Discuss the “cognition versus biology” debate in the study of emotion.  Outline first the cognitive position and then the biological position.

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1.  People with a deliberative mindset are very good at thinking about what they need to do, whereas people who have developed an implemental mindset have the ability to narrow in on a specific goal or facets of a specific goal.  Considering an example from your own life, how might you develop a deliberative or implemental mindset to complement the mindset that you already use?

2.  What is your understanding of the difference between self-efficacy and ability?  Is there a difference?  Is the difference important? Give an original example to support your response.

3.  Imagine being a cognitively oriented therapist who has two clients. One client suffers from severe self-doubt about his capacity to cope successfully with the demands of college.  College is an overwhelming experience.  What strategies might you use to reverse his high doubt and replace it with high confidence?  The other client suffers from severe helplessness about her capacity to cope successfully with her boyfriend relationship.  Her boyfriend is unresponsive, and everything she tries to do to improve the relationship seems to fall on a deaf ear.  What strategies might you use to reverse her high helplessness and replace it with mastery motivation?

4.  Suppose you are a counselor at a summer camp for delinquent pre-teenage boys who lack any occupational aspirations and exhibit antisocial interaction styles.  You are having a meeting to brainstorm how to use the possible selves literature to provide these boys with an expanded view of their future selves.  Would this meeting be a good idea or a bad idea, and why? Include a discussion of the biological basis of antisocial behavior.

5.  In the following example, explain why the emotion of fear/terror rather than the physiological need for air is the primary motivator: A child puts a sweater on over his head, it gets stuck, and the child experiences a moment of air deprivation.  He then shows panic-like emotion and finally coping behavior. Differentiate between the emotional and biological aspects of the child’s reaction.

6.  Discuss the “cognition versus biology” debate in the study of emotion.  Outline first the cognitive position and then the biological position.  Discuss one possible, satisfying resolution to the cognition versus biology debate, using an original example to illustrate this resolution.

Explain, with as much visual information as possible, the client’s cognitive or behavioral symptoms based on your selected theoretical orientation.

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Week 5 – Interactive Assignment

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Psychoeducational Tool: The Client Handout

Prior to beginning work on this interactive assignment, please review Cases 18, 19, and 20 in Case Studies in Abnormal Psychology (Gorenstein & Comer 2015) and any relevant Instructor Guidance.

In practice, clinical and counseling psychologists utilize psychoeducational tools (e.g., bibliotherapy, client handouts, worksheets, etc.) to enhance the client’s knowledge about mental health issues, coping strategies, and resources.

For this interactive assignment, you will create a visually interesting client handout based on the case study chosen for the Psychiatric Diagnosis assignment in PSY645 and your Week Six Psychological Treatment Plan in this course. You must attach your client handout document to your initial post in the forum.

The client handout will include the following required elements.

Education: Explain, with as much visual information as possible, the client’s cognitive or behavioral symptoms based on your selected theoretical orientation. You may choose to create diagrams, figures, or charts to illustrate the relationship between the client’s cognitions, affect, and behavior.

Intervention: Create a self-help exercise (e.g., a dysfunctional thought record, meditation, deep breathing, guided imagery, muscle relaxation, thought stopping, etc.) to assist the client in monitoring or reducing maladaptive cognitions, affect, and/or behavior outside of therapeutic sessions. Include an explanation about how the handout could be useful in reducing the client’s symptoms. You may choose to visually represent this exercise with charts, scripts, steps, or other media.

Resources: Assess current trends in psychotherapy, and list complete APA reference entries for five sources that would help the client learn more about his or her presenting problem(s), early warning signs of relapse, and managing symptoms. Please include hyperlinks if such exist for your resources.

Guided Response: Review several of your colleagues’ posts and respond to at least two of your peers, including one response that covers a case different from the one you chose by 11:59 p.m. on Day 7 of the week. You are encouraged to post your required replies earlier in the week to promote more meaningful interactive discourse in this discussion.

Review your classmate’s handout and provide feedback regarding each component of the document. Provide an evaluation of your peer’s explanation of the client’s symptoms, and share an alternative explanation using a different theoretical orientation. Suggest ways in which the document might be improved, and include a rationale for all modifications. Recommend two bibliotherapy resources to supplement the handout.

Review several of your colleagues’ posts and respond to at least two of your peers by 11:59 p.m. on Day 7 of the week.

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Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Refer to the Discussion Forum Grading Rubric under the Settings icon above for guidance on how your discussion will be evaluated.

Solutions to Issues in Developmental Psychology

Prior to beginning work on this discussion, please read the required Baltes (1987) articles for this week.

For your initial post, choose one contemporary issue or problem related to developmental psychology that is prevalent in today’s news and research a minimum of one peer-reviewed article on this issue in the Ashford University Library. Evaluate the issue based on one of the theoretical perspectives (Freud’s Psychosexual Theory, Erikson’s Psychosocial Theory, Piaget’s Theory of Cognitive Development, etc.) that we have studied across this course. Explain how the theory provides a deeper understanding of the contemporary issue. Propose one well-developed solution to address the issue or problem.

Guided Response: Review several of your colleagues’ posts and respond to at least two of your peers by 11:59 p.m. on Day 7 of the week. You are encouraged to post your required replies earlier in the week to promote more meaningful and interactive discourse in this discussion.

Were there any contributions by your colleagues’ chosen theoretical perspective that were not included in his or her initial post? How might these contributions have provided more insight into the contemporary issue being considered? Critically examine the proposed solution and reconcile any discrepancies between your colleague’s perspective(s) and your own. Suggest a different solution than your colleague explaining the benefits. Continue to monitor the discussion forum until 5:00 p.m. MST on Day 7 of the week and respond to anyone who replies to your initial post.

What issues do you imagine will be most challenging for you as a counselor-in-training? Why? How might online resources play a role in helping you address the challenges? Respond to this after reflecting on the work you did in this unit related to Internet resources.

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Addressing Issues and Challenges in Counseling

Courseroom Discussions

Read the Discussion Participation Scoring Guide in the resources to learn how your instructor evaluates your discussion participation throughout this course. While discussions in the courseroom are often less formal than assignments, your instructor still expects to see solid thinking, clear writing, and appropriate credit given to the source of particular ideas that you use.

Addressing Issues and Challenges in Counseling

While you have only just begun your program, the readings in this unit have already provided you with perspectives about counseling as a field of study and practice. For your initial post in this discussion, consider what you have learned about counseling from the unit readings, especially the Kaplan and Gladding’s 2011 article, “A Vision for the Future of Counseling: The 20/20 Principles for Unifying and Strengthening the Profession,” and respond to the following questions:

  • What issues do you imagine will be most challenging for you as a counselor-in-training? Why?
  • How might online resources play a role in helping you address the challenges? Respond to this after reflecting on the work you did in this unit related to Internet resources.
  • How did you decide on the specialization that you chose? What others did you consider, and why? Respond to this after considering the different specializations addressed both in the Counseling Masters Research Guide and in the variety of professional associations in the counseling field.
  • How would you articulate at least two differences you have come to understand between counseling and social work and psychology, based on your review of Mellin, Hunt, and Nichols’s 2011 article, “Counselor Professional Identity: Findings and Implications for Counseling and Interprofessional Collaboration?” Why is it important to know the distinction?

 

Resources:

Historical Antecedents

There have been two historical antecedents to 20/20: A Vision for the Future ofCounseling. The first occurred in 1988. Three distinguished counselor educators ? Garry WaIz, George Gazda, and Bruce Shertzer ? were asked to speak about the future of counseling at the Association for Counselor Education and Supervision (ACES) conference held in St. Louis, Missouri. These remarks were subsequently published in a monograph titled Counseling Futures by the ERIC Clearinghouse on Counseling and Personnel Services (Walz, Gazda, & Shertzer, 1991).

Counseling Futures (Walz et al., 1991) reviewed the evolution of counseling and examined data regarding trends in counseling from 1980 through 1991. The monograph identified six major factors that were shaping counseling in the early 1990s: lack of funding for counseling research and program development; marketing forces; demographics; the acquisition and use of new knowledge; the proliferation of self-help resources available to the public; and computers and technology. WaIz et al. hypothesized that these six forces would have specific effects on the future of counseling. They postulated 12 mega trends for the 1990s:

1. Due to aging of the population, counselors would need to develop skills in counseling older adults.

2. Due to both insurance companies and clients wanting evidence that they are getting value for their money, the need for outcome research would intensify.

3. Due to the centrality of family in a client’s life, counselors would need to incorporate family counseling into their skill set.

4. Due to the increasing diversity of the United States, counselor education programs would need to recruit and attract a more multicultural student population.

5. Due to the increasing diversity of the United States, counselors would need to become committed to multiculturalism.

6. Due to strong evidence of effectiveness, peer counseling and client networking would increase.

7. Due to the fact that too few people know about the services counselors provide, a comprehensive and systematic national marketing campaign would be developed to impact the visibility of our profession.

8. Due to the possibilities offered by technology, counselors would make a major commitment to investigating the utilization of computers and technology in counseling.

9. Due to the rapid expansion of knowledge, counselors would be challenged to keep up with new skills and information.

10. Due to increased public scrutiny, counselors would face increasing pressure to act ethically and within legal boundaries.

11. Due to clients’ increasing desire for information and resources, counselors would need to focus on self-help techniques.

12. Due to the rise of special interest groups pursuing important social issues, counselors would need to develop advocacy skills.

The second antecedent to 20/20: A Vision for the Future of Counseling occurred 10 years after the Counseling Futures (WaIz et al., 1991) conference. At the impetus of Chi Sigma Iota (CSI), the honor society for the profession of counseling, representatives from ACA, the American College Counseling Association, the Association for Counselor Education and Supervision, the Association for Multicultural Counseling and Development, the American Mental Health Counselors Association, the American Rehabilitation Counseling Association, the American School Counselor Association, the International Association of Marriage and Family Counselors, the Council for Accreditation of Counseling and Related Educational Programs, CSI, ERICCASS, the National Board for Certified Counselors, and the North Carolina Counseling Association met for 3 days from May 27 to 29, 1998 (with a 2-day follow-up meeting on December 1 1 and 12, 1998, in Greensboro, North Carolina) to “share, discuss, and compare perceptions on a common vision for the advocacy of counselors and the services that they provide to others” (Chi Sigma Iota, n.d., p. 1). These Counselor Advocacy Leadership Conferences identified six critical themes for advancing advocacy for both clients and the counseling profession:

1. Counselor education graduate students should develop a clear identity as a professional counselor and take pride in this identity.

2. Associations representing professional counseling should work closely together to promote a common advocacy agenda.

3. Professional counselors should receive adequate compensation and be unrestricted in their ability to provide services within areas of competency.

4. Professional counseling should partner with sister professions on matters of mutual interest.

5. Professional counseling should promote rigorous research in the areas of client outcomes, counselor preparation, counselor employment, and public awareness; seek out research grants and contracts; and promote the use of research by clients, professionals, and legislators.

6. Professional counseling should advocate for optimal human development by promoting prevention and wellness.

The efforts of these two initiatives were taken into consideration as 20/20 began. In fact, the 20/20 project built on the foundation of the ACES and CSI conferences with the idea that it would take a longer sustained effort to move the profession of counseling forward.

Process

 

Oversight Committee

The seven individuals who met in Atlanta became the Oversight Committee and began to plan the process for 20/20: A Vision for the Future of Counseling. It was decided that all major organizational stakeholders in the counseling profession would be identified and invited to send a delegate. The word delegate was used deliberately as the 20/20 initiative was seen as analogous to the United Nations, where delegates from the systemwide community come together with the goal of promoting unity and the common good. The Oversight Committee also decided that its role would be limited to a focus on process and that the representatives from the counseling organizations would have full responsibility for content. In other words, this would be an organic process in which the delegates determined priorities, topics, and tasks and the Oversight Committee would then determine a method that would allow the delegates to accomplish their goals.

One of the earliest process decisions made by the Oversight Committee was that 20/20: A Vision for the Future of Counseling would utilize a consensus model. Consensus was defined as a minimum of 90% of delegates giving their approval to a concept. Any concept that did reach consensus would then be sent to the 30 participating organizations for their review and ? it was hoped ? organizational endorsement. The Oversight Committee made it clear to the participating entities that each organization had full autonomy to decide the manner in which they would review for endorsement any concept that emerged from the 20/20 delegates.

Throughout the life of 20/20: A Vision for the Future of Counseling, the core of die Oversight Committee has continued to consist of the presidential teams of AASCB and ACA, the two cosponsoring organizations. To date, the following 13 individuals have served as members of the Oversight Committee: Patricia Arredondo, Marcheta Evans, Sam Gladding, Charles Gagnon, Chris Greene, Lisa Jackson-Cherry, David Kaplan, Lynn Linde, Colleen Logan, Barry Mascari, Vilia Tarvydas, Marie Wakefield, and Jim Wilson.

AuthorAffiliation

David M. Kaplan, Department of Professional Affairs, American Counseling Association, Alexandria, Virginia; and Samuel T. Gladding, Department of Counseling, Wake Forest University. Correspondence concerning this article should be addressed to David M. Kaplan, Department of Professional Affairs, American Counseling Association, 5999 Stevenson Avenue, Alexandria, VA 22304 (e-mail: dkaplan@counseling.org).

DUE BY 5/11/16@5PM

It is a lot of informatiom in the resources, please use the author that is listed, (David M. Kaplan).

Please address all the questions that is listed.