to use the stage area at one of the schools in the Middle Valley project to conduct your groups. How long will each group be? How often will you meet? How many sessions will you have? (Consider developmental stages when planning the frequency and duration of the groups.)

Group Objectives

What specific, measureable, and reachable objectives will you have for the group members, given your time frame? One or two goals are appropriate.

Sample Group Exercise and Rationale

Describe one group exercise or technique you will implement that is developmentally appropriate, practical for your setting, and consistent with your chosen theory. After describing the exercise, discuss your rationale for how it fits these criteria.

Group Evaluation

At the conclusion of the group, how will group members and the group leader evaluate progress?

Legal and Ethical Issues Plan

Briefly articulate a legal and ethical issues plan that presents the steps you will take to establish an ethical group counseling relationship with your child clients. Identify a few key ethical and legal issues that could arise with your groups, and describe how you will handle each of these, referencing specific laws and ethical codes.

 

References

(Include at least five sources that you used in your assignment. You may include your textbook. The reference below provides an example citation for an article.)

Author, A. A., Author, B. B., & Author, C. C. (year). Title of article. Title of Periodical, volume#(issue#), xx–xx.

Readings

Complete the following:

Read Chapter 18, “Group Counseling With Children,” in Counseling Children, on pages 583–617. This chapter reviews how to form a group, the group counseling process, and how to do a group crisis intervention.

Complete one of the following:

· Read Thompson’s 2011 article, “The Evolution of a Children’s Domestic Violence Counseling Group: Stages and Processes,” from The Journal for Specialists in Group Work, volume 36, issue 3, pages 178–201. This article describes a group for young children who have experienced domestic violence. The case study uses illustrations from the children’s responses to show how the group process unfolded.

· Read Rosselet and Stauffer’s 2013 article, “Using Group Role-Playing Games With Gifted Children and Adolescents: A Psychosocial Intervention Model,” from International Journal of Play Therapy, volume 22, issue 4, pages 173–192. This article describes a group using role-playing games, based on Adlerian theory, for enhancing social development and social interest in gifted adolescents.

Audiovisual Media

The following video, used with permission from Psychotherapy.net, shows adolescent group counseling sessions. For this activity, watch four segments, as detailed below. Use the menu to the right of the video player to navigate to each segment.

In these excerpts, Dr. Sam Steen and Dr. Sheri Bauman co-facilitate a diverse group of eighth graders. You will see how rapport is established, expressive art activities are used in a group, and how the facilitators use a range of methods to engage members of the group. Group members discuss family, relationships, and cultural issues. The descriptions below give context for each segment:

Group Counseling With Adolescents: A Multicultural Approach.

Session 1. (39 Minutes). Transcript.

This is the first of eight sessions to be conducted over a two-day period. In this session, Sam and Sheri use two activities to relieve anxiety and introduce the group leaders and members to each other. The first activity is relatively simple and only requires the group member to share superficial information. The second activity allowed the group members to reveal more personal information if they chose to do so. Group members review the norms that were established in the information session and also discuss confidentiality.

Session 6. (48 minutes). Transcript.

This session focuses on the Quadrant Activity, designed to get teens talking about their experiences with discrimination. At the beginning of the session, the leaders take a moment to address a group member who expressed feeling offended and upset in a previous session. Additionally, part of the session is spent addressing something that is going on in the group that is making the group members uncomfortable.

Session 6 Processing. (9 minutes). Transcript.

Continue to watch how the counselors go through processing the session by reviewing what is happening and discussing what to do in the group’s last session.

Session 7. (57 minutes). Transcript.

This is the last working session of the group. The leaders first check in with the members. Then they lead a discussion on which identities the group members feel are most important in defining who they are and the stereotypes that are associated with these identities.

Session 8 Processing. (13 minutes). Transcript.

The final excerpt shows the leaders reflecting on the group, what went well, and how they would improve the group next time.

Optional Readings

The following may be helpful in understanding this unit’s topics:

· Read Garner, Bruce, and Stellern’s 2011 article, “The Goal Wheel: Adapting Navajo Philosophy and the Medicine Wheel to Work With Adolescents,” from The Journal for Specialists in Group Work, volume 36, issue 1, pages 62–77. This article describes how concepts from Navajo philosophy were integrated into a group counseling model to increase a sense of self-worth among diverse adolescents.

· Read Cannon, Hammer, Reicherzer, and Gilliam’s 2012 article, “Relational-Cultural Theory: A Framework for Relational Competencies and Movement in Group Work With Female Adolescents,” from Journal of Creativity in Mental Health, volume 7, issue 1, pages 2–16. This article describes a group intervention to address relational aggression, including cyberbullying, among adolescent girls.

Unit 7A Discussion 1

Planning a Group With Diverse Cultures

After reading Chapter 18, “Group Counseling With Children,” in Counseling Children and reviewing the articles about adapting a group plan for a specific population, consider how you would respond to diverse cultures represented in a group you are planning for adolescents. (You may also find it useful to review the optional articles for ideas of how leaders plan and adapt groups for adolescents.) Then consider the following scenario:

You are a counselor developing a therapy group for young teens (ages 11–13) or older teens (ages 14–16). You have already conducted the prescreening process, so you know that your group members are from three different cultures in your community.

Answer the following questions in your initial post:

· What will the purpose of your group be?

· How will you explain the purpose of this group to parents and guardians of the participants who are from different cultural backgrounds?

· How will you ensure that your group process and techniques are relevant across the different cultures represented in the group? (You may wish to review suggestions from Counseling Children, pages 57–58, on working with children from specific cultural groups.)

· What group leadership skills discussed in Counseling Children (pages 592–594) and modeled in the video, Group Counseling With Adolescents: A Multicultural Approach, will you use to invite the group to openly discuss differences related to culture or gender?

This Discussion will help you develop your ideas for the groups you are planning as part of this unit’s assignment. Use and cite the readings from this unit to support your ideas.

Resources

· Discussion Participation Scoring Guide.

 
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o  Provide a transcript of what happened during your field education experience (Air Force Military Mental Health Clinc, including a dialogue of interaction with a client.

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Assignment 2: Process Recordings

A process recording is a written tool used by field education experience students, field instructors, and faculty to examine the dynamics of social work interactions in time. Process recordings can help in developing and refining interviewing and intervention skills. By conceptualizing and organizing ongoing activities with social work clients, you are able to clarify the purpose of interviews and interventions, identify personal and professional strengths and weaknesses, and improve self-awareness. The process recording is also a useful tool in exploring the interpersonal dynamics and values operating between you and the client system through an analysis of filtering the process used in recording a session.

For this Assignment, you will submit a process recording of your field education experiences specific to this week.

Please use the attached template as a formatting guidance.

The Assignment: (2–4 pages)

o  Provide a transcript of what happened during your field education experience (Air Force Military Mental Health Clinc, including a dialogue of interaction with a client.

o  Explain your interpretation of what occurred in the dialogue, including social work practice or theories, and explain how it might relate to assessment covered this week.

o  Describe your reactions and/or any issues related to your interaction with a client during your field education experience.

o  Explain how you applied social work practice skills when performing the activities during your process recording.

References (use 2 or more)

Birkenmaier, J., & Berg-Weger, M. (2018). The  practicum companion for social work: Integrating class and fieldwork (4th  ed.). New York, NY: Pearson.
Chapter 2, “Socialization into the Social Work Profession” (pp. 34-61)

Gerdes, K. E., & Segal, E. (2011). Importance of empathy for social work practice: Integrating new science. Social Work, 56(2), 141–148.

 
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