Identify a population whom you would like to counsel someday (for example, children, teens, seniors, LGBTQ individuals, individuals with a particular disability or disorder).

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For this assignment you will create a practice plan that will prepare you to take your place as a clinical mental health counselor who serves a selected population in your community. Completing this assignment will require you to think about the context in which you will someday serve clients—the historical context, the network of mental health services currently available to clients in your community, and the labor market context that may influence your selected area of practice. This assignment will also invite you to envision yourself participating in a professional organization that supports clinical mental health counselors and the counseling profession.

Using SafeAssign

This course requires you to use the SafeAssign tool. The SafeAssign source matching tool is available to you via a link in the courseroom. SafeAssign supports the development of your skills in preparing written coursework. Use your originality report to help ensure that you have used outside sources ethically and effectively.

  • Note: Submitting a draft of your work to SafeAssign allows you make revisions before submitting it as your final work for grading. Submitting an assignment to SafeAssign does not submit the work to the course room for evaluation. This must be done separately; look for directions at the end of the assignment instructions.

Instructions

Note: Use the Practice Plan Template in the Resources to complete this assignment.

  1. Begin the assignment with the section labeled Historical Background. In this section:
    • Identify a population whom you would like to counsel someday (for example, children, teens, seniors, LGBTQ individuals, individuals with a particular disability or disorder). Provide reasons why you think you would find this area of counseling rewarding.
    • Concisely summarize key factors pertinent to the history and development of this area of clinical mental health counseling, including key events that have influenced counseling services available for this population.
  2. The next section is Network and Practice:
    • Conduct an Internet search of all agencies that offer mental health services for your selected population in your community. Describe the network of mental health counseling services available for a client from your selected population across the continuum of care, considering inpatient, outpatient, partial treatment, and aftercare options.
    • Identify a potential professional niche for yourself within this network of services. Review information available in O*Net’s Summary Report for: 21-1014.00 – Mental Health Counselors, the Dictionary of Occupational Titles (DOT), and the Occupational Outlook Handbook (OOH) provided in the Resources. Analyze the skills, educational requirements, and average earnings of a counselor working in your area of interest in your state.
  3. The next section is Supervision and Consultation:
    • Until you are fully licensed, you are required to work under the supervision of an experienced mental health professional. After reviewing the ACA Code of Ethics and the requirements for your state, describe plans for receiving clinical supervision to help you make ethical and legal decisions on the job.
    • After licensure, the professional counselor has the right to consult with a colleague on any case, particularly when there is the potential for serious or foreseeable harm to the client or others. Describe resources in your professional community with whom you could engage in case consultation. Identify practices you would use so that your case consultation would meet ethical and legal requirements.
  4. The next section is Professional Organizations:
    • In this section, identify several national, state, regional, or special interest professional organizations that will support your practice as a professional counselor. Describe several ways in which you will benefit from affiliation with these professional counseling organizations.
  5. In the last section Appendix A: Professional Counseling Disclosure Statement:
    • Using feedback you received in the discussion in this unit, prepare a hypothetical Professional Counseling Disclosure Statement that would meet ethical and legal standards for practice for you to work with an individual in your chosen private counseling setting, after you are fully licensed in your state. Include disclosure of the certifications, licenses, and credentials that you would need to acquire, as well as professional organization memberships that would support your area of expertise.

Review the scoring guide in the Resources to make sure you understand how this assignment will be graded.

Submission Requirements

Your paper should meet the following requirements:

  • Written communication: Write coherently to support central ideas, with correct grammar, usage, and mechanics.
  • Length of paper: 4–5 typed, double-spaced pages, not including the title page and reference page. (Do not include an abstract.)
  • References: Use at least four different resources. These can come from assigned unit readings, peer-reviewed journals, or other scholarly resources.
  • APA formatting: Follow current APA guidelines for style and formatting, as well as for citing your resources in the body of your paper and on the References page.
  • Font and font size: Times New Roman, 12 point.

SafeAssign Submission Requirements

You are required to submit a draft of this paper to SafeAssign to generate a report prior to submitting the assignment for grading. When your paper is downloaded and viewable in SafeAssign, save the originality report. Check your work for any necessary edits. Once the paper is finalized and all edits have been made, submit your final paper in the assignment area. A final SafeAssign report will automatically generate once the assignment has been submitted. Refer to the SafeAssign page on Campus (linked in the Resources) for guidance.

  • Submit your assignment using the following file naming format: Your Name_AssignmentNumber_Assignment Title (example: Ima_Learner_u03a1_ClientDescription).
  • Please be prepared to provide your faculty member with a copy of the original draft SafeAssign report should this be requested of you.
 

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Explain how socioeconomic factors affect the language development of children and adolescents.

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Discussion 1: Linguistic Diversity

Many children and adolescents have the ability to speak two or more languages. Sadly, this skill is not always seen as an asset but a drawback. Children in the United States who do not speak English as a first language, for example, may be inappropriately discriminated against. As a result, these children and adolescents may face challenges not faced by monolingual English-speaking students or some of their more English-proficient peers.

To prepare:

· Consider the value of knowing a second or other language.

· Think about possible strategies to counteract those who may perceive second language learners (or non-English speakers in the United States) to be deficient.

· As you review the Learning Resources, think about how diversity of language is as asset.

· Think also about assumptions made about multilingual children/adolescents

Post by Day 3:

Describe at least one advantage and one challenge for child and adolescent development in a multilingual environment. Provide one recommendation to help ameliorate the challenge you identified.

Discussion 2: Socioeconomic Impacts on Language Development 

As discussed in Week 6, socioeconomic status has far-reaching implications on child and adolescent development. Like so many other areas of development, socioeconomic status plays an important role in language development.

To prepare:

· Consider the impact of socioeconomic status and social class on both positive and negative child and adolescent development and language development.

· Think about possible long-term effects of socioeconomic status on language development.

· As you review the Learning Resources, think about how language development may differ between socioeconomic groups.

Post by Day 4:

Explain how socioeconomic factors affect the language development of children and adolescents. Explain how these factors further influence the development of child and adolescent linguistic identities. Finally, explain the potential long-term effects of these factors.

Readings

· Ardasheva, Y., Thomas, R., Tretter, T. R., & Kinny, M. (2012). English language learners and academic achievement: Revisiting the threshold hypothesis language learning. Language Learning: A Journal of Research in Language Studies, 62(3), 769–812.
Retrieved from the Walden Library databases.

· Boyer, V. E., & Martin, K. Y. (2012). Invented rule with English language learners. Clinical Linguistics & Phonetics, 26(7), 613–627.
Retrieved from the Walden Library databases.

· Gorman, B. (2012). Relationships between vocabulary size, working memory, and phonological awareness in Spanish-speaking English language learners. American Journal of Speech-Language Pathology, 21(2), 109–123.
Retrieved from the Walden Library databases.

· Leclair, C., Doll, B., Osborn, A., & Jones, K. (2009). English language learners and non-English language learners perceptions of the classroom environment. Psychology in the Schools, 46(6), 568–577.
Retrieved from the Walden Library databases.

· Mise, T. M., & Hupp, J. M. (2012). The influence of socioeconomic status, home environment, and childcare on child language abilities. Current Psychology, 31(2), 144–159.
Retrieved from the Walden Library databases.

· Paquette, K. R., & Rieg, S. A. (2008). Using music to support the literacy development of young English language learners. Early Childhood Education Journal, 36(3), 227–232.
Retrieved from the Walden Library databases.

· Ranney, S (2012). Defining and teaching academic language: Developments in K-12 ESL language and linguistics compass. Language & Linguistics Compass, 6(9), 560–574.
Retrieved from the Walden Library databases.

· Sohr-Preston, S. L., Scaramella, L. V., Martin, M. J., Neppl, T. K., Ontai, L., & Conger, R. (2013). Parental socioeconomic status, communication, and children’s vocabulary development: A third-generation test of the family investment model. Child Development, 84(3), 1046–1062.
Retrieved from the Walden Library databases.

· Souto-Manning, M. (2006). Families learn together: Reconceptualizing linguistic diversity as a resource. Early Childhood Education Journal, 33(6), 443–446.
Retrieved from the Walden Library databases.

· Spencer, S., Clegg, J. & Stackhouse, J. (2012). Language and disadvantage: A comparison of the language abilities of adolescents from two different socioeconomic areas. International Journal of Language & Communication Disorders, 47(3), 274–284.
Retrieved from the Walden Library databases.

Media

· Laureate Education (Producer.) (2014b). Cognitive development and language [Video file]. Baltimore, MD: Author.

Note: The approximate length of this media piece is 5 minutes.

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

 

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What could I do better/different?

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 Presentation:

The purpose of this assignment is to identify a team and/or individual athlete with whom which

you feel you can apply sport, exercise, and performance psychology principles. Your

presentation of your case study will demonstrate your work with your case study client in the

following four areas: intake (step 1), context and psychological skills familiarization (step 2),

evaluation and assessment (step 3), and goal identification and intervention planning (step 4).

Include any additional materials or information (e.g., worksheets, techniques, etc.) in appendices

at the end of the presentation. Your presentation should comprehensively present your case study

and demonstrate your ability to apply what you have learned throughout the course and program.

The Power Point presentation should be about 20-30 minutes. You will be graded based on the

content of the presentation, your demonstration of your ability to engage in the outlined case

study steps, your demonstration of your SEPP knowledge and ability to apply it, and your

presentation skills.

Journal:

Question 1:

Case Study Step: identify the step being summarized and reflected on.Question 2:
Summary: summary of goals and work done to complete the case study stepQuestion 3:
Reflection: What did I do well? What could I do better/different?
What was my experience during the meeting(s) with my client? What might have been my client’s experience during the meeting(s)?
What challenges or ethical issues did I experience and how did that affect me and/or my
client(s)?Question 4:
Class Meeting Goal(s): What questions, challenges, issues, etc. do I want to address in the
class meeting (based on reflections)?

  • attachment

    presentationforclass.docx
 

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What kind of functions do these parts of the brain do?

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Review paper requirements in assignment tab and submit in the assignment tab.  Paper is on the structure of the brain, must be 4+ pages.  Submit through the assignment tab.

  • Discuss the different lobes within the brain.  There are 4 lobes. Please refer to our text and other resources to support your research.
  • Explain the purpose of the different lobes of the brain, give a description of what the function of this lobe does within othe brain. For example the frontal lobes and executive functioning.  Incorporate some aspects of biology, thinking and behaviors into your response.
  • Offer examples to support your answer (pull aspects from the chapters we have discussed thus far)
  • Discuss different impairments that can impact the brain (injuries, illness ect.)
  • Discuss neurological activity within the lobes. Meaning what is happening in these lobes.
  • Apply concepts of DEVELOPMENT to your paper.  Meaning, consider the chapter on human development and how our brains level throughout the lifespan
  • OFFER PERSONAL CONNECTIONS TO YOUR PAPER. For example elements of the biology that are applicable to yourself.  For example, attention, intelligence, organization, athleticism, artistic, trauma
  • Explain what is MEANT by PLASTICITY and tie this into some aspects of the developing brain
  • Offer examples to support the functions of the brain. What kind of functions do these parts of the brain do?
  • This paper pulls from chapter 2 and from other chapters, that support functions of the lobes and the way in which our senses work, our physical movement, our conscious thinking ect.

Make sure your paper has detailed descriptions, examples to support the concepts presented.  Make sure the paper is 5 to 6 pages in length and uses APA format.Please use 12 pt font and double space the paper.

Refer to the following website to support your writing style.  This is the Association Of Psychology Writing criteria

http://www.apastyle.org

 Your paper should include:

  • A title page
  • Introduction
  • Paragraphs fulfilling the body & requirements outlined in the description above.
  • A conclusion
  • A page citing any work
 

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How can transactional analysis be used to improve interpersonal relationships?

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1. Compare and contrast experiential, existential, humanistic, and person-centered approaches. What are their strengths and weakness?

2. what cognitive- behavioral theories do you like best and why?

3. How can transactional analysis be used to improve interpersonal relationships?

4. What are the characteristics of healthy family functioning  and how can you use the family  life cycle to understand family life.

Please retrieved the from:  Nystul, M.S. (2016) Introduction to Counseling, 5th. Edition. Thousand Oaks, CA: sage

 

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Do you think there could be any downfalls?

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There is always strength in numbers. The more individuals or organizations that you can rally to your cause, the better.

—Mark Shields (American Political Analyst)

Do you agree with the quote? Are alliances in nonprofits better for organizations? In August 2015, the Nonprofit Leadership Alliance announced a new partnership with the Boys & Girls Clubs of America. The Nonprofit Leadership Alliance (2015) stated:

In addition to gaining access to over 9,000 Certified Nonprofit Professionals, the partnership provides opportunities for Boys & Girls clubs employees and volunteers to connect with the 50+ universities and non-profit organizations that are part of the Alliance network.

That type of alliance seems to make a big impact that benefits both organizations. Just like business models and leadership styles, just because one approach works for one person or organization, it does not necessarily mean it will work for another. Is that true for nonprofits, though?

To prepare for this Discussion, consider whether all nonprofits would benefit with this type of relationship. Do you think there could be any downfalls?

By Day 3

Post an evaluation of whether strategic alliances are important for all nonprofits to employ. Include in your evaluation whether every nonprofit should seek to become part of one or more alliances. Explain why every nonprofit should or should not have strategic alliances. Make sure to support your perspective with appropriate resources.

Renz, D. (Ed.). (2010). The Jossey-Bass handbook of nonprofit leadership and management (3rd ed.). San Francisco, CA: Jossey-Bass.

· Chapter 14, “Collaboration and Strategic Alliances”

· Chapter 21, “Managing the Challenges of Government Contracts”

Schuller, M. (2009). Gluing globalization: NGOs as intermediaries in Haiti. PoLAR: Political & Legal Anthropology Review, 32(1), 84–104.

Note: Retrieved from Walden Library databases.

Zaidi, S., Mayhew, S. H., Cleland, J., & Green, A. T. (2012). Context matters in NGO–government contracting for health service delivery: A case study from Pakistan. Health Policy and Planning, 27(7), 570–581. Retrieved from http://heapol.oxfordjournals.org/content/27/7/570.full 

La Piana Consulting. (2015). The collaborative map. Retrieved from http://www.lapiana.org/Portals/0/Documents/LPC-Collaborative-Map-2015.pdf

Yang, A. (2013). Building global strategic alliances in the virtual space: A structural analysis of international nonprofit and nongovernmental organizations’ transnational relationship networks. Journal of Public Affairs, 13(3), 239–250.

 

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What behavior principles helped your intervention plan to be successful and/or what behavior principles implemented were not as successful as hoped?

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Use the following format and the attached document to complete the following.

*Your project grade will not be based upon the amount of behavior change, but rather on the thoroughness for which you address the required areas listed above and integrate course concepts.
1. Introduction (15pts)

a.Description of overall goal and behavioral objective (target behavior) to include operational definition.
2. Method (25pts) – Actual Intervention Plan Implemented
b. Describe in detail the actual intervention plan and steps you implemented. This should contain more strategies than listed in your proposal as you have now learned more in class that you can integrate. Use class concepts and principles to describe plan and be specific on explaining how you collected data, the
recording method used, the length of data collection, antecedent control,
reinforcement, cognitive strategies, shaping, fading, etc…

i.How did you manage the situation, consequences, obstacles and
challenges?
ii.What type of rewards and reinforcement schedules were used?
3. Results/Discussion/Critical Analysis (40pts)

11
a.   Present data collected before, during, and after intervention in graphs and/or tables (e.g. baseline graph and intervention graph). You should have at least 6 weeks of intervention data, in addition to your baseline data.
b.   Present a critical analysis of your project.

i.Identify patterns and themes which emerged

ii.What behavior principles helped your intervention plan to be successful
and/or what behavior principles implemented were not as successful as
hoped? Discuss your results and outcomes integrating key concepts from
class. Be sure to consider the effectiveness of the intervention in relation to
improvement over baseline and/or to whether the objective was met within
the timeline you specified.
iii.
Describe how you dealt with problems and report any changes or adjustment
you needed to make to your intervention plan (e.g. maintain commitment or
lack thereof, effectiveness of reinforcements and reinforcement schedules,
etc..)
4.   Maintenance and Generalization (15pts)
a.   What, if anything, would you do differently next time?
b.   How do you plan to maintain and generalize your results (i.e. stimulus and
response generalization)?
c.   How will you apply the skills you learned throughout this project to future
behaviors you’d like to change? Think stimulus and response generalization.
5.   General Writing Style (5pts): organized, free from grammatical and spelling errors
Your proposal and report should be typed single-spaced times new roman 12 and be organized as above with appropriate headings. must be at least 5 pages or more.

  • attachment

    JamalSampson432Part23.docx
 

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Why government contracting?

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Why government contracting? Renz (2010) said the following:

The widespread interest in the United States and other countries in contracting with non-profit organizations reflects many factors: pressure to reduce the costs of public service; broad interest in voluntarism, social innovation, and citizen and community engagement; and the influence of the New Public Management and “reinventing government” movements which seek to improve the efficiency and effectiveness of public services through privatization, more competition, individual choice, and decentralization. (p. 553)

Governmental contracting is viewed by many international non-governmental organizations as a very positive practice. There are additional attractive benefits than what Renz has shared, although some are more significant than others. Although there are many attractive benefits, challenges do occur. As a leader, you should be aware of these challenges, too, in order to overcome them. In addition, you should know how to leverage the pros.

To prepare for this Discussion, review the Zadi, et al., article in preparation for the Discussion.

By Day 4

Post the significant pros and cons of such government contracting discussed by Zadi, et al. Further explain the fundamental concerns that a nonprofit should examine if it is considering engaging in governmental contracting and why.

 

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Is it low or high self-esteem that is most responsible for prejudice? 

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Throughout the semester, we have discussed the role of self-esteem in creating prejudiced attitudes and thinking.  On one hand, many personality theorists (e.g., Adorno et al., 1950) argue that hatred and hostility toward outgroups are a result of low self-esteem.  That is, people with a negative self-image have a need to disparage outgroups as a way to increase their own sense of self-worth.  On the other hand, a number of cognitive theorists (e.g., Tajfel & Turner, 1986) contend that prejudice is tied to high self-esteem.  Specifically, a favorable self-image may lead people to assume that the groups of which they are members are superior to other groups in society.  Thus, the question:  Is it low or high self-esteem that is most responsible for prejudice?  Or, is self-esteem even related to prejudice at all?  What do you think?

*THIS IS A DISCUSSION BOARD, 2 PAGES*

 

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