Select a colleague who was assigned a different client than you. Offer and support at least two counseling strategies he or she might use to establish a trusting relationship with his or her adolescent client.

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1. Select a colleague who was assigned a different client than you. Offer and support at least two counseling strategies he or she might use to establish a trusting relationship with his or her adolescent client. Support your response with authentic observations/experiences and the current literature.
• Select a colleague who was assigned the same client as you. Expand on his or her posting by describing how you might integrate the parents/caretakers into the adolescent’s treatment plan while also maintaining a trusting relationship with the adolescent.
• Select a colleague who was assigned the same or different client family from you. Offer and support at least two strategies he or she might use to encourage healthy risk-taking behaviors with their adolescent client.
1. (A. Wit)
Teenagers, as a population, can be bold, defiant, ambitious, and the source of many parents’ concerns. Between middle-childhood and early-adulthood individuals face many biological, cognitive, and social changes. In this post, I will highlight the impact of risky behavior on adolescent development. First, I will introduce how risky behavior is impacting the Martinez family. Second, I will explain the impact of risky behavior on development and the family system. Finally, I will make suggestions on how counselors can approach adolescent clients and their families.
Presenting issues
My client is the Martinez family. The focus of today’s visit is the conflict between mother, Jeanette, and 16-year-old daughter, Gabby. The Martinez family are devout Seventh Day Adventists (Laureate Education, 2013). Jeannette is furious with Gabby for becoming sexually active. Not only is teenage sex a risky-behavior, it also goes against the family’s religious beliefs. In the session, Jeanette verbally berates Gabby into silence. When Jeanette leaves the room, Gabby breaks down in tears. Gabby says she loves her boyfriend, but she regrets becoming sexually active so young. Gabby is distressed by feeling like a disappointment to her parents and God.
Gabby, like many other teenagers in this developmental stage, is engaging in risky behavior that impacts her relationships and self-image. Risky behaviors, including sex, dramatically increase during adolescence (Broderick &Blewitt, 2015). The vast majority of individuals engage in some type of risky behavior during their teenage years (Broderick &Blewitt, 2015). Protective factors for Gabby include her immediate and extended family and her religion. Current prevention and intervention models for adolescents prioritize youth’s family and community resources (Broderick &Blewitt, 2015).
Impact
Risky behavior has a profound impact on adolescent development. Counselors can better understand the effects of high-risk behavior by understanding the client’s perspective on the behavior (Broderick &Blewitt, 2015). For example, what are the pros and cons of having sex for Gabby? Does she worry about STD’s or pregnancy? Does sex enhance her relationship with her boyfriend? If she has regrets, are they related to her parents or God’s judgment? How Gabby perceives having sex informs the impact it has on her development. A concerning impact of teenage sexual activity is the increased likelihood of other problem behaviors. Research shows that participation in one risky behavior such as teen sex can increase participation in other high-risk behaviors such as drug use and drunk driving (Sullivan, Childs, & O’Connell, 2010). When high-risk and delinquent behavior increases, so do depressive symptoms (Sullivan, Childs, & O’Connell, 2010).
Teenage behavior impacts the whole family system, not just the adolescent. The presenting problem for the Jeannette and Gabby Martinez is the conflict in their relationship as a result of Gabby’s sexual activity. Almost half of all parents of adolescents experience powerlessness, rejection, and personal regret (Broderick &Blewitt, 2015). It is not uncommon for parents to feel guilt or shame over their child’s behavior. Risky behavior in teens can have a negative impact on other children in the family. Younger siblings may model inappropriate behavior. Although adolescence can be a difficult time for the whole family, research shows that disengagement is not the solution. Family, teachers, peers, and religious community can all serve as resources to adolescents.

Identify the organization and delivery of healthcare systems in the U.S.

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Unit outcomes addressed in this Assignment:Explain the origins of the Red Flags Rule.Course outcomes addressed in this Assignment:HI305-1: Identify the organization and delivery of healthcare systems in the U.S. HI305-2: Analyze legal and ethical policies and procedures that ensure privacy and confidentiality. Instructions: The Red Flags Rule, a law enforced by the Federal Trade Commission (FTC), requires certain businesses and organizations — including many doctors’ offices, hospitals, and other healthcare providers, to develop a written program to spot the warning signs, or “red flags” of identity theft; a legal and ethical violation. Utilize online resources and the Kaplan Library to research the Red Flags RuleCreate an Identity Theft Prevention Program for a healthcare setting of your choice, based on the requirements of the Red Flags Rule. Be sure to include the following key components in your prevention program: Procedures put in place to detect red flags in your day-to-day operationsDescriptions of how you plan to prevent and mitigate identity theftProcedures for how you will respond when you spot the red flags of identity theft, provide examplesDescriptions of the training you will provide to the staffRequirements:Paper should be in APA format, and should be between 2-3 pagesUse at least 3 referencesSubmit completed Assignment by the end of Unit 4Submitting your work:Submit your Assignment to the appropriate Dropbox. For instructions on submitting your work, view the Dropbox Guide located under Academic Tools at the top of your unit page. Please be sure to download the file “Writing Center Resources” from Course Resources> Course Documents to assist you with meeting APA expectations for written Assignments. To view your graded work, come back to the Dropbox or go to the Gradebook after your instructor has evaluated it. Make sure that you save a copy of your submitted work.

Interpreting Population Data Scenario

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Course Project Task 1—Interpreting Population Data
Scenario:
Some population data from the Centervale project are on the spreadsheet, which you can download. In order to quickly and clearly understand the population you will be working with, you should put the data in graphic format.
Directions:
1. Produce graphs for each of the three townships and for the county so we visualize similarities and differences in population distribution, sex distribution, income, racial composition, educational achievement, and schools. Label each graph.
2. Write a paragraph about each demographic and speculate on how the distributions might be related to health measurements.

Which is a strategy used by children in order to gather emotional information from a trusted person in an uncertain situation?

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Question 1
Which is a strategy used by children in order to gather emotional information from a trusted person in an uncertain situation?Emotion-centeredcopingInternal working modelProblem-centered copingSocialreferencingI don’t knowOneattemptSubmitanswerYou answered 0 out of 0 correctly. Asking up to 1.

Case Study
Analyzing research studies in the area of emotional development can assist in understanding of key concepts of emotions. The first case study illustrates the effects of early and later maternal sensitivity on children’s social development. The second case study examines the relationship between identity status and romantic attachment style in adolescence, including developmental differences between younger and older adolescents.
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• STUDY 1
A Longitudinal Study of Maternal Sensitivity and Adopted Children’s Social Development
Sensitive caregiving is moderately related in attachment security in both biological and adoptive mother–infant pairs and in diverse cultures and SES groups. To examine the effects of early and later maternal sensitivity on children’s social development, Jaffari-Bimmel and colleagues (2006) followed 160 internationally adopted children from infancy to age 14. All of the children were placed in adoptive families by age six months, and the families were predominantly middle- or upper-middle class.
The researchers collected the following information:

o When the children were five months old, their adoptive mothers rated their health condition on arrival (that is, at the time of adoption)—birth weight, incidence of prematurity, and health problems.
o When the children were 12 months old, attachment security was assessed using Ainsworth’s Strange Situation.
o At ages 12, 18, and 30 months, maternal sensitivity was assessed at home and in the laboratory. While the children and their mothers completed age-appropriate tasks like putting together puzzles and building with blocks, trained researchers coded for emotional support, respect for the child’s autonomy, structure and limit setting, hostility, and quality of instruction.
o At ages seven and 14 years, maternal sensitivity was again assessed in the home. While the children and their mothers worked on a difficult, age-appropriate puzzle, trained researchers coded for supportive presence, intrusiveness, and sensitivity, timing, and clarity of instruction.
o When the children were ages 12, 18, and 30 months and ages seven and 14 years, their adoptive mothers completed an attachment questionnaire. In infancy, the researchers were primarily interested in mood and resistance. In middle childhood and adolescence, the researchers focused on aggression, reactivity, and restlessness.
o When children were ages seven and 14 years, adoptive mothers and teachers completed a measure of social development. The questionnaire focused on social acceptance, social rejection, pro-social competence, friendliness, and social esteem.
o When the children were ages seven and 14 years, their adoptive mothers reported on the degree to which the family had experienced stressful life events during the past two years. The instrument included physical health problems of relatives, bereavement, unemployment, divorce, financial problems, marital problems, problems at work, and conflict with relatives and/or neighbors.
o Results
Findings indicated that developmental history and sensitive caregiving in infancy and middle childhood predicted social development at age 14. That is, participants who were healthy at the time of adoption and experienced few stressful life events and received sensitive caregiving in both infancy and middle childhood were rated higher in social development (by adoptive mothers and teachers) than peers who were unhealthy at the time of adoption, experienced a large number of stressful life events, and received less-sensitive caregiving in infancy and middle childhood. Another important finding was that maternal sensitivity in middle childhood and adolescence helped buffer against the negative effects of a difficult temperament. Children with a difficult temperament who experienced high levels of maternal sensitivity in middle childhood and adolescence had more favorable social development at age 14 than children with a difficult temperament who experienced insensitive caregiving. Finally, consistent with previous studies, attachment security in infancy was moderately related to social development at ages seven and 14. Compared to their insecurely attached counterparts, secure children scored higher in social acceptance, pro-social competence, friendliness, and social esteem. Taken together, these findings show that both early and later maternal sensitivity is important for children’s social development.