Describe how Carolyn and David fit in terms of authoritarian, authoritative, and permissive forms of parenting. (from the notes)

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Theres a book (The Family Crucible) but i have found alot of info on the internet with this essay. need help getting it together with ZERO plagerism

Parenting Dynamics – The Family Crucible – Brice Family

1,050- to 1,300-word paper describing the parenting dynamics in the Brice family. Include the following information:

•Describe how Carolyn and David fit in terms of authoritarian, authoritative, and permissive forms of parenting. (from the notes)

•Explain why you placed them in the category you did.

•Explain the attachment status of each member of the family as you perceive them.

•Describe how these attachments affect their relationships with other family members.

•Describe how parenting and attachment styles affect therapy.

•Determine what approach you would use as their therapist to address the parenting issues

Response Guidelines

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For this discussion, synthesize your understanding of career counseling as an integral part of human development. From the perspective of your specialization, how does the developmental lifespan perspective influence career and educational planning, placement, and evaluation? Discuss the influence of career counseling when working with children (elementary school), adolescents (secondary), and older adults. Identify models that would be appropriate for children and adolescents in the school setting, including identity models such as Erik Erickson.

Response Guidelines

Respond to at least two of your peers, commenting on the effectiveness with which your peer addressed each developmental stage, identifying the needs of elementary, secondary, and older adults. The response needs to include at least one reference

 

First peer posting

Career Counseling as an Integral Part of Human Development

Career development is not a one-time event, rather it is a process that occurs across the lifespan and is an integral part of human development.  Further, the counseling that may be offered to support career development must also be offered from a lifespan perspective, with counselors supporting a client’s unique needs at the various stages of their life and career.  Zunker (2016) also points out that changing cultural and environmental systems can effect human development, and best practice involves case conceptualization from a holistic perspective.  Humans are actively growing and changing throughout their lives, and their vocational interests, goals, and preferences are no exception.  Career counseling is a dynamic and lifelong process that evolves with each client throughout the course of their life.

The Developmental Lifespan Model Influence on Career and Educational Planning, Placement, and Evaluation

From a mental health counseling perspective, the developmental lifespan model of career planning is highly influential.  Mental health counselors will need to be prepared to address all phases of career counseling in all phases or stages of a client’s life.  Career and education planning begin in early childhood and continue throughout the course of life.  Mental health counselors will need to be aware of the foundational career needs of the children they serve, and be prepared to focus on improved social skills, industry, and communication skills.  When working with adolescents, mental health counselors also need to be aware of the importance of developing quality relationships outside of their family, and how these interpersonal skills will benefit them later in the workforce.  Also, mental health counselors will need to understand life stages when selecting assessment tools, conducting evaluations, and placing individuals in jobs.

The Influence of Career Counseling When Working With Children, Adolescents, and Older Adults

Career counseling can easily be integrated into work with children by focusing on the foundational skills necessary for successful education, vocational, and social experiences.  Some of the foundational skills that counselors can focus on with children include prosocial skills, positive work habits, diversity skills, pleasing personality traits, and entrepreneurship (Gysbers, 2013).  Counseling work with adolescents can begin to focus on planning, goal setting, and decision making skills, along with a focus on curricula that supports a possible career direction.  Interestingly, Newman and Newman (2012) highlight the concept of career maturity, which suggests postponing career decisions until an adolescent or young adult matures and gains valuable life experience.  Career counseling with adults in the new workforce places more emphasis on career development than remaining at a particular company (Zunker, 2016).  Retirement counseling should also be highlighted as individuals move to transition from the world of work to increased volunteer and leisure opportunities.  Finally, more retired individuals are going back to work on a part time basis in order to supplement their retirement income, and may require counseling to make this change.

Appropriate Career Counseling Models for Children and Adolescents, Including Erik Erickson’s Model

Stage theorists such as Erik Erickson conceptualize career counseling from the developmental life stage that a particular client is navigating.  Between the ages of 6 to 11, for example, children are actively learning a variety of social, academic, and work related skills that will create a foundation for later more complex career development.  This stage of development is also associated with achievement of self-efficacy and an understanding of the importance of productivity.  Adolescents are actively working on the developmental task of achieving a group and individual identity and avoiding isolation.  Adolescents work hard to expand their social circles and distance themselves from their parents in an effort to achieve independence (Newman & Newman, 2012).  An overarching principal associated with Erickson’s stage model is that children or adolescents who fail to successfully achieve their developmental tasks may require special supports later in life (Zunker, 2016).  Career counseling from this stage model would consider this developmental information as the foundation from which to create a comprehensive career plan.

Other career counseling models appropriate for children and adolescents include Super’s self-concept theory, Krumboltz’s learning theory, and cognitive development theory.  Because elementary school students are busy forming their identity or self-concept through their childhood relationships, Super’s self-concept theory may be applied (Zunker, 2016).  Krumboltz’s learning theory looks at the way that children and adolescents utilize observation in learning new things, and are able to adapt their behavior based on this observational learning (Zunker, 2016).  Piaget’s cognitive development theory is also a stage theory in that it views children’s knowledge acquisition as developing in specific steps or levels through their environmental engagement.

References

Gysbers, N. C. (2013). Career-ready students: A goal of comprehensive school counseling programs. Career Development Quarterly, 61(3), 283-288. doi:10.1002/j.2161-0045.2013.00057.x

Newman, B. M., & Newman, P. R. (2012). Development through life: A psychosocial approach. Belmont, CA: Wadsworth Cengage Learning.

Zunker, V. G. (2016). Career counseling: A holistic approach (9th ed.). Boston, MA: Cengage Learning. ISBN 9781305087286.

 

Second peer posting

Newman & Newman (2012) stated that career identities are “a well-integrated part of [people’s] personal identities rather than as activities from which they are alienated or by which they are dominated” (p. 412). Career counseling across the lifespan has implications in all fields of counseling practices. As it pertains to mental health counseling, career counseling becomes an integrated conversation about the wants, needs, & desires a person has to have a satisfied existence.

Developmental Lifespan from a MH Perspective

Zunker (2016) stated that early life experiences tend to influence later life decisions. As it applies to career counseling, this is the core and foundation for how young children begin to view the world and all it has to offer. For example, children who have parental figures who exhibit hard work ethic are likely to influence their young children especially if it is reinforced with at-home activities (e.g., chores). These experiences, along with other life experiences, are likely to shape what a child decides to do. From a MH perspective, because the child’s feelings about these practices greatly challenge or confirm their beliefs, it will affect their behaviors.

Erikson’s Psychosocial Developmental Model illustrates the challenges that people face at different stages of their life development. What made Erikson’s model much more appealing (versus Freud’s Psychosexual Theory) is that it included polarities that challenged each individual’s relationship to his/her culture, family, and life environment (Syed and McLean, 2015). So as it is applied to career counseling in the cases of young children and adolescents, Erikson’s developmental model provides a theoretical explanation for the decisions and choices one makes at certain times of his/her life.

Branje, Lieshout, & Gerris (2007) studied personality development across adolescence and adulthood to see if the Big Five personality factors (extraversion, agreeableness, conscientiousness, emotional stability, and openness to experience) changed as individuals aged and gained experience. Their research suggested that males have fewer changes than females, but both sexes showed increasing signs of maturity and adaptation as they aged. The importance of their study was that it showed that personality continued to develop during the middle adulthood potentially because of the delegation of new responsibilities (i.e., parenthood). As it is applied to career counseling, the changing course of one’s career can have profound impact on their livelihood and decisions that (in)directly affect how one views his/her future.

Thoughts from the “Other Side”

Based upon Maslow’s (1943) Hierarchy of Needs, there exist several, innate physiological needs during infancy: food, water, shelter, sleep, air (breathing), excretion, and sensory satisfaction (e.g., touch, taste, hear, feel, and smell; Daniels, 1992; Maslow, 1943; and Seeley, 1992). The early, formative years allow the child to experience the world through their parent’s permission. Fast forward to adulthood, and these same basic needs are still required; however, they have evolved into something much more complex. When integrated with the work life, it is not surprising that these same needs are still needed in the workplace environment; however, they are ascribed new titles or new entitlements. For example, infants have the need for food; employees have the need for a clean environment to enjoy said food. Another example: infants have a need for sleep; employees need an hour per day for a break to do with it whatever they would like. These needs have never left; they have just evolved. The career demands that one has available to him/her that are most desirable are the attributes the (s)he will seek. In these instances, it will be necessary to determine if a client is okay with where (s)he is at this junction of his/her life. If they are not, it will be important to determine how career counseling and lifespan developmental theory can be influential in assisting with producing changes.

Wm D. Stinchcomb

References

Branje, S.J.T., Van Lieshout, C.F.M., & Gerris, J.R.M. (2007). Big Five Personality Development in Adolescence and Adulthood. European Journal of Personality, 21, 45-67.

Daniels, J. (1992). Empowering homeless children through school counseling. Elementary School Guidance & Counseling, 27(2), 104-113.

Maslow, A.H. (1943). A Theory of Human Motivation. Psychological Review, 50, 370-396.

Newman, B. M., & Newman, P. R. (2012).Development through life: a psychosocial approach (11th ed.). Belmont, CA: Wadsworth Cengage Learning.

Seeley, E. (1992). Human needs and consumer economics: The implications of Maslow’s theory of motivation for consumer expenditure patterns. Journal Of Socio-Economics, 21(4), 303.

Syed, M., & McLean, K. C. (2015). Understanding identity integration: Theoretical, methodological, and applied issues. Journal of Adolescence, 47, 109-118. doi: 10.1016/j.adolescence.2015.09.005

Zunker, V. G. (2016). Career counseling: A holistic approach, 9th Edition. [VitalSource Bookshelf Online]. Retrieved from https://bookshelf.vitalsource.com/#/books/9781305729759/

 

 

Describe the advantage in using a payoff matrix to analyse decisions.

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QUESTION 1 Decision Analysis Student guide to marks: 20 – 4 for a, 2 for b and 14 for c (2 for each of the 7) Show all calculations to support your answers.(a) Describe the advantage in using a payoff matrix to analyse decisions. Explain the steps required in developing such a matrix.(b) What advantage do decision trees provide and in what situations are they preferred to a payoff matrix?(c) George Goleb is considering the purchase of two types of industrial robots. The ROB1 is a large robot capable of performing a variety of tasks, including welding and painting. The ROPlis a smaller and slower robot, but it has all the capabilities of ROB1. The robots will be used to perform a variety of repair operations on large industrial equipment. Of course, George can always do nothing and not buy any robots.The market for the repair operation could be either favourable or unfavourable. If the market is favourable ROB1 is expected to return $50,000 profit and ROB2 $30,000 profit. If the market is unfavourable ROB1 is expected to lead to a loss of $40,000 and ROB2 to a loss of $20,000.1. Construct a payoff matrix showing the 3 possible alternatives and the associated profits or losses under the 2 market conditions. 2. Showing all calculations, what is the optimum action and its expected payoff if George is an optimist? 3. Showing all calculations, what is the optimum action and its expected payoff if George is a pessimist? 4. Showing all calculations, what is the optimum action and its expected payoff if George follows the Laplace criterion? 5. Showing all calculations, what is the optimum action and its expected payoff if George uses the criterion of regret? 6. If George believes that the probability of a favourable market is 0.6, showing all calculations determine the optimum action and expected return. 7. What is the expected value of perfect information?

Policy Analysis and Application

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Discussion 1: Policy Analysis and Application

 

According to the NASW Code of Ethics section 6.04 (NASW, 2008), social workers are ethically bound to work for policies that support the healthy development of individuals,  guarantee equal access to services, and promote social and economic justice.

 

For this Discussion, review this week’s resources, including Working with Survivors of Sexual Abuse and Trauma: The Case of Rita. Consider what change you might make to the policies that affect the client in your case. Finally, think about how you might evaluate the success of the policy changes.

 

·      Post  an explanation of one change you might make to the policies that affect the client in the case. Be sure to reference the case you selected in your post.
 

·      Finally, explain how you might evaluate the success of the policy changes.

 

 

Support your post with specific references to the resources. Be sure to provide full APA citations for your references.

 

 

References:

 

Plummer, S.-B., Makris, S., & Brocksen, S. M. (Eds.). (2014). Social work case studies: Foundation year. Baltimore: MD: Laureate International Universities Publishing. [Vital Source e-reader].

“Working With Survivors of Sexual Abuse and Trauma: The Case of Rita” (pp. 81–83)

 

Rome, S., Harris, S., & Hoechstetter, S. (2010). Social work and civic engagement: The political participation of professional social workers. Journal of Sociology & Social Welfare, 37(3), 107–129.

 

 

 

Working With Survivors of Sexual Abuse and Trauma: The Case of Rita

Rita is a 22-year-old, heterosexual, Latina female working in the hospitality industry at a resort. She is the youngest of five children and lives at home with her parents. Rita has dated in the past but never developed a serious relationship. She is close to her immediate and extended family as well as to her female friends in the Latino community. Although her parents and three of her siblings were born in the Dominican Republic, Rita was born in the United States.

A year ago, Rita was sexually assaulted by an acquaintance of a male coworker. Rita and a female coworker met Juan and Bob after work at a local bar for a light meal and a few drinks. Because Rita had to get up early to work her shift the next day, Bob offered to drive her home. Instead of taking Rita directly home, however, he drove to a desolate spot nearby and assaulted her. Afterward, Bob threatened to harm her family if she did not remain silent and proceeded to drive her home. Although Rita did not tell her family what happened, she did call our agency hotline the next day to discuss her options. Because Rita’s assault occurred within the 5-day window for forensic evidence collection of this kind, Rita consented to activation of the county’s sexual assault response team (SART). Although she agreed to have an advocate and the sexual assault nurse examiner (SANE) meet her at the hospital, Rita tearfully stated that she did not want to file a police report at that time because she did not want to upset her family. The nurse examiner interviewed Rita, collected evidence, recorded any injuries, administered antibiotics for possible sexually transmitted infections, and gave Rita emergency contraception in case of pregnancy. The advocate stayed with Rita during the procedure, supporting her and validating her experience, and gave her a referral for individual crisis counseling at our agency.

My treatment goals for Rita included alleviation of rape trauma syndrome symptoms that included shame and self-blame, validation of self-worth and empowerment, and processing how it would feel to disclose to others when the time felt right. In addition, Rita would receive important information regarding state policy and procedure for victims of sexual assault that would assist her in deciding when and how to report the crime if she chose to do so.

My treatment involved crisis intervention and stabilization along with emotional support and validation surrounding her experience. Managing her trauma and acute stress symptoms were key to her recovery. Those symptoms included guilt, shame, emotional shock, powerlessness, anxiety, fear, anger, and doubting her judgment. We processed Rita’s emotional dysregulation and sense of outrage over what happened. Over the weeks that followed, we also explored Rita’s relationship to her immediate and extended family and how they had high expectations for her and her future. Rita’s shame over the assault prevented her from telling her family for fear they would also be shamed and judge her for accepting a ride from someone she did not know well. We discussed the policy for reporting a sexual assault to the police in our state and how Rita only had a 90-day window to report the crime after her forensic evidence was obtained. After 90 days, the forensic kit would be destroyed.

The problem with the current 90-day hold policy in our state for victims like Rita is that a person in crisis experiences strong and conflicting emotions and is faced with an acute sense of disequilibrium and disorientation. This, in turn, affects her or his ability to retain information and make decisions. The person, therefore, has barely enough time to make sense of what happened to her or him, let alone decide what to do about it. The 90-day hold policy may not afford a traumatized victim of sexual assault enough time to make a decision to report to law enforcement.

I utilized a strengths-based model in my treatment with Rita to help her address the decision to report the crime. A strengths-based framework is client-led with a focus on future outcomes and strengths that the client brings to a problem or crisis. It is an effective helping strategy that builds on a person’s resiliency and ego strength. An integrative strengths-based intervention can contribute to the development of a positive outcome for clients in crisis.

I counseled Rita for 6 months. After 5 months, Rita felt strong enough to disclose to her family and file a report with the police. However, because the 90-day window had closed by the time she was stabilized and emotionally ready to file, her forensic evidence was unavailable.

 

 

 

 

 

 

 

 

 

 

 

 

 

Discussion 2: Evaluating Policy Implications

 

When developing, implementing, or revising organizational policies, it is important that all potential consequences be considered. Social workers must be particularly sensitive to any negative consequences or unintentional harm the policies might cause for any individual or group.

 

For this Discussion, review this week’s resources, including the Johnson Family video. Consider the campus’ policies on how sexual assault accusations are addressed. How might the current procedures and policies negatively affect survivors of sexual assault? What changes might you suggest to the campus policies to better protect survivors? Finally, describe how you might evaluate the success of these policy changes.

 

·      Post an identification of how the current campus policies on sexual assault might negatively affect survivors and an explanation of the changes you might make to these policies that would protect sexual assault survivors.
 
·      Be sure to reference the Talia Johnson case in your post.
 

·      Finally, explain how you might evaluate the success of these policy changes.

 

Support your post with specific references to the resources. Be sure to provide full APA citations for your references.

 

References

 

Laureate Education (Producer). (2013). Sessions: Johnson family (Episode 4 of 42) [Video file]. Retrieved from https://class.waldenu.edu

 

Zastrow, C. H., & Kirst-Ashman, K. K. (2016). Understanding human behavior and the social environment (10th ed.). Boston, MA:  Cengage Learning.

 

Johnson Family Episode 4

Program Transcript

 

[MUSIC PLAYING]

 

MALE SPEAKER: There are two things I want you to think about as we go forward, process and possible outcomes.

 

As I explained on the phone to each of you, the university’s policy in cases like this is for me to give each of you the opportunity to tell your side of the story. This is a university procedure. It does not involve the police. Once I’ve heard both

sides it will be up to me to decide what action to take. Do you understand?

 

BOTH: Yes.

 

MALE SPEAKER: Now, possible outcomes. Talia’s claims could be dismissed. However, if her claims are accepted as true Eric could be suspended for a semester, or an entire year, or he could be expelled. This all depends on how the university rules. Am I clear? Are there any questions before we get started?

 

ERIC: What if you decide she’s lying? What happens to her then?

 

MALE SPEAKER: I’ve already described the potential outcomes. That’s it.

 

TALIA: You’re the one who’s lying. You told people we had sex when you raped me.

 

ERIC: Slut.

 

BOTH: Liar! Rapist!

 

MALE SPEAKER: End of conversation. I’ll schedule a meeting next week. Use that time to prepare. Do I make myself clear?

 

 

 

 

 

 

 

 

 

 

Discussion 3: The Social Work Advocate in Politics

Social workers often have commitments to specific policies, laws, or funding of programs that are vital to the population they serve or an issue that they strongly support. Such commitments often lead social workers to become involved in political issues and the campaigns of specific candidates. Being a social worker, such campaign experiences, the outcomes of your efforts, and how effective you felt you were may affect your view of the political process and the likelihood of becoming involved in similar campaigns in the future.

 

For this Discussion, reflect on your experiences if you have ever participated in a political campaign. What was the outcome of your participation? If you have not participated in a campaign, choose a campaign topic you support or oppose and consider the ways you might like to participate in that campaign. Likewise, think about your experiences if you have ever lobbied on a topic. If you have not, choose a topic for which you might like to lobby in favor or against. Finally, consider how you think social workers might have a powerful and positive effect as elected officials.

 

·      Post an explanation of the role of lobbying and campaigning in social work practice.
 
·      Then, explain how you think social workers might have a powerful and positive effect as elected officials.
 
·      Finally, explain of the impact, if any, the experiences and opinions of your colleagues have had on your own experiences and opinions.
 

Support your post with specific references to the resources. Be sure to provide full APA citations for your references.

 

References

 

Rome, S., Harris, S., & Hoechstetter, S. (2010). Social work and civic engagement: The political participation of professional social workers. Journal of Sociology & Social Welfare, 37(3), 107–129.

 

Popple, P. R., & Leighninger, L. (2015). The policy-based profession: An introduction to social welfare policy analysis for social workers. (6th ed.). Upper Saddle River, NJ: Pearson Education

 

 

 

 

 

 

 

 

 

 

 

 

DISCUSSION 4: Systems Perspective and Social Change

Zastrow and Kirst-Ashman (2016) stated, “Clients are affected by and in constant dynamic interactions with other systems, including families, groups, organizations, and communities” (p. 35-36). As a social worker, when you address the needs of an individual client, you also take into account the systems with which the client interacts. Obtaining information about these systems helps you better assess your client’s situation. These systems may provide support to the client, or they may contribute to the client’s presenting problem.

 

For this Discussion, review “Working With People With Disabilities: The Case of Lester.”Consider the systems with which Lester Johnson, the client, interacts. Think about ways you might apply a systems perspective to his case. Also, consider the significance of the systems perspective for social work in general.

·      Post a Discussion in which you explain how multiple systems interact to impact individuals.
 
·      Explain how you, as a social worker, might apply a systems perspective to your work with Lester Johnson.
 

·      Finally, explain how you might apply a systems perspective to social work practice.

 

Be sure to support your posts with specific references to the resources. If you are using additional articles, be sure to provide full APA-formatted citations for your references.

References

 

Plummer, S. -B., Makris, S., & Brocksen, S. M. (Eds.). (2014). Social work case studies: Foundation year. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].

 

Zastrow, C. H., & Kirst-Ashman, K. K. (2016). Understanding human behavior and the social environment (10th ed.). Boston, MA:  Cengage Learning.

 

Working With Clients With Disabilities: The Case of Lester

Lester is a 59-year-old, African American widower with two adult children. He lives in a medium-sized Midwestern city. Four months ago, he was a driver in a multiple vehicle crash while visiting his daughter in another city and was injured in the accident, although he was not at fault. Prior to the accident he was an electrician and lived on his own in a single-family home. He was an active member in his church and a worship leader. He has a supportive brother and sister-in-law who also live nearby. Both of his children have left the family home, and his son is married and lives in a nearby large metropolitan area.

When he was admitted to the hospital, Lester’s CT showed some intracerebral hemorrhaging, and the follow-up scans showed a decrease in bleeding but some midline shift. He seemed to have only limited cognition of his hospitalization. When his children came to visit, he smiled and verbalized in short words but could not communicate in sentences; he winced and moaned to indicate when he was in pain. He had problems with balance and could not stand independently nor walk without assistance. Past medical history includes type 2 diabetes; elevated blood pressure; a long history of smoking, with some emphysema; and a 30-day in-house treatment for binge alcoholism 6 years ago following his wife’s long illness with breast cancer and her subsequent death.

One month ago he was discharged from the hospital to a rehabilitation facility, and at his last medical review it was estimated he will need an additional 2 months’ minimum treatment and follow-up therapies in the facility.

As the social worker at the rehab center, I conducted a psychosocial assessment after his admission to rehabilitation.

At the time of the assessment, Lester was impulsive and was screened for self-harm, which was deemed low risk. He did not have insight into the extent of his injury or changes resulting from the accident but was frustrated and cried when he could not manipulate his hands. Lester’s children jointly hold power of attorney (POA), but had not expressed any interest to date in his status or care. His brother is his shared decision making (SDM) proxy, but his sister-in-law seemed to be the most actively involved in planning for his follow-up care. His son and daughter called but had not visited, but his sister-in-law had visited him almost daily; praying with him at the bedside; and managing his household financials, mail, and house security during this period. His brother kept asking when Lester would be back to “normal” and able to manage on his own and was eager to take him out of the rehabilitation center.

Lester seemed depressed, showed some flat affect, did not exhibit competency or show interest in decision making, and needed ongoing help from his POA and SDM. His medical prognosis for full recovery remains limited, with his Glasgow Coma Scale at less than 9, which means his injury is categorized as catastrophic.

Lester currently has limited mobility and is continent, but he is not yet able to self-feed and cannot self-care for cleanliness; he currently needs assistance washing, shaving, cleaning his teeth, and dressing. He continues with daily occupational therapy (OT) and physical therapy (PT) sessions.

He will also need legal assistance to apply for his professional association pension and benefits and possible long-term disability. He will also need help identifying services for OT and PT after discharge.

He will need assistance from family members as the determination is made whether he can return to his residence with support or seek housing in a long-term care facility. He will need long-term community care on discharge to help with basic chores of dressing and feeding and self-care if he is not in a residential care setting.

A family conference is indicated to review Lester’s current status and short-term goals and to make plans for discharge.