Search for assessments on topics such as depression, suicide risk, and other topics. Find videos of assessments that correspond to these topics of interest.

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The Alexander Street Videos include many selections that cover specific issues, diagnoses, and treatments. Consider the population that you hope to work with as a counselor, such as at-risk youth, or people with anxiety. Use the Mental Measurements Yearbook (MMY) and the Alexander Street Videos (AVON in the Walden Library) to find out more about these topics and appropriate assessments.

To Prepare:

  • The Walden Library has licensed a collection of videos from publisher Alexander Street, which include many relevant to counseling and therapy. To access these videos:
    • Access the Walden Library and select Databases A-Z on the home page.
    • Then select Academic Video Online (AVON)
    • The next screen is the home page for Alexander Street Videos
  • Search for assessments on topics such as depression, suicide risk, and other topics. Find videos of assessments that correspond to these topics of interest.
  • As you review these videos, and through your search of the MMY, think about the population that you hope to work with as a counselor. Consider which assessments would be appropriate to use with this population.

Links:

Alexander Street–  https://alexanderstreet.com/page/streaming-video

Mental Measurements Yearbook– https://buros.org/tests-print

By Day 3 of Week 9

Post your reflection on how and why you chose the three particular assessments.  Also describe:

  • The population you hope to work with as a future counselor (Trauma Victims/Domestic violence victims)
  • Three assessments that you think you will use the most with your population
  • Explain why you would use these assessments

References are going to be the articles and videos found in the given links above (APA style)

a. Discuss how reformers Luther and Calvin view the church’s role      in government. b. Discuss what is Luther’s view of      government.  c. Discuss and Explain      what form of government Calvin deems the best. [12      Points]

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Questions may require 5 or more sentences to properly answer. It is suggested that you write only what you need to answer the question but if you find it assists you in explaining an answer, please write as much as you feel comfortable with to answer the question. Remember, you must use your own words in your response.

  1. a. Explain Jevon’s Marginal Utility AND b. how this effects economic      theory. [8 Points]
  2. Veblen was      anti-capitalist. a. Explain what he means by “conspicuous consumption” by the      wealthy class AND b. Explain why he was wrong with his      view of the wealthy class (what are positives the wealthy class provides      the economy?). [8 Points]
  3. Explain Fisher’s Quantity Theory of Money (You can use his      mathematical formula to assist you in explaining his theory). [4      Points]
  4. Mises disagreed with      Fisher’s conclusions, specifically in regards to how Fisher’s system for      Quantity Theory of Money functions and Fisher’s lack of understanding of      the business cycle. To help support      his views Mises drew upon three other economists. Bohm-Baewerk’s Capital Theory discusses      the structure of capital (money). Explain his Capital Theory in good      and poor economic times.  [4 Points]
  5. a. Explain how Keynes disagrees with Adam Smith’s Classical      System. b. Explain how Keynes would stimulate the economy. c.      Explain the reasoning why      Keynes believed his approach works to stimulate the economy. [12 Points]
  6. a, Explain Marx’s Labor Theory of Value. b. Explain Marx’s Theory of      Surplus Value. [8 Points]
  7. Discuss Aquinas’s view of government on the following topics:      what is the purpose of government? Who is qualified to govern? What form of government does Aquinas prefer? [4      Points]
  8. a. Discuss how reformers Luther and Calvin view the church’s role      in government. b. Discuss what is Luther’s view of      government.  c. Discuss and Explain      what form of government Calvin deems the best. [12      Points]
  9. Discuss Machiavelli’s view of the forms of government (the      purpose of government, who should rule, how should they rule, etc.) [4      Points]
  10. a. Explain what Hobbes means by a “Social Contract” and the      responsibilities of the populace and the responsibilities of the      sovereign. b. Discuss what the      populace must give the sovereign for the social contract to exist. [8      Points]
  11. a. Discuss what is Locke’s Labor Theory of Estate. b. Discuss how his Theory ties-in      with his view of the Social Contract. [8 Points]
  12. a. Discuss what Rouseau means by the General Will. b. Discuss      the forms of government Rouseau prefers. [8      Points]
  13. a. Discuss how Burke views a society’s history will effect how      a government develops and evolves. b. Discuss the form of government Burke advocates. [8      Points]
  14. In Marx’s view, Discuss what the government would      be like after capitalism falls as an economic system. [4      Points]

As you read the resources this week, what concepts seem especially relevant to you as a social worker? Are you able to identify any personal misunderstandings about the formation of gender identity?

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Gender identity—identifying oneself as male or female—is a critical component of an individual’s life-span development. Misconceptions and stereotypes abound with regard to gender, and you may bring personal misconceptions and stereotypes to your work with clients.

As you read the resources this week, what concepts seem especially relevant to you as a social worker? Are you able to identify any personal misunderstandings about the formation of gender identity? What strategies might you use to apply your new understanding to social work practice?

By Day 3

Post a Discussion that includes the following:

1. A new understanding you have gained in the resources about gender identity

2. An explanation of how individuals’ gender identity affects their development through young and middle adulthood

3. A strategy you might use to apply your understanding of gender identity development to social work practice

 

Required Readings

Brewster, M. E., & Moradi, B. (2010). Personal, relational and community aspects of bisexual identity in emerging, early and middle adult cohorts. Journal of Bisexuality, 10(4), 404–428.
Note: Retrieved from the Walden Library databases.

Burri, A., Cherkas, L., Spector, T., & Rahman, Q. (2011). Genetic and environmental influences on female sexual orientation, childhood gender typicality and adult gender identity. PloS ONE, 6(7), 1–8
Note: Retrieved from the Walden Library databases.

Maylor, E. A., Reimers, S., Choi, J., Collaer, M. L., Peters, M., & Silverman, I. (2007). Gender and sexual orientationdifferences in cognition across adulthood: Age is kinder to women than to men regardless of sexualorientation. Archives of Sexual Behavior, 36(2), 235–249.
Note: Retrieved from the Walden Library databases.

Nuttbrock, L. A., Bockting, W. O., Hwahng, S., Rosenblum, A., Mason, M., Macri, M., & Becker, J. (2009). Gender identity affirmation among male-to-female transgender persons: A life course analysis across types of relationships and cultural/lifestyle factors. Sexual & Relationship Therapy, 24(2), 108–125
Note: Retrieved from the Walden Library databases.

Pleak, R. R. (2009). Formation of transgender Identities in adolescence. Journal of Gay & Lesbian Mental Health, 13(4), 282–291.
Note: Retrieved from the Walden Library databases.

Rosario, M., Schrimshaw, E. W., & Hunter, J. (2011). Different patterns of sexual identity development over time: Implications for the psychological adjustment of lesbian, gay, and bisexual youths. Journal of Sex Research, 48(1), 3–15.
Note: Retrieved from the Walden Library databases.

Rose, S. M., & Zand, D. (2002). Lesbian dating and courtship from young adulthood to midlife. Journal of Lesbian Studies, 6(1), 85–109.
Note: Retrieved from the Walden Library databases.

Optional Resources

Use the link below to access the MSW home page, which provides resources for your social work program.
MSW home page

Based on your couple/family theory, develop a primary intervention program for an area of need in your community or professional area of interest (include the purpose of the program, client population, and four major characteristics of the program that would contribute to its effectiveness)

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Please no plagiarism please and make sure you are able to access all resource on your own before you bid. I need this completed by 11/04/17 at 6pm.

For the Final Project, you will apply the information learned in this course. The Final Project consists of a research paper on a practice within human services (e.g., evidence-based practices, drug treatment practices, use of technologies, and medical models) related to your area of interest. The practice you select should be relevant in the human services field today.

 

For your Final Project, you will write a 12–15 page theory paper articulating your couple/family theoretical orientation.

Your paper must include the following elements that evolve from your personal theoretical orientation:

  • The basic view of human nature as seen through your theoretical lens
  • Key factors that account for changes in behavior
  • An explanation of how intervention strategies are designed within this theoretical orientation
  • An explanation of how your theory conceptualizes mental health
  • Key factors that contribute to healthy family/couple relationships
  • A description of the counseling process within this theoretical orientation (include the key goals of marriage, couple, and family counseling)
  • The techniques used across the counseling process
  • The nature of the counselor-client relationship and its relative importance
  • The role of the marriage, couple, and family counselor
  • An explanation of the relationship between your individual theory and your couple/family theory (include ways in which your individual theory and your couple/family theory are congruent)
  • An explanation of the particular techniques and procedures of your approach (note specific populations or client issues best suited for this approach, as well as those least suited for this approach)
  • Based on your couple/family theory, develop a primary intervention program for an area of need in your community or professional area of interest (include the purpose of the program, client population, and four major characteristics of the program that would contribute to its effectiveness)

Your Final Project will be graded on a 20-point scale and is worth 30% of your final grade.

 

Learning Resources

Required Resources

Readings

  • Article: Kaslow, F., & Patterson, T. (2006). Relational diagnosis: A retrospective synopsis. Contemporary Family Therapy: An International Journal, 28(3), 269–284.
    Retrieved from the Walden Library databases.
  • Article: Lebow, J., & Gordon, K. C. (2006). You cannot choose what is not on the menu–Obstacles to and reasons for the inclusion of relational processes in the DSM-V: Comment on the special section. Journal of Family Counseling, 20(3), 432–437.
    Retrieved from the Walden Library databases.
  • Article: Sim, T. (2007). Structural family therapy in adolescent drug abuse: A Hong Kong Chinese family. Clinical Case Studies, 6(1), 79–99. Retrieved from the Walden Library databases.
  • Course Text: Gurman, A. S., Lebow, J. L., & Snyder, D.  (2015). Clinical handbook of couple therapy (5th ed.). New York, NY: Guilford Press.
    • Chapter 23, “Couple Therapy and the Treatment of Borderline Personality and Related Disorders”
    • Chapter 25, “Couple Therapy and Medical Issues”
  • Article: Aymer, S. R. (2010). Intimate partner abuse: A case study involving a father and a son. Clinical Case Studies, 9(1), 3–17.Retrieved from the Walden Library databases.
  • Article: Martin, C., Southall, A., Liveley, K., Shea, E., & Whitehead, K. (2009). Multisystemic therapy applied to the assessment and treatment of poorly controlled Type-1 Diabetes: A case study in the U.K. National Health Service. Clinical Case Studies, 8(5), 366–382. Retrieved from the Walden Library databases.
  • Article: Rosenfield, B. M., Ramsay, J. R., & Rostain, A. L. (2008). Extreme makeover: The case of a young adult man with severe ADHD. Clinical Case Studies, 7(6), 471–490. Retrieved from the Walden Library databases.
  • Article: Haggan, P. S. (1998). Counseling adult children of aging parents. Educational Gerontology, 24(4), 333. Retrieved from the Walden Library databases.
  • Article: Lara, T., & Kindsvatter, A. (2010). A structural approach to assisting families recovering from job loss. The Family Journal, 18(4), 344–348. Retrieved from the Walden Library databases.
  • Article: McBride, J., & Simms, S. (2001). Death in the family: Adapting a family systems framework to the grief process. American Journal of Family Therapy, 29(1), 59–73. Retrieved from the Walden Library databases.
  • Course Text: Gurman, A. S., Lebow, J. L., & Snyder, D.  (2015). Clinical handbook of couple therapy (5th ed.). New York, NY: Guilford Press.
    • Chapter 15, “Couple Therapy and the Treatment of Affairs”
    • Chapter 16, “Separation and Divorce Issues in Couple Therapy
  • Article: Gibson, D. M. (2008). Relationship betrayal and the influence of religious beliefs: A case illustration of couples counseling. The Family Journal, 16(4), 344–350. Retrieved from the Walden Library databases.
  • Article: Gordon, K. C., Baucom, D. H., & Snyder, D. K. (2004). An integrative intervention for promoting recovery from extramarital affairs. Journal of Marital and Family Therapy, 30(2), 213–31. Retrieved from the Walden Library databases.
  • Article: Murray, C. E., Kardatzke, K. N. (2009). Addressing the needs of adult children of divorce in premarital counseling: Research-based guidelines for practice. The Family Journal, 17(2), 126–133.Retrieved from the Walden Library databases.
  • Article: Bond, L. A., & Carmola-Hauf, A. M. (2004). Taking stock and putting stock in primary prevention: Characteristics of effective programs. The Journal of Primary Prevention, 24(3), 199–221.
    Retrieved from the Walden Library databases.
  • Article: Kumpfer, K. L., Alvarado, R., Smith, P., & Bellamy, N. (2002). Cultural sensitivity and adaptation in family-based prevention interventions. Prevention Science, 3(3), 241–246.
    Retrieved from the Walden Library databases.
  • Article: Larson, J. (2007). Couple enrichment approaches. Journal of Couple & Relationship Therapy, 6(1/2), 197–206.
    Retrieved from the Walden Library databases.
  • Article: Stith, S., Pruitt, I., Dees, J., Fronce, M., Green, N. Som, A., & Linkh, D. (2006). Implementing community-based prevention programming: A review of the literature. The Journal of Primary Prevention, 27(6), 599–617.
    Retrieved from the Walden Library databases.
  • Course Text: Gurman, A. S., Lebow, J. L.., & Snyder, D.  (2015). Clinical handbook of couple therapy (5th ed.). New York, NY: Guilford Press.
    • Chapter 2, “Cognitive-Behavioral Couple Therapy”
    • Chapter 5, “Gottman Method Couple Therapy”
  • Course Text: Theory-Based Treatment Planning for Marriage and Family Therapists
    • Chapter 10, “Solution-Focused Therapy”
    • Chapter 11, “Narrative Therapy”
  • Article: Beyebach, M., & Morejon, A. R. (1999). Some thoughts on integration in solution-focused therapy. Journal of Systemic Therapies, 18(1), 24–42. Retrieved from the Walden Library databases.
  • Article: Robbins, J. M., & Pehrsson, D. (2009). Anorexia nervosa: A synthesis of poetic and narrative therapies in the outpatient treatment of young adult women. Journal of Creativity in Mental Health, 4(1), 42–56. Retrieved from the Walden Library databases.
  • Course Text: Gurman, A. S., Lebow, J. L., & Snyder, D.  (2015). Clinical handbook of couple therapy (5th ed.). New York, NY: Guilford Press.
    • Chapter 2, “Cognitive-Behavioral Couple Therapy”
    • Chapter 5, “Gottman Method Couple Therapy”
  • Course Text: Theory-Based Treatment Planning for Marriage and Family Therapists
    • Chapter 9, “Cognitive-Behavioral Therapy”
  • Article: Driver, J. L., & Gottman, J. M. (2004). Daily marital interactions and positive affect during marital conflict among newlywed couples. Family Process, 43(3), 301–314. Retrieved from the Walden Library databases.
  • Article: Gottman, J. M., & Driver, J. L. (2005). Dysfunctional marital conflict and everyday marital interaction. Journal of Divorce & Remarriage, 43(3/4), 63–77. Retrieved from the Walden Library databases.
  • Article: Smith, G. B., & Schwebel, A. I. (1995). Using a cognitive-behavioral family model in conjunction with systems and behavioral family therapy models. American Journal of FamilyTherapy, 23(3), 203–212. Retrieved from the Walden Library databases.
  • Book: Bitter, J. R., Long, L. L., & Young, M.E. (2010). Introduction to marriage, couple, and family counseling. Mason, OH: Cengage.
    • Chapter 13, “Cognitive-Behavioral Family Therapy”
  • Book: Gottman, J. M., & Silver, N. (1999). The seven principles for making marriage work. New York, NY: Three Rivers Press.
  • Book: Gottman, J. S. (Ed.). (2004). The marriage clinic casebook. New York, NY: W. W. Norton & Co.
  • Course Text: Theory-Based Treatment Planning for Marriage and Family Therapists
    • Chapter 6, “Satir’s Communications Approach”
  • Course Text: Gurman, A. S., Lebow, J. L., & Snyder, D. (2015). Clinical handbook of couple therapy (5th ed.). New York, NY: Guilford Press.
    • Chapter 4, “Emotionally Focused Couple Therapy”
  • Article: Greenberg, L. S., & Warwar, S. H. (2006). Homework in an emotion-focused approach to experiential therapy. Journal of Psychotherapy Integration, 16(2), 178–200. Retrieved from the Walden Library databases.
  • Article: Pascual-Leone, A., & Greenberg, L. S. (2007). Emotional processing in experiential therapy: Why “the only way out is through.” Journal of Consulting and Clinical Psychology, 75(6), 875–887. Retrieved from the Walden Library databases.
  • Course Text: Gehart, D. R., & Tuttle, A. R. (2003). Theory-based treatment planning for marriage and family therapists. Belmont, CA: Brooks/Cole.
    • Chapter 1, “Treatment Planning”
    • Chapter 2, “Structural Family Therapy”
    • Chapter 8, “Intergenerational Family Therapy”
  • Course Text: Gurman, A. S., Lebow, J. L., & Snyder, D. (2015). Clinical handbook of couple therapy (5th ed.). New York, NY: Guilford Press.
    • Chapter 9, “Bowen Family Systems Couple Therapy”
    • Chapter 13, “Structural Couple Therapy”
  • Article: Brown, N. D., & Samis, M. C. (1986). The application of structural family therapy in developing the binuclear family. Mediation Quarterly, (14/15), 51–69. Retrieved from the Walden Library databases.
  • Article: Farmer, C., & Geller, M. (2005). The integration of psychodrama with Bowen’s theories in couples therapy. Journal of Group Psychotherapy, Psychodrama & Sociometry, 58(2), 70–85. Retrieved from the Walden Library databases.
  • Article: Larson, J. H., & Wilson, S. M. (1998). Family of origin influences on young adult career decision problems: A test of Bowenian theory. American Journal of Family Therapy, 26(1), 39–53. Retrieved from the Walden Library databases.