Consider the progress (or lack thereof) over the past eight sessions. Using the “Discharge Summary Outline” template; include the following in your outline:

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Details:  Part 1: Read the entire “Vargas Family Case Study” (all eight sections). Consider the progress (or lack thereof) over the past eight sessions. Using the “Discharge Summary Outline” template; include the following in your outline:  1.A brief summary of what was going on with the family 2.A review of the initial treatment goals 3.Theories and interventions used 4.A brief discharge summary for the family treatment 5.Clinical recommendations for sustained improvement or referrals for additional services   Part 2: Review the “Vargas Family Case Study” and the provided literature regarding current trends and integrative models of family therapy. Identify two potential evidence-based or integrative models to which you would consider referring the Vargas family if problems persist. Compose a 6-12-slide PowerPoint presentation to be shared with your class. Be sure to include the following elements for each of the two models:  1.A brief overview of the model 2.The target demographic and presenting concerns the model addresses 3.The research supporting the model 4.Please note: Online students need to include detailed speaker notes of what would be said if giving the presentation in person.  While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.  This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.  You are required to submit this assignment to Turnitin. Refer to the directions in the Student Success Center.  This assignment meets the following CACREP Standard:  5.F.2.e. Human sexuality and its effect on couple and family functioning. PCN521-R-T8DischargeSummaryOutline.docx PCN521-RS-SubmittingMultipleAttachments.pdf PCN521-R-FullCaseStudy.docx PCN521-R-T8CaseStudy.docx

RUBRIC

1  Unsatisfactory  0.00%     2  Less than Satisfactory  74.00%     3  Satisfactory  79.00%     4  Good  87.00%     5  Excellent  100.00%     100.0 %Content      30.0 % Part One: Discharge Summary Outline   The discharge summary outline is not present or not discernible to the reader.   The discharge summary outline is incomplete or flawed.   The discharge summary outline is accurate and complete.   The discharge summary outline is thorough and well-reasoned.   The discharge summary outline is thorough and well-reasoned. Information provided is fully supported and rich in detail.    10.0 % Part Two: Brief Overview of Model   The presentation does not include an overview of two potential evidence-based or integrative models for the Vargas family.   The presentation vaguely includes an overview of two potential evidence-based or integrative models for the Vargas family.   The presentation fully includes an overview of two potential evidence-based or integrative models for the Vargas family.   The presentation provides an advanced inclusion of an overview of two potential evidence-based or integrative models for the Vargas family.   The presentation provides a comprehensive inclusion of an overview of two potential evidence-based or integrative models for the Vargas family.    15.0 % Part Two: Target Demographic and Presenting Concerns   The presentation does not include the target demographic and presenting concerns of two potential evidence-based or integrative models for the Vargas family.   The presentation vaguely includes the target demographic and presenting concerns of two potential evidence-based or integrative models for the Vargas family.   The presentation fully includes the target demographic and presenting concerns of two potential evidence-based or integrative models for the Vargas family.   The presentation provides an advanced inclusion of the target demographic and presenting concerns of two potential evidence-based or integrative models for the Vargas family.   The presentation provides a comprehensive inclusion of the target demographic and presenting concerns of two potential evidence-based or integrative models for the Vargas family.    15.0 % Part Two: Research Supporting the Model   The presentation does not include research supporting the model of two potential evidence-based or integrative models for the Vargas family.   The presentation vaguely research supporting the model of two potential evidence-based or integrative models for the Vargas family.   The presentation fully includes research supporting the model of two potential evidence-based or integrative models for the Vargas family.   The presentation provides an advanced inclusion of research supporting the model of two potential evidence-based or integrative models for the Vargas family.   The presentation provides a comprehensive inclusion of research supporting the model of two potential evidence-based or integrative models for the Vargas family.    10.0 % Presentation of Content   The content lacks a clear point of view and logical sequence of information. Includes little persuasive information. Sequencing of ideas is unclear.   The content is vague in conveying a point of view and does not create a strong sense of purpose. Includes some persuasive information.   The presentation slides are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other.   The content is written with a logical progression of ideas and supporting information exhibiting a unity, coherence, and cohesiveness. Includes persuasive information from reliable sources.   The content is written clearly and concisely. Ideas universally progress and relate to each other. The project includes motivating questions and advanced organizers. The project gives the audience a clear sense of the main idea.    5.0 % Layout   The layout is cluttered, confusing, and does not use spacing, headings, and subheadings to enhance the readability. The text is extremely difficult to read with long blocks of text, small point size for fonts, and inappropriate contrasting colors. Poor use of headings, subheadings, indentations, or bold formatting is evident.   The layout shows some structure, but appears cluttered and busy or distracting with large gaps of white space or a distracting background. Overall readability is difficult due to lengthy paragraphs, too many different fonts, dark or busy background, overuse of bold, or lack of appropriate indentations of text.   The layout uses horizontal and vertical white space appropriately. Sometimes the fonts are easy to read, but in a few places the use of fonts, italics, bold, long paragraphs, color, or busy background detracts and does not enhance readability.    The layout background and text complement each other and enable the content to be easily read. The fonts are easy to read and point size varies appropriately for headings and text.   The layout is visually pleasing and contributes to the overall message with appropriate use of headings, subheadings, and white space. Text is appropriate in length for the target audience and to the point. The background and colors enhance the readability of the text.    5.0 % Language Use and Audience Awareness (includes sentence construction, word choice, etc.)   Inappropriate word choice and lack of variety in language use are evident. Writer appears to be unaware of audience. Use of primer prose indicates writer either does not apply figures of speech or uses them inappropriately.   Some distracting inconsistencies in language choice (register) and/or word choice are present. The writer exhibits some lack of control in using figures of speech appropriately.    Language is appropriate to the targeted audience for the most part.   The writer is clearly aware of audience, uses a variety of appropriate vocabulary for the targeted audience, and uses figures of speech to communicate clearly.   The writer uses a variety of sentence constructions, figures of speech, and word choices in distinctive and creative ways that are appropriate to purpose, discipline, and scope.    5.0 % Mechanics of Writing (includes spelling, punctuation, grammar, language use)   Slide errors are pervasive enough that they impede communication of meaning.   Frequent and repetitive mechanical errors distract the reader.   Some mechanical errors or typos are present but are not overly distracting to the reader.   Slides are largely free of mechanical errors, although a few may be present.   The writer is clearly in control of standard, written academic English.    5.0 % Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)   Sources are not documented.   Documentation of sources is inconsistent and/or incorrect, as appropriate to assignment and style, with numerous formatting errors.   Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.   Sources are documented, as appropriate to assignment and style, and format is mostly correct.    Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.    100 % Total Weightage

Post should be at least 250 words required to use at least 2 peer-reviewed sources for post. Current APA formatting is required for all citations.

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Power is an individual’s ability to influence environments and people within environments. There are different methods in which leaders gain power, which can be highly organized and/or extremely multifaceted. With power, a leader may motivate a group by providing authority to enact change within an organization toward a directed goal. For some leaders, having a variety of ways to access power may produce greater effectiveness for the organization. Just as leaders may work hard to gain power, leaders also must work hard to use power appropriately in order to maintain it and avoid losing it within organizations.

For this Discussion, review this week’s Learning Resources and the case study “Organizational Power and Politics” on page 174 of Lussier & Achua (2015). Be sure to consider sources of power in your response.

An analysis of the sources of power that Helen has. What types of power is he using? What influencing tactics is Helen using during the meeting? Are negotiations and exchange tactics appropriate in this situation? Include in your Discussion sources of power and influencing tactics that relate to this case study.

Be sure to support your postings and responses with specific references to the current literature and Learning Resources

https://learn.liberty.edu/images/ci/icons/cmlink_generic.gifTopic: An accurate assessment is essential for effective   intervention: The ABC Model of Crisis Intervention.
It is often said that Psychology is the science of understanding human   behavior, and Counseling is the art of helping others understand their   behavior. A person’s response to a crisis situation is idiosyncratic—not all   people have the same response. The response is unique to the individual with   how they perceived their crisis situation. Two sisters can have completely   different responses to the loss of a brother in active duty while completing   a tour in a combat zone. It is the therapist’s responsibility to try to see   the crisis situation from the client’s perspective. Although this can be   challenging, the success of such a goal is largely influenced by an effective   assessment. The ABC Model (Kanel, 2015) identifies 3 areas of assessment that   are essential when completing an initial interview and providing ongoing   treatment/interventions. What are these 3 categories? Define each category.   Which category is the most important? You can only pick 1 and you must   support your argument with professional sources.
Post should be at least 250 words required to use at least 2 peer-reviewed sources for post. Current APA formatting is required for all citations.

Textbook Chp 3

Kanel, K. (2015). A guide to crisis intervention (5th ed.). New York, NY: Cengage Learning. ISBN: 9781285739908.

Provide an annotated bibliography (750-900 words total, excluding the reference notes) of the articles. Including the following for each article:

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UNIT 2

Annotations are descriptive and critical assessments of literature that help researchers to evaluate texts and determine relevancy in relation to a particular research project. Ultimately, they are a note-taking tool that fosters critical thinking, demonstrates understanding, and evaluates the source material for possible later use.  In this assignment, you will read and annotate three articles.

General Requirements:

· Locate the articles by Baker and Pifer (2011), Gardner (2009), and Smith and Hatmaker (2014) in the Course Materials for this topic.

· This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

· Doctoral learners are required to use APA style for their writing assignments. Review the GCU APA Style Guide for Writing located in the Student Success Center. Note: A title page is required for this assignment, but a reference page is not required since the references are included with the annotations.

· Refer to the resource, “Preparing Annotated Bibliographies” located in the Student Success Center, for additional guidance on completing this assignment in the appropriate style. Use “Sample APA Annotated Bibliography” example in this resource.

· You are required to submit this assignment to LopesWrite. Refer to the directions in the Student Success Center.

Directions:

Read the articles by Baker & Pifer (2011), Gardner (2009), and Smith & Hatmaker (2014). These articles and the persistent links to them are located in the Course Materials for Topic 2.

Provide an annotated bibliography (750-900 words total, excluding the reference notes) of the articles. Including the following for each article:

1. A reference note formatted according to APA style guidelines. The reference note is not included in the total word count.

2. An annotation (250-300 words) of the article. Annotations are descriptive and critical assessments of peer reviewed articles. Annotations summarize the key concepts and evaluate the article for its strengths and weaknesses. Why was the study conducted? What was the population studied? What did the researcher(s) conclude? What other information about this study do you believe is unique or important to recall? Are there specific statements made by the author you wish to retain?

What would social learning theorists predict about group behavior in the next session?

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You will be answering one of the four discussion questions following the scenario. To learn which question you have been assigned, check your in-course e-mail.

Mrs. Washington is conducting her weekly group counseling session for single young adults. Karen, a lonely young professional woman, talks about feeling abandoned by her boyfriend. The other group members listen patiently and respond empathically. The counselor allows Karen to talk at length, sensing Karen’s need to express herself and noting the group’s willingness to support her. Mrs. Washington reflects Karen’s feeling with concern and sensitivity.

  1. What would operant learning theory predict about Karen’s behavior in the next group session?
  2. Considering the need for successful resolution of a crisis at any stage of psychosocial development, how would Erikson’s developmental theory be applicable to the understanding of positive and negative outcomes for Karen at the stage of Intimacy verses Isolation?
  3. What would social learning theorists predict about group behavior in the next session?
  4. Describe how Multidimensional or Systems Views could be applied to solutions for Karen’s developmental concerns?

Response Guidelines

Each cohort partner should receive at least two critiques. If possible, respond to a cohort who was assigned a different question than you. If you open a post and it has been critiqued twice already, move on to another cohort partner who has not received two critiques. If all have received two critiques, more can be added.

Use the following critique guidelines:

  1. Evaluate the clarity of the theory that is being applied to the question.
  2. Assess the ability to apply theory to practice.
  3. Critique the structure and style of the written post.

 

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Question

 

  1. Considering the need for successful resolution of a crisis at any stage of psychosocial development, how would Erikson’s developmental theory be applicable to the understanding of positive and negative outcomes for Karen at the stage of Intimacy verses Isolation.