Abnormal Psychology Discussion 1 In Reading #3 (ATTACHED) and the Lecture Notes,

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Abnormal Psychology
Discussion 1
In Reading #3 (ATTACHED) and the Lecture Notes, you learned about the different Theoretical Viewpoints on The Etiology of Mental Illness (e.g., Psychoanalytic, Behavioral, Cognitive, etc.). Which viewpoint do you think best explains the development of mental disorders? In 300-400 words
Introduction to Sociology
Response 1
Please respond to the following prompt in no less than 300-400 words. In your response, you must fully answer all aspects of the question and support your answer with reference to course materials (textbook, supplementary readings, videos, etc).
After reading about the history and development of sociology, 
1. How do you believe sociology fits in with other scientific disciplines? 
2. What makes sociology unique in the world of science and scientific research? 
3. How does it compare to other courses you’ve taken in disciplines, such as psychology, philosophy, and economics, that also study human life?
Response 2
Please respond to the following prompt in no less than 300-400 words. In your response, you must fully answer all aspects of the question and support your answer with reference to course materials (textbook, supplementary readings, videos, etc.).
Pick one of the sociological theories you’ve learned about in this unit. 
1. What are its core assumptions about how society and social life work? 
2. What are its strengths? its weaknesses? 
3. What makes it different from other theories you’ve learned about?
Juvenile Delinquency
Discussion 1
Read the Juvenile Population Characteristic’s sections.
View the Website https://www.ojjdp.gov/ojstatbb/population/overview.html (Links to an external site.) National Center for Juvenile Justice (n.d.) Juvenile Population overview and read through the Juvenile Population Characteristic’s sections.
In 3-4 paragraphs, 
1. Define juvenile delinquency. 
2. What is the nature of juvenile proceedings? 
3. Do you believe these proceedings are fair?
Discussion 2
In 3-4 paragraphs, explain the arrest and questioning procedures in regard to juveniles. 
· Should juveniles be treated differently in these types of situations? Cite sources

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Discussion 1
In Reading #3 (ATTACHED) and the Lecture Notes, appeared first on homework handlers.

These shifts in cognitive schemas are a result of vicarious trauma (VT). VT, als

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These shifts in cognitive schemas are a result of vicarious trauma (VT). VT, also known as secondary traumatic stress, can happen as a result of the empathic engagement with clients who have traumatic histories (Neumann & Gamble, 1995). In the 1920s, Alfred Adler defined empathy as seeing through the eyes of another, hearing through the ears of another, and understanding with the heart of another. When helping professionals experience empathy with clients, they vicariously experience clients’ trauma.
Countertransference is distinct from VT in that it is based solely upon the practitioner’s own idiosyncratic experiences. For instance, it is possible to attribute characteristics of persons from a practitioner’s personal life to clients. Experiencing VT can activate and shape the experiences of countertransference for a professional. Both VT and countertransference have ethical implications of which practitioners need to be cognizant.
For this Discussion, read the case study Jane in this week’s resources, focusing on indications of VT and/or countertransference. Reflect on both VT and countertransference: the indications and implications of each for both the practitioner and the client as well as what ethical breaches might occur as a result of each.
By Day 4
Post a brief description of three indications of vicarious trauma and/or countertransference presented in the case study. Then, for each, explain the implications for both practitioner and client. Finally, explain what specific breaches of ethics might occur as a result of vicarious trauma and/or countertransference.

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Discussion: Identifying and Mitigating Vicarious Trauma and Countertransference

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Discussion: Identifying and Mitigating Vicarious Trauma and Countertransference Carl Jung (1954) said, “You can exert no influence if you are not susceptible to influence.” When engaging with clients who have experienced trauma, practitioners are vulnerable to being impacted by the clients’ experiences. Exposure to multiple client stories of significant traumatic events can prompt a shift in the way practitioners view the world. What once seemed like a safe place may now seem like a world full of personal threat. Practitioners may become suspicious of the intentions of others or hypervigilant regarding potential danger (Pearlman & Saakvitne, 1995). These shifts in cognitive schemas are a result of vicarious trauma (VT). VT, also known as secondary traumatic stress, can happen as a result of the empathic engagement with clients who have traumatic histories (Neumann & Gamble, 1995). In the 1920s, Alfred Adler defined empathy as seeing through the eyes of another, hearing through the ears of another, and understanding with the heart of another. When helping professionals experience empathy with clients, they vicariously experience clients’ trauma. Countertransference is distinct from VT in that it is based solely upon the practitioner’s own idiosyncratic experiences. For instance, it is possible to attribute characteristics of persons from a practitioner’s personal life to clients. Experiencing VT can activate and shape the experiences of countertransference for a professional. Both VT and countertransference have ethical implications of which practitioners need to be cognizant. For this Discussion, read the case study Anna in this week’s resources, focusing on indications of VT and/or countertransference. Reflect on both VT and countertransference: the indications and implications of each for both the practitioner and the client as well as what ethical breaches might occur as a result of each. Post a brief description of three indications of vicarious trauma and/or countertransference presented in the case study. Then, for each, explain the implications for both practitioner and client. Finally, explain what specific breaches of ethics might occur as a result of vicarious trauma and/or countertransference. Be sure to support your postings and responses with specific references to the resources.
Required Readings James, R. K., & Gilliland, B. E. (2017). Crisis intervention strategies (8th ed.). Belmont, CA: Brooks/Cole.  Chapter 16, “Human Services Workers in Crisis: Burnout, Vicarious Traumatization, and Compassion Fatigue” (pp. 646–676) 
Burnett Jr, H. J., & Wahl, K. (2015). The compassion fatigue and resilience connection: A survey of resilience, compassion fatigue, burnout, and compassion satisfaction among trauma  responders. International Journal of Emergency Mental Health and Human Resilience, 17 (1),  318-326. Retrieved from https://digitalcommons.andrews.edu/cgi/viewcontent.cgi? referer=https://scholar.google.com/&httpsredir=1&article=1004&context=pubs 
Hudnall Stamm, B. (2005). Compassion fatigue self test. In Professional quality of life:  Compassion satisfaction and fatigue subscales , R-IV (ProQOL). 
Griffiths, A., Royse, D., Murphy, A., & Starks, S. (2019). Self-Care Practice in Social Work  Education: A Systematic Review of Interventions. Journal of Social Work Education , 1-13. 
Kanno, H., & Giddings, M. M. (2017). Hidden trauma victims: Understanding and preventing  traumatic stress in mental health professionals. Social Work in Mental Health, 15 (3), 331-353 
National Association of Social Workers. (2017). Code of ethics of the National Association of  Social Workers. Retrieved from https://www.socialworkers.org/About/Ethics/Code-ofEthics/Code-of-Ethics-English.aspx 
Wilson, F. (2016). Identifying, preventing, and addressing job burnout and vicarious burnout for  social work professionals. Journal of Evidence-Informed Social Work, 13 (5), 479-483. 

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SOCW 6311 wk 5 assignment: Analyzing Focus Group Findings Imagine that two focus

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SOCW 6311 wk 5 assignment: Analyzing Focus Group Findings
Imagine that two focus groups have been conducted in an Asian American and immigrant community in a large urban city. The rationale of conducting the qualitative study was because it has been noted that many Asian Americans and immigrants are reluctant to seek mental health services. To further understand this issue, service providers including social workers, counselors, doctors, and nurses were recruited to discuss the barriers in implementing mental health services targeted to Asian Americans and immigrants. After the focus groups were transcribed, two research assistants were hired to conduct a content analysis of the transcripts. Refer to the Week 5 Handout: Content Analysis of Focus Groups.
As the social worker, you have been asked to analyze the focus group data and are charged with working with an advisory board in the community to formulate social work practice recommendations using the ecological model.
To prepare for this Assignment, review Week 5 Handout: Content Analysis of Focus Groups.
Submit a 3-4-page report of the following must have introduction and conclussion : Discuss      the themes found in the Week 5 Handout: Content Analysis of Focus Groups.     Based on this data, what is your analysis of the current barriers to      services?( Handout uploaded)
Create      two social work recommendations to address a current barrier and explain      how the recommendation proposed addresses the findings.
Discuss      how you would collaborate with the research stakeholders (e.g. service      providers and community members) to ensure that the data are interpreted      accurately and that the practice recommendations made will be culturally      appropriate.
Critically      reflect on your own culture and explain how your cultural values and      beliefs may have influenced how you interpreted the focus group data. What      specific cultural knowledge do you think you need to obtain to conduct      culturally sensitive research with this group?
Support the assignment with references using assigned readings and/or additional scholarly literature.
Resources
Knight, K. R., Lopez, A. M., Comfort, M., Shumway, M., Cohen, J., & Riley, E.D. (2014). Single room occupancy (SRO) hotels as mental health risk environment among impoverished women.: The intersection of policy, drug use, trauma, and urban space. International Journal of Drug Policy, 25(3), 556-561
https://www-ncbi-nlm-nih-gov.ezp.waldenulibrary.org/pmc/articles/PMC4014526 / 
Full intext citation and full references APA 7th addition  (refence for this APA provided)

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