Explain how you would work      with Maria and Richard using one of the following holistic      approaches: Self-Efficacy Beliefs (p. 92), Learned Optimism (pp. 93–94),      Planned Happenstance (pp. 94–95), or Positive Uncertainty (pp. 96–99).

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Please no plagiarism and make sure you are able to access all resource on your own before you bid. Main references come from Capuzzi, D., & Stauffer, M. D. (2012) and/or American Psychological Association (2010). You need to have scholarly support for any claim of fact or recommendation regarding treatment. APA format also requires headings. Use the prompt each week to guide your heading titles and organize the content of your initial post under the appropriate headings. Remember to use scholarly research from peer-reviewed articles that is current. I have also attached my discussion rubric so you can see how to make full points. Please follow the instructions to get full credit for the discussion. I need this completed by 07/20/19 at 7pm.

Assignment – Week 8

Application: Gender- and Family-Conscious Career Counseling

Gender has wide-ranging effects on career counseling—from influencing people’s career choices to institutionalized discrimination that has resulted in disparities in salary, prestige, and benefits for men and women. Family life is also significant in how it supports or limits the opportunities and priorities that individuals may have with regard to career options.

Counselors need to examine and reflect on their own gender-based beliefs, attitudes, and behaviors, while also being conscious of how gender may be influencing their clients’ choices. They also need to be conscious of how their own ideas about the role of family and the meaning of work-life balance may influence their approach to counseling clients.

To prepare for this assignment:

  • Review the week’s Learning      Resources. Focus on the case examples of Maria and Richard, on pp.      515–517.
  • Think about the      similarities and differences in the daily lives of Maria and Richard and      the role that gender expectations, bias, and discrimination, as well as      the role that family life, may play in each scenario.
  • Reflect on how a counselor      might engage in a holistic approach to career counseling with Maria and      Richard using one of the following holistic approaches: Self-Efficacy Beliefs (p. 92), Learned Optimism (pp. 93–94),      Planned Happenstance (pp. 94-95), or Positive Uncertainty (pp. 96–99). Consider how a counselor would honor each individual’s unique      needs while also being conscious of how expectations, bias, and/or      discrimination related to gender and family life may influence them.

The assignment: (1–2 pages)

  • Explain how you would work      with Maria and Richard using one of the following holistic      approaches: Self-Efficacy Beliefs (p. 92), Learned Optimism (pp. 93–94),      Planned Happenstance (pp. 94–95), or Positive Uncertainty (pp. 96–99).
  • Analyze each case (Maria’s      and Richard’s) in terms of the influence of gender and family life on      their career decisions and development.

Required Resources

· Capuzzi, D., & Stauffer, M. D. (2012). Career counseling: Foundations, perspectives, and applications. (2nd ed.). Boston, MA: Pearson Education.

o Chapter 16, “Career Counseling with Couples and Families”

o Chapter 17, “Gender Issues in Career Counseling”

Website

· National Career Development Association. (2015). Internet sites for career planning. Retrieved from www.ncda.org/aws/NCDA/pt/sp/resources

explain how a forensic psychology professional might use the results of the study to influence public policy and/or law in forensics or in forensic settings

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To prepare for this Discussion:

  • Review the article, “Washington’s Sexually Violent Predator Law:Legislative History and Comparisons With Other States.” Think about how historical and forensic psychological research contributes to the establishment of law and policy.
  • Review the article, “Stalking: Lessons From Recent Research.” Pay particular attention to how research is used to influence community action and thereby affect public policy.
  • Review the article, “Sexually Violent Predator Evaluations: Empirical Evidence, Strategies for Professionals, and Research Directions.” Consider how the findings described in this article might be helpful in influencing or setting public policy.
  • Using the Walden Library, identify and review a psychological research study that you believe has influenced a change in public policy or law.
  • Reflect upon the population studied, the key data and results, and other important takeaways of the research study.
  • Think about how this research study might influence public policy and/or law in forensics or in forensic settings.

With these thoughts in mind:

Post by Day 4 a brief summary of the research study you selected. Be sure to include the population studied, key data and results, and other important takeaways of the article. Then, explain how a forensic psychology professional might use the results of the study to influence public policy and/or law in forensics or in forensic settings

Learning Resources

Readings

  post by Day 4 a brief explanation of the impact of stress on the immune system. Then describe the element of the immune system you selected and explain the repercussions of stress on that element.

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post by Day 4 a brief explanation of the impact of stress on the immune system. Then describe the element of the immune system you selected and explain the repercussions of stress on that element. Finally, suggest one stress-reducing behavioral intervention for that specific element of the immune system and explain why this behavioral intervention might be effective. Be specific.

Readings

  • Course Introduction: Please read the Course Introduction located on the left navigation bar.
  • Course Text: Contrada, R. J. (2011). Stress, adaptation, and health. In R. J. Contrada & Baum (Eds.), The handbook of stress science: Biology, psychology, and health (pp. 1–9). New York, NY: Springer Publishing Company.
  • Course Text: Dhabhar, F. S. (2011). Effects of stress on immune function: Implications for immunoprotection and immunopathology. In R. J. Contrada & A. Baum (Eds.), The handbook of stress science: Biology, psychology, and health (pp. 47–63). New York, NY: Springer Publishing Company.
  • Book Chapter: Lovallo, W. R. (2005). Behavioral medicine and biomedicine. In Stress and health: Biological and psychological interactions (2nd ed., pp. 1–10). Thousand Oaks, CA: Sage Publishing.
    Stress and Health: Biological and Psychological Interactions by Lovallo, W. Copyright 2005 by Sage Publications, Inc. Reprinted by permission of Sage Publications, Inc., via the Copyright Clearance Center.
  • Book Chapter: Lovallo, W. R. (2005). Psychosocial models of health and disease. In Stress and health: Biological and psychological interactions (2nd ed., pp. 11–28). Thousand Oaks, CA: Sage Publishing.
    Stress and Health: Biological and Psychological Interactions by Lovallo, W. Copyright 2005 by Sage Publications, Inc. Reprinted by permission of Sage Publications, Inc., via the Copyright Clearance Center.
  • Book Chapter: Lovallo, W. R. (2005). History of the concept of stress. In Stress and health: Biological and psychological interactions (2nd ed., pp. 29–40). Thousand Oaks, CA: Sage Publishing.
    Stress and Health: Biological and Psychological Interactions by Lovallo, W. Copyright 2005 by Sage Publications, Inc. Reprinted by permission of Sage Publications, Inc., via the Copyright Clearance Center.
  • Article: American Psychological Association. (2006). Stress weakens the immune system: Friends, relaxation strengthen health. Retrieved from http://www.apa.org/research/action/immune.aspx
  • Article: Goh, Y. W., Sawang, S., & Oei, T. P. S. (2010). The revised transactional model (RTM) of occupational stress and coping: An improved process approach. Australian & New Zealand Journal of Organisational Psychology, 3(1), 13–20.
    Retrieved from the Walden Library using the Academic Search Complete database.
  • Article: Kelso, T., French, D., & Fernandez, M. (2005). Stress and coping in primary caregivers of children with a disability: A qualitative study using the Lazarus and Folkman Process Model of Coping. Journal of Research in Special Educational Needs, 5(1), 3–10.
    Retrieved from the Walden Library using the Education Research Complete database.
  • Article: Medline Plus. (2011). Stress. Retrieved from http://www.nlm.nih.gov/medlineplus/stress.html
  • Article: Murphy, L., Denis, R., Ward, C. P., & Tartar, J. L. (2010). Academic stress differentially influences perceived stress, salivary cortisol, and immunoglobulin-A in undergraduate students. Stress, 13(4), 365–370.
    Retrieved from the Walden Library using the Academic Search Complete database.
  • Article: National Mental Health Consumers’ Self-Help Clearing House. (n.d.). Resources. Retrieved from http://mhselfhelp.squarespace.com/res-idx
  • Article: Segerstrom, S. C. (2010). Resources, stress, and immunity: An ecological perspective on human psychoneuroimmunology. Annals of Behavioral Medicine, 40(1), 114–125.
    Retrieved from the Walden Library using the Academic Search Complete database.
  • Assessment: Wilson, D. R. (2006). Life stressor assessment. Adapted from Holmes, T., & Rahe, R. (1967). The social readjustment rating scale. Journal of Psychosomatic Research, 11(2), 213–218.
    The Social Readjustment Rating Scale by Holmes, T., & Rahe, R. In the Journal of Psychosomatic Research, 11(2). Copyright 1967 by Elsevier Health Science. Reprinted by permission of Elsevier Health Science via the Copyright Clearance Center.
  • Handout: Laureate Education, Inc. (2012). Defining the stress response across multiple scientific disciplines. Unpublished document.
  • Handout: Laureate Education, Inc. (2012). The body’s micro-response to stress. Unpublished document.
  • Handout: McCance, K. L, & Huether, S. E. (2010). The stress response [Figure]. In Pathophysiology: The biologic basis for disease in adults and children (6th ed., pp. 340–341). Maryland Heights, MO: Elsevier.
    This article was published in Pathophysiology: The Biologic Basis for Disease in Adults and Children, McCance, K.L., & Huether, S. E. Pages 340-341. Copyright 2010 Elsevier.
  • Handout: Wilson, D. R. (n.d.). Primary appraisal and coping.
    Used with permission from Dr. Debra Rose Wilson, PhD. All rights reserved.
  • Website: The American Institute of Stress. (n.d.). Retrieved from http://www.stress.org/
    *Students may browse the Home page and the Topics of Interest tab without subscribing or logging into the webpage.

Media

W8Q1

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Describe some cultural differences regarding end-of-life decision making. What part of planning might be a challenge for most people dealing with end-of-life issues? How can a mental health worker assist people through these challenges?