Week 8 Discussion Response

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Week 8 Discussion Response

(Week 8 Discussion Response)

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 Broderick and Blewitt (2015). I need this completed by 01/21/18 at 12pm. Respond to my colleagues using one or more of the following approaches:

· Select a colleague who was assigned a different client than you. Validate his or her perspective or propose an alternative perspective to at least one aspect of his or her posting (developmental level, rapport and engagement, or treatment). Support your response with specific references to the client family presented in the case study and to the current literature.

· Select a colleague who was assigned the same client as you. Contrast your posts. Support your response by explaining how you might combine strengths from each of your posts to provide a better analysis of or treatment for the client.

1. Classmate (A. Wit)

My client is the Martinez family.  Gabby Martinez is 19-years-old and living at home with her parents and younger siblings (Laureate Education, 2013).  Instead of going to college, Gabby has moved from one low-paying job to another.  She has not found a position she likes and has been fired several times for missing work.  In addition to vocational troubles, Gabby is under pressure from her parents to find a husband.  Gabby feels she is too young for marriage and feels lost and anxious.  In this post, I will describe Gabby’s developmental level and Super’s developmental approach in the counseling process.(Week 8 Discussion Response)

Developmental level

The period of young adulthood is marked by events such as completing education, entering the workforce, and leaving home (Broderick & Blewitt, 2015).  Although the adulthood may emerge as young as 18, the crisis of persona and identity formation may extend through the 20’s, 30’s and 40’s (Robinson & Smith, 2010).  Gabby, at 19-years-old, has joined the workforce, but still lives at home with her parents.  She is in a transitional phase, having met the marker event of finishing high-school and starting work, but still lives at home under her parents’ rules.  Early adulthood is a time of great learning when vocational, romantic, and social interests develop (Broderick & Blewitt, 2015).  During this phase, Gabby’s feelings of being lost, anxious, confused, and overwhelmed are common (Arnett, 2007).  Gabby’s living situation may be one factor contributing to her anxiety and confusion.  Most adults generally leave the family nest by age 19, where they have an opportunity to focus on their self-development and interests (Arnett, 2007).(Week 8 Discussion Response)

Building rapport

Building a strong, trusting relationship is essential in working with all clients.  With, Gabby, counseling should be a space where she is free to explore her emerging identity and interests.  At home, Gabby is under significant scrutiny from her parents.  Her parents have marriage and vocational expectations for her that may be inhibiting autonomy.  As her counselor, I would create a supportive, non-judgmental environment where she is free to express herself.  For young adults who are suffering from identity crisis, Robinson and Smith (2010) suggest that counselors using probing pre-crisis questions.  For example, “did you feel in control of your life?” or “how do you remember feeling?” (Robinson & Smith, 2010).  With Gabby, I would explore how her feelings about herself and her relationship with her parents may have changed since she graduated from high-school.

Counseling approach

One counseling strategy with Gabby would be employing Super’s developmental approach.  Super suggests that satisfying employment correlates with personal characteristics and the emergence of vocational self-concept (Broderick & Blewitt, 2015).  Gabby may be more likely to find a job she enjoys if the counselor can help identify her unique qualities and the opportunities that exist within her network (Broderick & Blewitt, 2015).  Vocational self-concept changes through adulthood (Broderick & Blewitt, 2015).  At 19, Gabby is in Super’s exploratory stage, marked by narrowing interests without finalized career choices (Broderick & Blewitt, 2015).  The counselor can point out the Gabby’s multiple jobs may be a strength, informing her of what she does not want to do.  Super’s approach highlights that vocational self-concept and career path are continuous processes (Broderick & Blewitt, 2015).

Summary(Week 8 Discussion Response)

It is not uncommon for emerging adults to feel lost or anxious.  Many individuals are navigating independence and free-will with the comfort (and discomfort) of living with their parents.  In working with this population, a strong, supportive therapeutic relationship is essential.  There are many counseling approaches, including Super’s developmental approach, which meet the client where they are during this transitional phase.

References

Arnett, J. J. (2007). Suffering, selfish, slackers? Myths and reality about emerging adults. Journal of Youth and Adolescence, 36(1), 23–29.

Broderick, P. C., & Blewitt, P. (2015). The life span: Human development for helping professionals (4th ed.). Upper Saddle River, NJ: Pearson Education

Laureate Education (Producer). (2013). Adolescence [Video file]. Retrieved from CDN Files Database.

Robinson, O. C., & Smith, J. A. (2010). The stormy search for self in early adulthood: Developmental crisis and the dissolution of dysfunctional personae. The Humanistic Psychologist, 38(2), 120–145.(Week 8 Discussion Response)

2. (Classmate B. Smi)

Olivia, age 19, of the Crane family is my assigned client for the week. Olivia is home for a term break from college. Her mother, Carol, is concerned that Olivia exhibits signs of depression. When asked about this, Olivia declares many of her class and schoolmates are “snobs” with whom she’d rather not be friends with. She also expression academic struggles despite maintaining a 3.0 grade point average. Olivia also makes it very clear that she has no desire to date after observing her parents’ relationship.

Rapport and Engagement

Emerging adulthood, as defined by Jeffery Arnett, is the time period between the age of 18 and 25 (Broderick & Blewitt, 2015). Within emerging adulthood, social networks expand, more lifestyle and occupational options become available, and individuals seek and gain autonomy. Once an individual has reached this age bracket, they’ve likely completed physical growth. Research also shows the brain continues to develop during the transition from adolescence to early adulthood (Broderick & Blewitt, 2015).

To develop rapport with Olivia, I might ensure that she is aware that this is a safe space and that the things we discuss are confidential. To promote engagement within sessions, I would as Olivia to tell me more about her college experience. I would want to know her expectations for herself. For example, she expresses feeling that nothing she does is good enough and having selected the hardest professors, however, she is maintaining a very solid g.p.a.

Counseling Approach and Theoretical Orientation(Week 8 Discussion Response)

For this this week’s discussion, I’ve decided to utilize Schaie’s Theory. Schaie’s theory rests on the belief that individuals face different types of issues with each new phase of adulthood. The theory highlights how important is for individuals to utilize their intelligence to navigate the new roles, needs, and responsibilities as they move throughout adulthood (Broderick & Blewitt, 2015). As Olivia is currently an emerging adult, she would currently be in the achieving stage, according to Schaie’s theory. Schaie declares this period as a time where individual use their intellect to maneuver challenges as well as determine their possible consequences (Broderick & Blewitt, 2015). In working with Olivia, it’d be imperative for the counselor to asssit her in identifying and discussing the possible consequences of her actions and behaviors. Possibly discuss her decision to be alone and not make any new friends, her goals of raising her g.p.a. and academic improvement, and her refusal to be committed to anyone ever. I don’t believe this discussions should in any way attempt to tell Olivia why her discussions are poor but instead get her to discuss what she believes the consequences or results could be.(Week 8 Discussion Response)

Summary

In conclusion, I believe Schaie’s Theory would be best in a counselor’s work with Olivia as it derives from the belief that obstacles, choices, and consequence change as the individual moves throughout adulthood. I believe this is so in all things in life. Biggie Smalls said it best when he recited “mo money mo problems.” I believe this to be the same with an emerging adult as they ar e gaining autonomy, more resources and more choices. However, whenever you receive more, the risk is often higher. This could be said about an emerging adult that is debating on whether to move out on their own, attend college in or out of state, quit their job, and a number of other scenarios.(Week 8 Discussion Response)

References

Broderick, P. C., & Blewitt, P. (2015). The life span: Human development for helping professionals (4th ed.). Upper Saddle River, NJ: Pearson Education.

Laureate Education (Producer). (2013m). Young adulthood [Video file]. Retrieved from CDN Files Database. (COUN 6215/COUN 8215/HUMN 8215)

Smits, I., Doumen, S., Luyckx, K., Duriez, B., & Goossens, L. (2011). Identity styles and interpersonal behavior in emerging adulthood: The intervening role of empathy. Social Development, 20(4), 664–684.

Readings(Week 8 Discussion Response)

· Broderick, P. C., & Blewitt, P. (2015). The life span: Human development for helping professionals (4th ed.). Upper Saddle River, NJ: Pearson Education.

o Chapter 11, “Physical and Cognitive Development in Young Adulthood” (pp. 408-437)

o Chapter 12, “Socioemotional and Vocational Development in Young Adulthood” (pp. 438-476)

Arnett, J. J. (2007). Suffering, selfish, slackers? Myths and reality about emerging adults. Journal of Youth and Adolescence, 36(1), 23–29.
Retrieved from the Walden Library databases.

Benson, J. E., Johnson, M. K., & Elder, G. H., Jr. (2012). The implications of adult identity for educational and work attainment in young adulthood. Developmental Psychology, 48(6), 1752–1758.
Retrieved from the Walden Library databases.

Brandell, J. R. (2010). Contemporary psychoanalytic perspectives on attachment. Psychoanalytic Social Work, 17(2), 132–157.
Retrieved from the Walden Library databases.

McAdams, D. P., Bauer, J. J., Sakaeda, A. R., Anyidoho, N. A., Machado, M. A., Magrino-Failla, K., … Pals, J. L. (2006). Continuity and change in the life story: A longitudinal study of autobiographical memories in emerging adulthood. Journal of Personality, 74(5), 1371–1400.
Retrieved from the Walden Library databases.

O’Connor, M., Sanson, A., Hawkins, M. T., Letcher, P., Toumbourou, J., Smart, D., … Olsson, C. (2011). Predictors of positive development in emerging adulthood. Journal of Youth and Adolescence, 40(7),860–874.
Retrieved from the Walden Library databases.

Robinson, O. C., & Smith, J. A. (2010). The stormy search for self in early adulthood: Developmental crisis and the dissolution of dysfunctional personae. The Humanistic Psychologist, 38(2), 120–145.
Retrieved from the Walden Library databases.

Rodriguez, P. D., & Ritchie, K. L. (2009). Relationship between coping styles and adult attachment styles. Journal of the Indiana Academy of the Social Sciences, 13, 131–141.
Retrieved from the Walden Library databases.

Smits, I., Doumen, S., Luyckx, K., Duriez, B., & Goossens, L. (2011). Identity styles and interpersonal behavior in emerging adulthood: The intervening role of empathy. Social Development, 20(4), 664–684.
Retrieved from the Walden Library databases.

Specht, J., Egloff, B., & Schmukle, S. C. (2011). Stability and change of personality across the life course: The impact of age and major life events on mean-level and rank-order stability of the Big Five. Journal of Personality and Social Psychology, 101(4), 862–882.
Retrieved from the Walden Library databases.

Fraley, R. C. (n.d.). Attachment style. Retrieved March 10, 2013 from http://www.web-research-design.net/cgi-bin/crq/crq.pl

Media(Week 8 Discussion Response)

· Laureate Education (Producer). (2013m). Young adulthood [Video file]. Retrieved from CDN Files Database. (COUN 6215/COUN 8215/HUMN 8215)
This media piece highlights the family member aged 19–29.
Note: Please click on the following link for the transcript: Transcript (PDF).

· Laureate Education (Producer). (2013f). Perspectives: Emerging adulthood [Video file]. Retrieved from https://class.waldenu.edu
Note: The approximate length of this media piece is 3 minutes.
This week’s presenter highlights the challenges of working with clients in the 19–30 year-old age range, as well as the ways in which emerging adulthood is much like a “second adolescence.”

Accessible player  –Downloads– Download Video w/CC Download Audio Download Transcript

 
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LASA 1:Protecting Children From Media

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PSY301 Assignment 2: LASA 1: Protecting Children From Media

 (LASA 1:Protecting Children From Media)

For his 10th birthday, Greg was given a handheld videogame system. His parents allowed him to pick any two games. They knew the games might contain violence, because there was a violence rating sign posted on the games, but rationalized that they were only games and other kids play them. Greg would quickly finish dinner and run up to his room to play his games.

His parents were pleased to observe that Greg enjoyed their present so much. After a week, his parents noticed that he wasn’t turning off the videogames at bedtime, and had begun turning homework in late. He was up so late playing that he would not get up for school without argument. His parents decided that enough was enough and took the video games away. Greg threw temper tantrums and persuaded his parents to buy him a computer after convincing them that it was necessary to keep up at school. Greg soon returned to the same pattern of behavior where he spent long hours and late nights at the computer. This time, his parents felt a false sense of security that he was doing his homework. One day, his curious parents decided to scan the computer history to see what Web sites Greg was browsing. To their horror, they discovered that Greg was spending many hours online playing interactive, sometimes violently graphic, games on the Internet. He was also chatting with other “gamers”. Before confronting Greg about his behavior, his mother and father agreed to investigate what types of intervention strategies might be available within their community. They have come to you, a behavioral consultant, for advice.  (LASA 1:Protecting Children From Media)

Click to Read the Kaiser Family Foundation Study: Generation M2. Media in the Lives of 8- to 18- Year Olds.

 

Describe the issue of exposure to videogame violence in today’s society as related to Greg’s situation. Explore issues such as:

1.      Prevalence (e.g., age, gender, racial diversity, etc.)

2.      Given Greg’s developmental level, what are possible dangers of exposure to media violence? Be sure to address this in the context of his cognitive and socioemotional development.

3.      Risk and protective factors, including predisposition to violence (e.g., are all children who play violent videogames likely to become more aggressive? What protective factors might mitigate the possible outcomes for Greg?

4.      Discuss the possible outcomes if Greg’s behavior continues unchecked.

5.      Discuss types of intervention strategies you would expect his parents to find at a community level, such as in community centers, schools, and social service agencies, to assist children like Greg who are at risk due to ongoing exposure to media violence.

6.      What would be a good plan to recommend to Greg’s parents?

7.      Compare the dangers of exposure to videogame violence with other forms of violence. What are similarities and differences between videogame violence exposure and the other type of violence you chose to compare?

8.      What are the costs of videogame violence to the family and the community and society at large and the other form of violence you chose for comparison?

Format your paper in APA (6th edition) style, using information you learned in your textbook and from the Kaiser Family Foundation Study to support your response. Your paper should be between 4 and 5 pages in length. Include a cover page, abstract, and reference list, which should cite any information used from your assigned textbook, Kaiser Family Foundation reference, and other sources such as online course content.

 (LASA 1:Protecting Children From Media)

Assignment 2 Grading Criteria Maximum Points
Discuss issues such as prevalence (i.e., age, gender, and racial differences). 16
Discuss dangers of media violence in the context of Greg’s developmental level. 20
Discuss risk and protective factors, including predisposition to violence. 20
Discuss possible outcomes of continued exposure to videogame violence. 20
Discuss the intervention strategies/services his parents could find at the community level. 20
Recommend an intervention strategy for Greg. 20
Compare videogame violence to another form of violence. 20
Discuss societal costs of videogame and other form of violence chosen for comparison. 20
Style (4 points): Tone, audience, and word choice

Organization (12 points): Introduction, transitions, and conclusion

Usage and Mechanics (12 points): Grammar, spelling, and sentence structure

APA Elements (16 points): In text citations and references, paraphrasing, and appropriate use of quotations and other elements of style

 44
Total: 200
 
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* Research Studies Questionnaire

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* Research Studies Questionnaire

(* Research Studies Questionnaire)

The Research Studies Questionnaire aims to gather comprehensive data for academic or scientific investigations. It typically comprises structured questions designed to collect specific information relevant to the study’s objectives. The questionnaire format allows researchers to efficiently gather data from a large sample size while ensuring consistency and reliability in responses.

Key components of a research questionnaire include demographic information, such as age, gender, and education level, which provide context for the analysis. Additionally, the questionnaire may contain Likert scale or multiple-choice questions to measure attitudes, perceptions, or behaviors related to the research topic. Open-ended questions might also be included to allow participants to express nuanced opinions or provide additional insights.

Careful design and piloting of the questionnaire are essential to ensure its validity and reliability. Researchers should consider factors such as clarity of language, appropriateness of question wording, and the order of questions to minimize bias and maximize response accuracy. By effectively utilizing research questionnaires, investigators can gather valuable data to address research hypotheses and contribute to advancing knowledge in their respective fields.

Search for research articles from peer-reviewed publications in the University Library. Examples of peer-reviewed publications are listed in Table 2.1 in Chapter 2 of Methods in Behavioral Research. **Link below**

https://phoenix.vitalsource.com/#/books/1259798283/cfi/6/18!/4/4/4@0.00:0

 

Select four research articles to review. Include at least one applied research article and one basic research article. Be sure to apply the scientific method to evaluate the evidence presented in the selected articles. Use these articles as a framework for completing the questionnaire.

 

Write a 100- to 500-word answer to each of the following questions:

 

PART I:

  • What is the purpose of each of the sections in a typical research article?
  • What are the steps to critically evaluate research articles and how does the scientific method help you do this?

PART II:

  • What is the importance of research in behavioral sciences?
  • What is the relationship between applied research and basic research? Provide an example from your selected studies, of how each contributes to the body of knowledge.
  • What ethical issues can you identify in the selected articles? How were the issues addressed or neglected?

PART III:

  • Identify three possible research topics that you might want to explore further as you go through this course.
  • List appropriate sources, including databases that you might use when exploring these topics.

Cite the articles using a reference page.

 

Format your answers according to APA guidelines.

 

 
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Sources and Annotated Bibliography

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Sources and Annotated Bibliography: Anxiety Disorder

(Sources and Annotated Bibliography)

For the course project task this week, thoroughly review the sources you selected. You are to submit an annotated bibliography, referencing all of your sources.

For each of the chosen sources, write a two- to three-paragraph annotation and description

Anxiety Disorder

Andrews, G. Basu, A. Cuijpers, P. Craske, M,G. McEvoy, P. English, C,L. & Newby, J.M. (2018). Computer therapy for the anxiety and depression disorders is effective, acceptable and practical health care: An updated meta-analysis. Elsevier, Journal of Anxiety Disorders. Volume 55. From: https://www.sciencedirect.com/science/article/pii/S0887618517304474

This is a will be a key source I my research to help provide information about the nature of the disorder and computer therapy solutions of this new age.

Asmundson, G. (2018). Journal of Anxiety Disorders. Elsevier. From: https://www.journals.elsevier.com/journal-of-anxiety-disorders

This journal is another primary source which will be significant in providing deep insight into the disorder the causes, symptoms, risk factors and also how it can be handled effectively for all ages.

Barlow, D. (2002). Anxiety and its disorders: the nature and treatment of anxiety and panic. New York: Guilford Press.

This book provide deep information about the disorder and will specifically be significant s it will help give information on the different types of this disorder.

Behar, E, DiMarco, D, I, Hekler, E, B, Mohlman, J & Staples, A. (2009). Current theoretical models of generalized anxiety disorder (GAD): Conceptual review and treatment implications. Elsevier, Journal of Anxiety Disorders. Volume 23. From: https://www.sciencedirect.com/science/article/abs/pii/S0887618509001339

This journal specifically talks about one of the most common anxiety disorder and it will help provide insight on generalized anxiety disorder using a model to help understand its nature and solutions.

Bluett, E,J. Homan, K, J. Morrison, K,L. Levin, M,E. &Twohig, M,P. (2014). Acceptance and commitment therapy for anxiety and OCD spectrum disorders: An empirical review. Elsevier, Journal of Anxiety Disorders. Volume 28. From: https://www.sciencedirect.com/science/article/abs/pii/S0887618514000917

This is a key source that will not only help provide details about the nature of the disorder but more significantly give the value of two major treatments to the disorder that is anxiety and commitment therapy.(Sources and Annotated Bibliography)

Carleton, N.R. (2016). Fear of the unknown: One fear to rule them all? Elsevier, Journal of Anxiety Disorders. Volume 41. From: https://www.sciencedirect.com/science/article/pii/S0887618516300469

This source is significant as it will help provide more clarification on the types of unhealthy fears that can be classified as anxiety to help an individual better identify the disorder.

Clark, D. & Beck, A. (2011). Cognitive therapy of anxiety disorders: science and practice. New York: Guilford Press.

This source is significant as it provides a comprehensive background of the disorder and how cognitive therapy can be used in its treatment.

Daitch, C. (2011). Anxiety disorders: the go-to guide for clients and therapists. New York: W.W. Norton & Company.

This is one primary source for this research and it is significant since it serves as an atlas for the anxiety disorder. Anything one needs to know is answered in this book.

Kodal, A, Fjermestad, K, Bjelland, I, Gjestad, R, Öst, L, Bjaastad, J, F, Haugland, B, Havik, O,E, Heiervang, E &  JanneWergeland, G. (2018). Long-term effectiveness of cognitive behavioral therapy for youth with anxiety disorders. Elsevier, Journal of Anxiety Disorders. Volume 53. From: https://www.sciencedirect.com/science/article/pii/S0887618517304280

This is a source that helps to explain the nature of the disorder and this makes it very insightful for the research and further tries to assess how well cognitive therapy helps the disorder.

Pine, D., Rothbaum, B. & Ressler, K. (2015). Anxiety disorders: translational perspectives on diagnosis and treatment. Oxford New York: Oxford University Press.

This is a book that is very instrumental in this research as it helps to provide a guide to diagnosis of the disorder and treatment and this is information that is much needed for this paper.

Starcevic, V. (2010). Anxiety disorders in adults: a clinical guide. Oxford New York: Oxford University Press.

This source is significant since it provides information about the disorder specifically tailored to adults and helps to differentiate how the disorder uniquely affects adults and this is information which is significant for effective management of the disorder.

Velotis, C. (2005). Anxiety disorder research. New York: Nova Science.

This source is one primary source for this assignment since it helps to provide a lot of evidence on the disorder from research.

 
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Structural Family Therapy

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Structural Family Therapy

(Structural Family Therapy)

I need this paper to be reworded. Plagiarism Free!!!

 

Abstract:

Anorexia Nervosa can becharacterized as distorting the body image along withdeliberately maintained low body weight. The long term prognosis’sof a patient suffering from this condition is often poor, with severe medical, developmental and psychosocial complications, high rates of relapse and mortality (Wiley). This condition is mainly seen in adolescent females from ages 12-25. According to the National Eating Disorder Association, twenty million women worldwide suffer from Anorexia Nervosa and 40-60% of middle school girls start to show signs of Anorexia Nervosa.

In Judy’s case I would use Structural Family Therapy. Gladding defines Structural Family Therapy as, “An individual’s symptoms are sum of its units, parts, or members because of the dynamic interaction of each with the others, for example, an engine.” One of the founding therapists in Structural Family Therapy was, Salvador Minuchin. “Minuchin  outlined a practical guide for conducting structural family therapy… followed this publication later in the decade with a complementary coauthored text entitled Psychosomatic Families: Anorexia Nervosa in Context which showcased in a dramatic way the power of the therapy he had created” (Gladding).  Structural Family is used to see a circular view of the family, with anorexia nervosa the therapist is able to consider the friction within the whole family. The social pressures a young woman who is displaying symptoms of the disorder is examined in a much broader interactive context with not only the person who has the disorder but with their family and the therapist as well (Gladding). “Psychosomatic disorders, substance abuse, and juvenile anorexia nervosa can be treated successfully with a modified version of structural family therapy” (Wiliey).

Some causes for this condition could be genetically related, most females who have this condition have a sibling or parent that has an eating disorder. People who suffer from Anorexia Nervosa often suffer from low self-esteem which could be cause from neglect as a child. Compulsive personality traits and perfectionism is also traits that people with this condition also suffer from.  Some research indicates that low levels of serotonin within the brain may also trigger Anorexia Nervosa along with depression (Fisherman).

Case Study:(Structural Family Therapy)

Judy Jones (age 14) has lost 30 pounds in the last year, and now weighs a very unhealthy 85 pounds.  Her primary care doctor has ruled out physical causes, and given her a diagnosis of anorexia nervosa.  The doctor has referred the family to you, the best family therapist in town, for therapy.

As previously stated I would use Structural Family Therapy with Judy. Although there is no right way to treat someone with Anorexia Nervosa, research has shown with family treatment, rather than blaming the individual family member with the condition, are essential in understanding and treating the disorder. Judy is an only child and comes to her first session with her mother, Tammy and her father, Kyle. With Structural Family Therapy it is important that the whole family is present at the sessions and is able to understand and power the family member on their road to recovery. “The major principles of this therapy include the acknowledgment that the adolescent lacks control over their weight and eating habits, work to address cognitive distortions andproblems with the family structure, as well as work to overcomecognitive distortions of the patient, and in later stages, to promote autonomy” (Robin).

There are three basic phases in trying to recover someone with Anorexia Nervosa; the first is focus on positive weight gain. This can be achieved by placing responsibility for Judy’s eating habits in the hands of her parents. I would suggest that both Tammy and Kyle see a nutritionist to help them establish a safe and healthy diet plan for Judy. It is necessary for Judy and her parents to develop a positive and supportive way in which food, weight, and body image are not attached to negative comments. To do so Tammy and Kyle need to have the least amount of food rules possible, they shouldn’t discourage Judy for not eating everything on her plate but rather praise her for the amount she did consume. In addition, Wiley states that, providing healthy food and positive mealtime experiences, and cooking together should provide the best positive outcome in weight gain. Every night the family should have a sit down meal with no distractions. Mealtime should be a family experience filled with laughter and positive feedback from all.(Structural Family Therapy)

The second phase should focus on family problem solving and issues that lead to Judy’s condition. In her sessions Judy confesses that she feels neglected, parents work full time jobs and get home late, leaving Judy home alone most of the time. Judy is using starvation as a way to seek attention from her parents. It is imperative that Tammy and Kyle set aside more time for their family. I would recommend a family game night or some sort of activity they all can do together as team. Also communication within the family is something that needs to be addressed and perfected. Family meal time should be a time where they are able to discuss their events from the day and positive feedback from one another.  During this phase it is also important that Judy takes responsibility of her eating habits and is continuing to gain weight. Exercise is another aspect that Judy needs to be incorporating in her recovery.Tammy and Kyle should continue to provide positive feedback however should allow Judy to decide what and how much to eat. I would also recommend at this phase that Judy is seeing a dietitian to ensure she is aware of good eating habits.(Structural Family Therapy)

The third phase is centered more from the psychological issues within the family. Typically this is achieved by working with the individual (Judy) separately from the parents (Tammy and Kyle). Phase three can only be accomplished when parental monitoring is no longer needed in Tammy’s eating habits. Judy’s eating habits and weight is in an acceptable healthy range. At this time I would focus more on the psychological issues within Judy. Most people who suffer from Anorexia Nervosa also suffer from depression, Judy is no exception. Judy expresses her concern over her parents’ marriage and how they fight all the time. She is afraid that her parents will soon one day decide to get a divorce. Judy blames a lot of the stress her parents have upon herself and her disorder. Judy must understand that she cannot take fault for her parent’s actions. While working with Kyle and Tammy I inform them how there fighting is affecting Judy. Both were unaware that it was affecting her to this point. I would continue to work with Kyle and Tammy on their marriage and relationship problems in effort to help establish a better relationship between them and Judy. With working with Judy and her parents separately I am able to better repair the psychological issues within the marriage, Judy’s relationship with her parents, and help them all build better communication techniques.

As with any dependency or condition there is always the fear or relapse. Kyle and Tammy need to continue be supportive and positive in Judy’s recovery. Judy also needs to believe in herself and herself image. With tools provided in the therapy sessions Judy along with her family should be set on a successful road to recovery.

 

 

 
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Development Throughout the Lifespan

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Assignment 2: LASA 1: Development Throughout the Lifespan

(Development Throughout the Lifespan)

Erikson and Freud are two of the few theorists who have developed a lifespan approach to development. Freud’s approach to development was psychosexual while Erikson’s was psychosocial. Even though Freud’s theory is better known, Erikson’s theory remains a leading and very much applied model in personality and developmental psychology today.

When considering these two stage-oriented theories, you can directly compare the majority of their stages. These are matched in the following table:

Approximate AgeFreud’s Stages of Psychosexual DevelopmentErikson’s Stages of Psychosocial developmentInfancy (Birth to 1 year)Oral stageTrust versus mistrustEarly childhood (1–3 years)Anal stageAutonomy versus doubtPreschool (3–6 years)Phallic stageInitiative versus guiltSchool age (7–11 years)Latent periodIndustry versus inferiorityAdolescence (12–18 years)Genital stageIdentity versus role confusionYoung adulthood (19–40 years) Intimacy versus isolationMiddle adulthood (40–65 years) Generativity versus stagnationOlder adulthood (65–death) Integrity versus despair

When considering Erikson’s eight stages of development, the way a person moves through each stage directly affects their success in the next stage. Their personality is being built and shaped with each stage. At each stage, there is a turning point, called a crisis by Erikson, which a person must confront.

In this assignment, you will observe or interview two different people, each at a different stage of development. For a third observation, take a look at yourself and the stage that you are in (this stage must be different from your other two observations).

  • Record your three observations in a template. Include the following information:
    • Name
    • Age
    • Gender
    • Current developmental stage
    • Status within the stage (i.e., identity achievement or role confusion)
    • Events that have lead to this status

Download a Development Template to record your observations.

  • Summarize what you have learned about psychosocial development through these observations/interviews.
  • Summarize the trends you see in your observations/interviews regarding psychosocial development.
  • How does movement through Erikson’s stages influence personality development? Again, be specific.
  • How do Erikson’s stages of development compare to Freud’s stages? How are they similar? How are they different?
  • Between these two theories, which one do you feel best explains your own personality development? Justify your answers with specific examples.

Write a 2-3-page paper in Word format. Insert your chart at the end of your paper. Apply APA standards to citation of sources. Use the following file naming convention: LastnameFirstInitial_M3_A2.doc.

By the due date assigned, deliver your assignment to the Submissions Area.

Course Project Grading Criteria and Rubric

Assignment 2 Grading CriteriaMaximum
PointsChart identifies general characteristics of people being observed Chart identifies each person
’s Erikson’s stage of development (Course Objective [CO] 2)20Explains which events of this developmental stage influence this outcome (CO 2)24Summarizes learning about psychosocial development, applies observations (CO 2)24Explains the connection between Erikson’s stages of development and personality development (CO 2)28Compares and contrasts Erikson and Freud’s stages of development (CO 1)32Determines which theory best fits own personality development, applies self-observations (CO 1, 2)28Presentation Components:
Organization (12)
Usage and Mechanics (12)
APA Elements (16)
Style (4)44Total:200

 
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Major Counseling Theories Comparison Paper

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Major Counseling Theories Comparison Paper

(Major Counseling Theories Comparison Paper)

In the realm of counseling, various theoretical approaches offer distinct perspectives on understanding and treating psychological issues. A comparison of major counseling theories reveals both their unique contributions and areas of overlap.

Psychoanalytic theory, pioneered by Freud, emphasizes unconscious conflicts and early childhood experiences. Humanistic theories, such as Person-Centered Therapy by Carl Rogers, prioritize self-actualization and the client’s subjective experience. Cognitive-Behavioral Therapy (CBT), developed by Aaron Beck and Albert Ellis, focuses on identifying and changing dysfunctional thought patterns and behaviors.

Existential therapy, influenced by philosophers like Sartre and Kierkegaard, centers on exploring the individual’s search for meaning and authenticity. Family systems theory views individuals within the context of their family dynamics, seeking to understand relational patterns and interactions.

While these theories diverge in their theoretical foundations and techniques, they share common goals of promoting psychological well-being and personal growth. Integrative approaches, which combine elements from multiple theories, acknowledge the complexity of human experience and tailor interventions to meet the unique needs of each client. Ultimately, the effectiveness of counseling lies in the therapist’s ability to flexibly apply theory and techniques in alignment with the client’s goals and preferences.

(Major Counseling Theories Comparison Paper)

Throughout the course, you have studied and written about a number of  counseling theories that are used as the basis for the counseling  profession. In this paper, choose a theory and compare it against each  of the following three theories:

  1. Cognitive behavior therapy (CBT)
  2. Solution-focused
  3. Psychoanalysis

Choose a theory that you have studied in this course. Do not choose  one of the three theories listed above.

Compare your selected theory against the three theories listed above.

Write a 1,500-2,000-word paper discussing your theory comparisons.  Include the following in your paper:

Part 1: Selected Theory

  1. Founding theorist(s) for the selected theory
  2. Standard    interventions for the selected theory
  3. At least three main    concepts of the selected theory

Part 2: Cognitive Behavior Theory (CBT)

  1. Founding theorist(s) for CBT
  2. Standard interventions    for CBT
  3. Similarities and differences between your selected    theory and CBT

Part 3: Solution-Focused Theory

  1. Founding theorist(s) for solution-focused theory
  2. Standard interventions for solution-focused theory
  3. Similarities and differences between your selected theory and    solution-focused theory

Part 4: Psychoanalysis

  1. Founding theorist(s) for psychoanalysis
  2. Standard    interventions for psychoanalysis
  3. Similarities and    differences between your selected theory and psychoanalysis

Include at least three scholarly references in your paper in  addition to the course textbook.

Prepare this assignment according to the guidelines found in the APA  Style Guide

MUST PASS TURN IT IN WITH LESS THAN 5%

 
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Information System Capstone

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Information System Capstone

(Information System Capstone)

PROJECT DELIVERABLE 6: FINAL PROJECT PLAN

Due Week 10 and worth 200 points

This assignment consists of four (4) sections: a written project plan, a revised business requirements document, a project plan PowerPoint presentation, and the finalized project plan. You must submit the four (4) sections as separate files for the completion of this assignment. Label each file name according to the section of the assignment it is written for. Additionally, you may create and / or assume all necessary assumptions needed for the completion of this assignment.

While taking all business and project parameters into consideration, make quality assumptions to support the following requirements.

Section 1: Written Project Plan(Information System Capstone)

You are now in the final stage of the project plan development. All previous documentation should be combined into one (1) document that will serve as the statement of work for the project. Your goal is to have the project approved by the executive team. The project plan should be very detailed, which is appropriate to accomplish the monumental task of implementation; however, the executive team is only interested in a thirty (30) minute summation. Therefore, you also must create a compelling executive summary that is supported by your detail that convinces the executive team that it should move forward with your solution.

Develop a thirty to forty (30-40) page project plan in which you:

  • Write a five to ten (5-10) page executive summary in which you provide a high-level technical overview of your project where you address the following:
  1. Describe the scope of the project and control measures.
  2. Describe the goals and objectives of the project.
  3. Give a detailed, realistically estimated cost analysis of the entire project, including technical resources (human capital) that may be needed to complete the project.
  4. Relate the value of the project plan solution to the competitive advantage that information technology will afford the organization.
  5. Provide all aspects of the information technology implementation into the project plan.
  6. Recommend solution providers who can assist with development and implementation. Include a cost analysis of at least three (3) providers.
  • Combine all previous documentation for Project Deliverables 1-5 in which you:
  1. Provide all aspects of the information technology implementation into the project plan.
  2. Revise the documentation based on feedback from the earlier evaluation of the deliverable.
  • Use at least five (5) quality resources in this assignment. Note: Wikipedia and similar Websites do not qualify as quality resources.

Your assignment must follow these formatting requirements:

  • Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
  • Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
  • Include charts or diagrams created in MS Visio and MS Project as appendix of the Word document. Make reference of these files in the body of the Word document.

Section 2: Revised Business Requirements Document(Information System Capstone)

  • Document all revisions made to the written project plan in the Document Control section of the business requirements document from Project Deliverable 2: Business Requirements. Note: This documentation must outline the revisions made to the previous deliverables required in Section 1: Written Project Plan.

Section 3: Project Plan PowerPoint Presentation

  • Additional to your detailed executive summary you must present your findings to the executive team and the venture capital group that along with the executive summary will convince the group that your solution is optimal.
  • Create a ten to fifteen (10-15) slide PowerPoint presentation in which you:
  1. Illustrate the concepts from the executive summary in Section 1 of this assignment.
  2. Create bulleted speaking notes for your presentation to the executive board in the Notes section of the PowerPoint. Note: You may create or assume any fictitious names, data, or scenarios that have not been established in this assignment for a realistic flow of communication.
  3. Use a professional technically written style to graphically convey the information.

Section 4: Finalized Project Plan

  • Use Microsoft project to:
  1. Finalize your project plan from Project Deliverable 5: Network Infrastructure and Security to include all necessary changes in assumptions, tasks, and / or subtasks

here are the files for all previous documentation

 
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Comprehensive Strategy and Professional Reflect

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create a Product Launch Comprehensive Strategy and Professional Reflection

(Comprehensive Strategy and Professional Reflect)

Question description

Overview For the capstone assessment, you will create a Product Launch Comprehensive Strategy and Professional Reflection. The capstone represents the final stage in your goal to obtain a Master’s Degree in Operations and Project Management. This final course will allow you to demonstrate proficiency in all areas of operations and project management. You will develop an overall, comprehensive strategy to bring a new product from design to mass production within a manufacturing or service environment. Along the way you will complete three critical stages of the development process that will require competent skills in project and operations management. You will also complete the three stages of product launch, demonstrating that the product or service has gone successfully from conception to high-volume manufacturing or full-service integration.(Comprehensive Strategy and Professional Reflect)

Additionally, you will self-reflect on project and operations management as a career focus or on future aspirations if you already work in the discipline. Evaluation of Capstone The capstone will be assessed somewhat differently than other courses you have taken online at SNHU. There are four separate components that will be submitted at different times during the course; however, they operate together to compose the entire capstone experience and are not assessed separately. You will be evaluated on all four components as a unit to determine whether you have demonstrated proficiency in each outcome. All four components must be completed at the highest levels; the strengths of one cannot “make up for” the weaknesses in another. Your work is expected to meet the highest professional standards.

Remember, you are selling yourself as a competent operations and project management professional as much as you are selling your product launch strategy. The capstone project is divided into three milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final submissions. These milestones will be submitted in Modules Two, Four, and Six. The final submission for Capstone Component 1 is due in Module Seven, Capstone Component 2 is due in Module Eight, Capstone Component 3 is due in Module Nine, and Capstone Component 4 is due in Module Ten. This assessment will evaluate your mastery with respect to the following outcomes:(Comprehensive Strategy and Professional Reflect)

 Recommend strategies for optimizing production of goods and services based on a detailed analysis of existing processes, resources, and business goals

 Identify and recommend total quality management (TQM) principles and methods appropriate to a given context

 Create, evaluate, and assess project plans to ensure desired project outcomes

 Recommend inventory management strategies and techniques for improving the efficiency of a supply chain

 Evaluate operational and environments using quantitative tools and techniques

 Manage cross-functional environments to ensure the achievement of operational and project management goal

 
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MN566 Journal – Narrative

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MN566 Journal – Narrative

(MN566 Journal – Narrative)

No Plegarism please, assignment will be checked with Turnitin. 

Will need minimum of 300 words, APA Style, double spaced, times new romans, font 12. 

 

(MN566 Journal – Narrative)

Writing about one’s personal experience encourages self-reflection and improves self-awareness. In this activitystudents are invited to reflect, in writing, on their experiences related to managing clinical risks for patients. Students to write about an event they observed or were involved in during their nursing profession that they feel might have placed a patient at risk. Alternatively, students may want to write about an event that occurred to them as recipients of healthcare, or as an observer to their friends’ or family members’ experiences. The event may be one that they feel related to any of anticipation, recognition, or management of a patient safety risk. Safe patient care and reducing medical-legal risk requires nurse practitioners to be aware of potential risks and how to avoid them.

The narrative should include:

a description of the event

an explanation of how this event placed a patient at risk

the student’s reflections on the event including:

if and how the event was recognized

why and how the event occurred, for example, was the event due to

* action or inaction by an individual healthcare provide

*system failure(s)

*a combination of systems failure(s) and individual provider performance issue

what changes or improvements they would make, if any

how they felt at the time

how they currently feel about the even

Were you personally involved in the event? Discuss.

What, if any, workplace factors contributed to the event? (e.g., Was it during a handover? Did it involve a medication?)

How aware was the healthcare provider(s) of what was going on around them? (situational awareness)

How did the health care provider(s) recognize the safety problem, and how did they respond?

How did this event affect you?

What did you take away that you will use in the future?

I would do something differently next time because

 
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