How can multicultural competence be an ethical issue as it relates to professional standards regarding competence to practice? Present three examples of how a counselor’s lack of cultural awareness could affect the quality and outcomes of counseling. What steps could be taken to ensure that counseling a client is both culturally competent and ethical? Cite a multicultural-related code from the ACA or NAADAC codes of ethics.
This discussion question meets the following NASAC Standards:
20) Understand the addiction professional’s obligation to adhere to generally accepted ethical and behavioral standards of conduct in the helping relationship.
21) Understand the importance of ongoing supervision and continuing education in the delivery of client services.
35) Seek appropriate supervision and consultation.
66) Demonstrate respect and nonjudgmental attitudes toward the client in all contacts with other professionals or agencies.
116) Demonstrate ethical behaviors by adhering to established professional codes of ethics that define the professional context within which the counselor works, in order to maintain professional standards and safeguard the client.
120) Utilize a range of supervisory options to process personal feelings and concerns about clients.
121) Conduct culturally appropriate self-evaluations of professional performance, applying ethical, legal, and professional standards to enhance self-awareness and performance.
122) Obtain appropriate continuing professional education.
123) Assess and participate in regular supervision and consultation sessions.
124) Develop and utilize strategies to maintain physical and mental health.
Discussion 2
Describe in detail situations in which referring your client to a different counselor and/or agency should be considered. If referral is not an option, what ethical alternatives could you identify to continue to work with this client? Include references to the ACA and/or NAADAC code of ethics to support your response.
This discussion question meets the following NASAC Standards:
20) Understand the addiction professional’s obligation to adhere to generally accepted ethical and behavioral standards of conduct in the helping relationship.
21) Understand the importance of ongoing supervision and continuing education in the delivery of client services.
35) Seek appropriate supervision and consultation.
66) Demonstrate respect and nonjudgmental attitudes toward the client in all contacts with other professionals or agencies.
116) Demonstrate ethical behaviors by adhering to established professional codes of ethics that define the professional context within which the counselor works, in order to maintain professional standards and safeguard the client.
120) Utilize a range of supervisory options to process personal feelings and concerns about clients.
121) Conduct culturally appropriate self-evaluations of professional performance, applying ethical, legal, and professional standards to enhance self-awareness and performance.
122) Obtain appropriate continuing professional education.
123) Assess and participate in regular supervision and consultation sessions.
124) Develop and utilize strategies to maintain physical and mental health.
00adminadmin2021-11-02 04:09:522021-11-02 04:09:52Describe in detail situations in which referring your client to a different counselor and/or agency should be considered. If referral is not an option, what ethical alternatives could you identify to continue to work with this client?
Textbook, pages 253-256 (LO 6.16: Parenting Styles):
Parenting
Parents are a key part of children’s lives everywhere, but how parents view their role and their approaches to discipline and punishment vary widely. First, we look at an influential model of parenting “styles” based on American parenting, then we look at views of parenting based in other cultures.
Parenting “Styles”
LO 6.16 Specify the four types of parenting “styles” and identify the cultural limitations of this model.
Have you heard the joke about the man who, before he had any children, had five theories about how they should be raised? Ten years later he had five children and no theories.
Well, jokes aside, most parents do have ideas about how best to raise children, even after they have had children for awhile (Harkness et al., 2015; Tamis-LeMonda et al., 2008). In research, the investigation of this topic has often involved the study of parenting styles; that is, the practices that parents exhibit in relation to their children and their beliefs about those practices. This research originated in the United States and has involved mainly American children and their parents, although it has now been applied in some other countries as well.
Four Parenting Styles
For over 50 years, American scholars have engaged in research on parenting styles, and the results have been quite consistent (Bornstein & Bradley, 2014; Collins & Laursen, 2004; Maccoby & Martin, 1983). Virtually all prominent scholarship on parenting has described it in terms of two dimensions: demandingness and responsiveness (also known by other terms such as control and warmth). Parental demandingness is the degree to which parents set down rules and expectations for behavior and require their children to comply with them. Parental responsiveness is the degree to which parents are sensitive to their children’s needs and express love, warmth, and concern.
Various scholars have combined these two dimensions to describe different kinds of parenting styles. For many years, the best known and most widely used conception of parenting styles was the one articulated by Diana Baumrind (1968, 1971, 1991). Her research on middle-class White American families, along with the research of other scholars inspired by her ideas, has identified four distinct parenting styles (Collins & Laursen, 2004; Maccoby & Martin, 1983; Pinquart, 2017; Steinberg, 2000).
Authoritative parents are high in demandingness and high in responsiveness. They set clear rules and expectations for their children. Furthermore, they make clear what the consequences will be if their children do not comply, and they make those consequences stick if necessary. However, authoritative parents do not simply “lay down the law” and then enforce it rigidly. A distinctive feature of authoritative parents is that they explain the reasons for their rules and expectations to their children, and they willingly engage in discussion with their children over issues of discipline, sometimes leading to negotiation and compromise. For example, a child who wants to eat a whole bag of candy would not simply be told “No!” by an authoritative parent but something like, “No, it wouldn’t be healthy and it would be bad for your teeth.” Authoritative parents are also loving and warm toward their children, and they respond to what their children need and desire.
Authoritarian parents are high in demandingness but low in responsiveness. They require obedience from their children, and they punish disobedience without compromise. None of the verbal give-and-take common with authoritative parents is allowed by authoritarian parents. They expect their commands to be followed without dispute or dissent. To continue with the candy example, the authoritarian parent would respond to the child’s request for a bag of candy simply by saying “No!” with no explanation. Also, authoritarian parents show little in the way of love or warmth toward their children. Their demandingness takes place without responsiveness, in a way that shows little emotional attachment and may even be hostile.
Permissive parents are low in demandingness and high in responsiveness. They have few clear expectations for their children’s behavior, and they rarely discipline them. Instead, their emphasis is on responsiveness. They believe that children need love that is truly “unconditional.” They may see discipline and control as having the potential to damage their children’s healthy tendencies for developing creativity and expressing themselves however they wish. They provide their children with love and warmth and give them a great deal of freedom to do as they please.
Disengaged parents are low in both demandingness and responsiveness. Their goal may be to minimize the amount of time and emotion they devote to parenting. Thus, they require little of their children and rarely bother to correct their behavior or place clear limits on what they are allowed to do. They also express little in the way of love or concern for their children. They may seem to have little emotional attachment to them. Table 6.1 provides a summary of the four styles of parenting.
The Effects of Parenting Styles on Children
A great deal of research has been conducted on how parenting styles influence children’s development. In general, authoritative parenting is associated with the most favorable outcomes, at least by American standards. Children who have authoritative parents tend to be independent, self-assured, creative, and socially skilled (Baumrind, 1991; Collins & Laursen, 2004; Steinberg, 2000; Williams et al., 2009). They also tend to do well in school and to get along well with their peers and with adults (Hastings et al., 2007; Spera, 2005). Authoritative parenting helps children develop characteristics such as empathy, optimism and self-regulation that in turn have positive effects on a wide range of behaviors (Jackson et al., 2005; O’Reilly & Peterson, 2014; Purdie et al., 2004).
All the other parenting styles are associated with some negative outcomes, although the type of negative outcome varies depending on the specific parenting style (Baumrind, 1991; Pinquart, 2017). Children with authoritarian parents tend to be less self-assured, less creative, and less socially adept than other children. Boys with authoritarian parents are more often aggressive and unruly, whereas girls are more often anxious and unhappy (Bornstein & Bradley, 2014; Russell et al., 2003). Children with permissive parents tend to be immature and lack self-control. Because they lack self-control, they have difficulty getting along with peers and teachers (Linver et al., 2002). Children with disengaged parents tend to be impulsive. Partly as a consequence of their impulsiveness, and partly because disengaged parents do little to monitor their activities, children with disengaged parents tend to have higher rates of behavior problems (Pelaez et al., 2008). Table 6.2 provides a summary of the different child behaviors associated with each of the four styles of parenting.
A More Complex Picture of Parenting Effects
Although parents undoubtedly affect their children profoundly by their parenting, the process is not nearly as simple as the cause-and-effect model just described. Sometimes discussions of parenting make it sound as though Parenting Style A automatically and inevitably produces Child Type X. However, enough research has taken place by now to indicate that the relationship between parenting styles and children’s development is considerably more complex than that (Bornstein & Bradley, 2014; Lamb & Lewis, 2005; Parke & Buriel, 2006; Pinquart, 2017). Not only are children affected by their parents, but parents are affected by their children. This principle is referred to by scholars as reciprocal or bidirectional effects between parents and children (Combs-Ronto et al., 2009).How does the idea of reciprocal effects complicate claims of the effects of parenting styles?
Recall our discussion of evocative genotype → environment effects in Chapter 2. Children are not like billiard balls that head predictably in the direction they are propelled. They bring personalities and desires of their own to the parent–child relationship. Thus, children may evoke certain behaviors from their parents. An especially aggressive child may evoke authoritarian parenting; perhaps the parents find that authoritative explanations of the rules are simply ignored, and their responsiveness diminishes as a result of the child’s repeated disobedience and disruptiveness. An especially mild-tempered child may evoke permissive parenting, because parents may see no point in setting specific rules for a child who has no inclination to do anything wrong anyway.
Does this research discredit the claim that parenting styles influence children? No, but it does modify it. Parents certainly have beliefs about what is best for their children, and they try to express those beliefs through their parenting behavior (Alwin, 1988; Harkness et al., 2015; Way et al., 2007). However, parents’ actual behavior is affected not only by what they believe is best but also by how their children behave toward them and respond to their parenting (Knafo-Noam et al., 2019). Being an authoritative parent is easier if your child responds to your demandingness and responsiveness with compliance and love, and not so easy if your love is rejected and your rules and the reasons you provide for them are rejected. Parents whose efforts to persuade their children through reasoning and discussion fall on deaf ears may be tempted either to demand compliance (and become more authoritarian) or to give up trying (and become permissive or disengaged).
Parenting Styles Worldwide
So far we have looked at the parenting styles research based mainly on White middle-class American families. What does research worldwide indicate about parenting and its effects in early childhood?
One important observation is the rarity of the authoritative parenting style (Bornstein & Bradley, 2014; Harkness et al., 2015). Remember, a distinctive feature of authoritative parents is that they do not rely on the authority of the parental role to ensure that children comply with their commands and instructions. They do not simply declare the rules and expect to be obeyed. On the contrary, authoritative parents explain the reasons for what they want children to do and engage in discussion over the guidelines for their children’s behavior (Baumrind, 1971, 1991; Steinberg & Levine, 1997).
Outside of the West, however, this is an extremely rare way of parenting. In traditional cultures, parents expect their authority to be obeyed, without question and without requiring an explanation (LeVine et al., 2008; LeVine & LeVine, 2016). This is true in nearly all developing countries as well as developed countries outside the West, most notably Asian countries such as Japan and South Korea (Tseng, 2004; Zhang & Fuligni, 2006). Asian cultures have a tradition of filial piety, meaning that children are expected to respect, obey, and revere their parents throughout life (Lieber et al., 2004; Lum et al., 2016). The role of parent carries greater inherent authority than it does in the West. Parents are not supposed to provide reasons why they should be respected and obeyed. The simple fact that they are parents and their children are children is viewed as sufficient justification for their authority.
In Latin American cultures, too, the authority of parents is viewed as paramount. The Latino cultural belief system places a premium on the idea of respeto, which emphasizes respect for and obedience to parents and elders, especially the father (Cabrera & Garcia Coll, 2004; Espinoza-Hernández et al., 2017). The role of the parent is considered to be enough to command authority, without requiring that the parents explain their rules to their children. Another pillar of Latino cultural beliefs is familismo, which emphasizes the love, closeness, and mutual obligations of Latino family life (Halgunseth et al., 2006).
Does this mean that the typical parenting style in non-Western cultures is authoritarian? No, although scholars have sometimes come to this erroneous conclusion. It would be more accurate to state that the parenting-styles model is a cultural model, rooted in the American majority culture, and does not apply well to most other cultures. Of course, children everywhere need to have parents or other caregivers provide care for them in early childhood and beyond, and across cultures parents provide some combination of warmth and control. However, “responsiveness” is a distinctly American kind of warmth, emphasizing praise and physical affection, and “demandingness” is a distinctly American kind of control, emphasizing explanation and negotiation rather than the assertion of parental authority. Other cultures have their own culturally based forms of warmth and control, but across cultures, warmth rarely takes the American form of praise, and control rarely takes the American form of explanation and negotiation (Harkness et al., 2015; Matsumoto & Yoo, 2006; Miller, 2004; Wang & Tamis-LeMonda, 2003).
Even within American society, the authoritative style is mainly dominant among White, middle-class families (Bornstein & Bradley, 2014). Most American minority cultures, including African Americans, Asian Americans, and Latinos, have been classified by researchers as “authoritarian,” but this is inaccurate and results from applying to them a model that was based on the White majority culture (Chao & Tseng, 2002). Each minority culture has its own distinctive form of warmth, but all tend to emphasize obeying parental authority rather than encouraging explanation and negotiation. Hence the White, middle class, American model of parenting styles cannot really be applied to them.
Within cultures, parenting varies depending on the personalities of the parents, their goals for their children, and the characteristics of the children that evoke particular parenting responses. Overall, however, the dominant approach to parenting in a culture reflects certain things about underlying cultural beliefs, such as the value of interdependence versus independence and the status of parental authority over children (Giles-Sims & Lockhart, 2005; Harkness et al., 2015; Hulei et al., 2006). The cultural context of parenting is so crucial that what looks like the same parental behavior in two different cultures can have two very different effects, as we will see in the next section.
00adminadmin2021-11-02 04:05:452021-11-02 04:05:45What does research worldwide indicate about parenting and its effects in early childhood?
For our Week 7 Assignment/Capstone project, from our discussions these past weeks describe your psychology career choice, e.g. clinical psychologist, school psychologist, psychology professor, research psychologist in a university hospital, etc. and respond to the questions below based on what you have learned about that job from your research in class. Imagine you have just completed your first year in your first job with any one of the career fields we have covered.
In a twenty slide PowerPoint presentation (not including title or Reference slide), please address the following:
1. Discuss your goals and expectations for your first year in this career field.
2. What is the focus of your interaction with your clients?
3. Explain a typical day in this future career.
4. What is most rewarding about this first year? Why?
5. What conflicts in your career do you believe you will encounter in this first year? How will these conflicts be resolved? (Be elaborative. A great rule to remember is “who, what, where, when, how”).
6. What is your annual salary and has it met your expectations? Why or why not?
7. What part of your education has benefitted you the most in achieving this career?
8. What type of continuing education are you required to complete to maintain credentials/expertise and grow in this career choice?
Your presentation should include a title slide, Body of presentation, including in text citations, NOTES, Conclusion/Summary, Reference slide (at least three academic references), per APA.
IMPORTANT: You MUST utilize the Note portion of the PowerPoint. Each slide should have at least one substantive paragraph, e.g. five- seven sentences regarding what you have highlighted on the slides. The Note portion is worth a significant amount of points for this assignment.
The following site may be very helpful in providing a refresher on how to prepare an APA formatted PowerPoint presentation:https://owl.english.purdue.edu/owl/resource/686/01/
Please submit this assignment as a .pptx file to our Week 7 Assignment link
Bottom of Form
Component
Excellent
Satisfactory
Needs Improvement
Unsatisfactory
Points Earned
PowerPoint
presentation: minimum 20 slides, detailing and describing one career choice from those we have studied Weeks 1 – 6.
The Note portion of the presentation is substantively utilized.
160 Points Possible
Student clearly discusses goals, expectations for first year in career field, including interaction with clients, typical day in career, most rewarding aspect of first year, conflicts, salary, education content, CE requirements. Student discusses thoroughly and coherently, using Note portion of the presentation.
Highlights and graphics of slides are excellent.
Student provides a mostly accurate discussion toward content requirements.
Note portion is utilized.
Highlights and graphics on slides are adequate.
Student provides a marginal discussion of content components.
Sufficient details within note portion are lacking.
Highlights and graphics utilized on slides lacking in creativity and substance.
Does not clearly discuss content components.
Note portion is not utilized.
Highlights and graphics subpar for presentation purposes.
Conclusion/
Summary
The Note portion of the presentation is substantively utilized.
80 Points Possible
Student provides a clear and substantive summary of content components.
The bulk of the information is written within Note portion.
Student provides some understanding and knowledge in content components.
Note portion sufficiently utilized.
Student provides a marginal understanding and knowledge in summary. Sufficient details and supporting evidence are lacking.
Note portion is not sufficient.
Does not clearly apply knowledge or offer any supporting evidence.
Note portion
not utilized.
Usage of Academic, Scholarly Sources
20 Points Possible
Student clearly paraphrases from at least three scholarly, academic sources and cites them according to APA Style on the References Slide.
Student paraphrases from three scholarly, academic sources. Direct quotations may be used in place of paraphrasing or there may be citation/formatting errors.
Student paraphrases from less than three scholarly, academic sources. Many direct quotations are used or citation style is mostly inaccurate.
Student uses only sources from the popular web (e.g., Wikipedia, WebMD, etc.) does not include a References slide.
Overall Presentation of material (Flow, Clarity, Professional Appearance of Final Product, Use of Proper Grammar/Spelling to convey thoughts)
20 Points Possible
Submission is clear and coherent, flows well, and has a professional appearance. Few, if any, errors in grammar/spelling are made (for written entries) or in spoken English (for video entries).
Submission is understandable, but flow may be stilted or meaning unclear in spots. Some written or spoken grammatical errors are evident. Submission appears “amateurish” in spots.
Submission seems choppy or difficult to understand. Submission appears mostly amateurish or unprofessional. Many errors in grammar/spelling in evident.
Submission appears largely unprofessional, messy, and contains numerous grammar/spelling errors.
Before we start to consolidate and review information we discussed, in the previous six (6) weeks, I wanted to discuss an additional topic. School psychology is a highly relevant subspecialty considering the challenges facing students, teachers, parents and school administrators today. The training, expertise, and specialized training provided by school psychologists is instrumental in addressing the challenges to result in the best and most effective outcomes. Historically, the school counselor dealt with the problems and issues of the students. When school counseling was initiated in the early 20th century; however, many of the complex issues experienced by today’s students such as bullying, homelessness, and fragmented families, were rare (Bain, 2012). The complexity of today’s challenges, within school systems, requires collaboration between school counselors and school psychologists to increase favorable outcomes (Zambrano, Villarreal-Castro, & Sullivan, 2012).
Let’s start by discussing what school psychology is and what is needed to become a school psychologist. School psychology is very different from other specializations in psychology. The areas of interest for school psychologists are children, adolescents, and students, along with the education processes. School psychologists are trained in both psychology and education. The primary goal of the school psychologist is to assist students to maximize their education and the academic experience. Their range of interest encompasses not solely academics, but also includes the social, behavioral, emotional, and personal factors, which affect students and their families.
The school systems today are operating with a higher level of accountability. At a time when resources are limited, the school system must meet the needs of the increasing number of their students experiencing academic and mental challenges (Zambrano et al., 2012). An approach to delivering the services to students has been developed called Response to Intervention (RTI), involving both the school counselor and school psychologist (Zambrano et al., 2012).
The collaboration of the school counselor and school psychologist, using RTI, maximizes outcomes and is multifaceted. There is less duplicating of services by counselors and psychologists when they work together. Because of their collaboration, early intervention and prevention actions can be implemented. Because of the professional collaboration, the RTI approach can be implemented and used to the student’s advantage within the school system. Initiating the RTI approach allows school counselors and school psychologists to learn from each other. Lastly, students in graduate programs for school counseling and school psychology become familiar with the common areas of their training (Zambrano et al., 2012).
School psychology has some overlap with clinical and counseling psychology, regarding the tasks and job responsibilities. Consistent with their title and credential as a school psychologist, most of their time, attention, and expertise are centered on schools. They may also be employees at clinics, such as those based in the community, medical centers, prisons, juvenile detention centers, universities, or in private practice (Kuther & Morgan, 2013).
When considering society today and the many issues and situations confronting students, their families, and school systems, the need for school psychologists is evident. The assessments and treatment they provide to students, especially in the kindergarten to 12th (K-12) setting is priceless. Children enter the school system with multiple concerns, which the teachers and school administrators have neither the time nor training to address. Some of the issues and challenges dealt with by school psychologists are psychological, developmental, family structure, and school related, which the school counselor lacks the education, training, and expertise to effectively address.
A review of several challenges for students today clearly highlights the need for school psychologists. A major problem in schools is creating a safe and positive atmosphere in the schools, which will facilitate learning and academic growth. In this regard, school psychologists can work to decrease or prevent bullying, aid the victims of bullying and the perpetrator. Oftentimes, the parents or parent need guidance in how to assist their child, who is involved in school bullying. School psychologists are outstanding advocates for improving and strengthening the relationship between the school and families of the students.
Research has demonstrated bullying is associated with aggression. Schools endeavor to maintain a violence-free environment and preventing bullying is an integral aspect of their objective. The results of bullying to the victim can directly impact their school performance. Bullying is responsible for reduced levels of emotional/psychological well-being, inability to make social adjustments, psychological issues, and physical/medical problems (Jacobsen & Bauman, 2007). The behavior is considered bullying when the following aspects are present: the intention is to inflict harm, repeated behavior, and a clear difference in power between the bully and their victim (Jacobsen & Bauman, 2007).
The services and assistance provided to families become especially important when they have children with special needs or developmental delays. School psychologists can help the family understand their child’s challenges and guide the parents or parent through the specialized education procedures. They are also instrumental in ensuring the family is in touch with services provided by the community. The need for assistance provided by school psychologists increases when considering the number of single parent homes and divorce rates.
In addition to direct contact with students, teachers, families, and school administrators, School psychologists spend time researching and creating developmental programs in schools’ settings. They evaluate the effectiveness of their services and treatments and how to successfully implement educational changes and restructuring (Kuther & Morgan, 2013). The salaries for school psychologists in primary and secondary schools are comparable to counseling and clinical Psychologists. In 2008, the median salary was $65,710 (Bureau of Labor Statistics, 2010).
Now, let’s review some highlights from Week 1 to Week 4. Our discussion in Week 1 was focused on developmental Psychology. We discussed how we go through multiple changes and stages throughout our lifetime. Developmental psychologists study these changes in development and human growth, over the lifespan. Several notable developmental psychologists include Jacques Rousseau and Erik Erikson. The concerns of developmental psychologists go beyond how individuals grow, develop, and change, during their lifespan. Their concerns include the emotional, intellectual, and physical development of children, adolescents, and adults.
We discussed careers you can pursue with a bachelor’s degree and a graduate degree. Two popular careers with a Bachelor’s degree are Gerontology Aide and Child Life Specialist. The work for both careers can be extremely rewarding but very emotionally draining. The median salary is about $27,280 and about 50% earned between $21,860 and $34,590 in 2008 (Bureau of Labor Statistics, 2010).
Developmental psychologists with graduate degrees have additional career opportunities, which allow them to earn higher salaries. Applied developmental psychologists integrate developmental science and practice. One aspect of their job is to conduct developmental evaluations of children who have sustained injuries or who may be delayed developmentally. Applied developmental psychologists share some objectives and tasks with clinical and counseling psychologists, but there are two distinct differences. The first difference is applied developmental psychologists do not conduct individual therapy, as performed by clinical and counseling psychologists. Additionally, their objectives are predicated on development over the life span and assisting individuals to increase their capacities (Kuther & Morgan, 2013). Employment can be found in healthcare settings, schools, human/social services agencies, and private practices.
Biopsychology, cognitive neuropsychology and clinical neuropsychology were the focus of Week 2. The breakthroughs in technology are responsible for the increased scientific knowledge in the biological sciences. Clinical neuropsychology is the application of biopsychology, within clinical and counseling contexts. Clinical neuropsychologists are tasked with developing interventions and treatment strategies to assist clients/patients to make needed adaptations/changes to regain functioning capabilities, which will facilitate independent living and enjoying the optimal quality of life. A study completed by the American Academy of Clinical Neuropsychology, in 2011, stated the median salary of neuropsychologists was $94,100, in the United States (http://www.theaacn.org/).
The increasing aging population in the United States is responsible for an increased need for neuropsychologists. Neuropsychology is the branch of psychology that scientifically examines the connection between how the brain functions and the thinking, feeling, and actions of an individual. Clinical neuropsychology is the applied practice of neuropsychology examining information about brain functions, assessment tools, and statistical data, involving normal and abnormal brain functions. The information is then used to evaluate an individual’s mental functioning, emotional state, resulting in providing an intervention, if needed (Frerichs, 2004).
We learned in Week 3 how clinical psychology combines science, theory, and practice to provide explanations and understanding to predict and address psychological problems and the accompanying distress. Counseling psychologists have a similar objective of working to alleviate or reduce distress associated with emotional or behavioral difficulties caused by psychological problems. Both clinical and counseling psychologists work in a variety of settings. Most counseling professions require graduate degrees for employment, however; substance abuse counselors are an exception.
Career options and financial prospects in clinical and counseling related fields expand dramatically with a graduate degree in psychology. A primary benefit of a graduate degree in clinical or counseling psychology is the flexibility to pursue career opportunities, which match one’s own interests.
Week 4 was designed to help you answer the question, “What is in it for me?” We reviewed what psychology includes and how psychology students learn how to learn as they develop critical thinking and analytical skills. We discussed several ways you can make your life easier as an undergraduate college student. Do you remember PRADE and what each letter represents? Here is a listing of what each letter represented and actions you could pursue, as an undergraduate. Prepresented your professors and you were encouraged to talk with them. The R indicated research and looking for opportunities to gain research experience. Participating in extracurricular activities was A and your degree was highlighted with the letter D. The final letter of E denoted experience and discussed work experience.
You were encouraged to start working on building relationships, prior to graduating. These relationships may possibly lead to good solid references. The time spent talking and working with your professors often reaps wonderful and glowing references.
Additional Resources:
Department of Applied Psychology and Human Development
What is a neuropsychologist? -You tube
How to become a Professor in Psychology? – You tube
Psychology in the Military (Part 1) – You tube
References
Bain, S. F. (2012). School counselors: A review of contemporary issues. Research in Higher Education Journal, 18, 01-07.
Frerichs, R. (2004). When should an older adult be referred to neuropsychology? The Canadian Alzheimer Disease Review, vol, 04-09.
Jacobsen, K. E. & Bauman S. (2007). Bullying in schools: School counselors’ response to three types of bullying incidents. ASCA/Professional School Counseling, 01-09.
Zambrano, E., Villarreal-Castro, & Sullivan, J. (2012). School counselors and school psychologists: Partners in collaboration for student success within RTI and CDCGP frameworks. Journal of School Counseling, 10, 01-28.
00adminadmin2021-11-02 04:03:272021-11-02 04:03:27What conflicts in your career do you believe you will encounter in this first year? How will these conflicts be resolved? (Be elaborative. A great rule to remember is “who, what, where, when, how”).
As part of your Doctoral Seminar for this set of weeks, you are participating in a seminar-style discussion about the weekly topics. You must address 5 of the attached Dissertations in the prescribed format. As a related exercise, submit an annotated bibliography of the 5 resources you referred to this week. For each dissertation entry, be sure to include the full APA citation and address the following :
1. Scope
2. Purpose
3. Philosophical Approach
4. Underlying Assumptions
5. Research
6. Limitations
7. Opportunities for further inquiry
8. Validity of use
General Topic: Sustainability and Community participation
How does the idea of reciprocal effects complicate claims of the effects of parenting styles?
