field placement week 5 assignment

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one to two-page case write-up that addresses the following:Map the client’s crisis using the five stages of the crisis.Describe the client’s assets and resources (in order to understand the client’s resilience).Describe how you, the social worker, will intervene to assist the client to reach the reintegration stage of the crisis. Be sure that the intervention promotes resiliency.Explain how using crisis theory and resiliency theory together help in working with a client.Submit also, as a separate document, your Week 5 Analysis of a Theory Worksheet.

stereotyping and prejudice

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There are multiple kinds of prejudice, including racism, sexism, ageism, sexual prejudice, and weight prejudice, to name a few (Nelson, 2009). As people become aware of stereotyping, there is an increased awareness of the relationship between stereotyping and prejudice. Researchers often distinguish between implicit/subtle prejudice and explicit/blatant prejudice. This distinction refers to how prejudice is activated cognitively and manifested in the individual. Sometimes prejudice is unconscious and can be triggered by certain stimuli. This is considered a subtle prejudice. Other times, people have conscious awareness of prejudice, which results in a blatant behavioral display (Crisp & Turner, 2007).Select a type of prejudice.Find three articles that study this type of prejudice and synthesize the information relative to the prejudice. Include the research question each author was attempting to answer. Explain whether the kind of prejudice you selected is most often blatant or subtle and explain why. Use the current literature to support your response.Describe two potential impacts of this type of prejudice on individual behavior or relationships when exhibited blatantly and exhibited subtly. Use the current literature to support your response.Explain three ways to reduce this type of prejudice (whether blatant or subtle) and justify your response using the current literature.

Young Adulthood

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High school graduation, college admissions, and moving away from home. These are among the stepping-stones that mark the transition from adolescence to adulthood. For some people, this transition can be an awkward one. During this transition, they may find themselves wanting freedom to pursue academic and career interests outside of the home, while at the same time continuing to rely on parents or caregivers for financial and emotional support. During this time, some parents might project their own hopes and dreams onto their children, coming to believe that they aren’t living up to family expectations. Likewise, a young adult might be ready to leave the family and become independent but may be incapable of doing so due to internal anxieties and fear of the unknown.As a counselor, how might you support both a young adult and his or her parents/caregivers during this fragile time?For this Discussion, review this week’s media, “Young Adulthood,” focusing on the presenting issues of the highlighted family member, aged 19–29. Keeping these issues in mind, select one of the following theoretical models to use as a lens for your Discussion post:Schaie’s TheoryPerry’s Theory of Intellectual and Ethical DevelopmentKitchner’s Model of the Development of Reflective JudgmentHolland’s Theory of Personality-Environment TypesSuper’s Developmental ApproachNote: Identify the last name of your assigned client family in the title of your post.*This post should be written using the Jeong family* Link:  Laureate Education (Producer). (2013m). Young adulthood [Video file]. Retrieved from CDN Files Database. (COUN 6215/COUN 8215/HUMN 8215)Post by Day 4 a description of the client’s developmental level. Explain how you might develop rapport with the client and promote engagement in the counseling process. Briefly describe the counseling approach you might use with this client, based on the theoretical model you have selected. Justify your response with references to this week’s Learning Resources and the current literature. Be specific.References:3-4 references included in discussion post(Must use) Broderick, P. C., & Blewitt, P. (2015). The life span: Human development for helping professionals (4th ed.). Upper Saddle River, NJ: Pearson Education.Chapter 11, “Physical and Cognitive Development in Young Adulthood” (pp. 408-437)Chapter 12, “Socioemotional and Vocational Development in Young Adulthood” (pp. 438-476)Arnett, J. J. (2007). Suffering, selfish, slackers? Myths and reality about emerging adults. Journal of Youth and Adolescence, 36(1), 23–29.Retrieved from the Walden Library databases.Benson, J. E., Johnson, M. K., & Elder, G. H., Jr. (2012). The implications of adult identity for educational and work attainment in young adulthood. Developmental Psychology, 48(6), 1752–1758.Retrieved from the Walden Library databases.Brandell, J. R. (2010). Contemporary psychoanalytic perspectives on attachment. Psychoanalytic Social Work, 17(2), 132–157.Retrieved from the Walden Library databases.McAdams, D. P., Bauer, J. J., Sakaeda, A. R., Anyidoho, N. A., Machado, M. A., Magrino-Failla, K., … Pals, J. L. (2006). Continuity and change in the life story: A longitudinal study of autobiographical memories in emerging adulthood. Journal of Personality, 74(5), 1371–1400.Retrieved from the Walden Library databases.O’Connor, M., Sanson, A., Hawkins, M. T., Letcher, P., Toumbourou, J., Smart, D., … Olsson, C. (2011). Predictors of positive development in emerging adulthood. Journal of Youth and Adolescence, 40(7),860–874.Retrieved from the Walden Library databases.Robinson, O. C., & Smith, J. A. (2010). The stormy search for self in early adulthood: Developmental crisis and the dissolution of dysfunctional personae. The Humanistic Psychologist, 38(2), 120–145.Retrieved from the Walden Library databases.Rodriguez, P. D., & Ritchie, K. L. (2009). Relationship between coping styles and adult attachment styles. Journal of the Indiana Academy of the Social Sciences, 13, 131–141.Retrieved from the Walden Library databases.Smits, I., Doumen, S., Luyckx, K., Duriez, B., & Goossens, L. (2011). Identity styles and interpersonal behavior in emerging adulthood: The intervening role of empathy. Social Development, 20(4), 664–684.Retrieved from the Walden Library databases.Specht, J., Egloff, B., & Schmukle, S. C. (2011). Stability and change of personality across the life course: The impact of age and major life events on mean-level and rank-order stability of the Big Five. Journal of Personality and Social Psychology, 101(4), 862–882.Retrieved from the Walden Library databases.Fraley, R. C. (n.d.). Attachment style. Retrieved March 10, 2013 from http://www.web-research-design.net/cgi-bin/crq/crq.pl

dis 9

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Chapter 12Part one: Identify different historical definitions of and explanations for mental illnessesPart two: Apply social stress theory to mental disordersPart three: Analyze the interactional contexts in which the mentally ill are identified and treatedChapter 13Part one: Identify different historical definitions of, and causal explanations for, fat bodies and eating disordersPart two: Apply and evaluate self-control theory’s explanation of the causes of obesityPart three: Analyze the interactional contexts and experiences in which weight-related deviance occursThe posts will be graded according to the following criteria:Relevance: the ideas expressed indicate that the student has read and comprehended the assigned material.Clarity, coherence: the ideas are stated clearly and coherently.Critical thinking: there is evidence that the student has adequately analyzed, synthesized, and evaluated the assigned material.Poses a question for discussion: the posting articulates a question for discussion that pertains to the assigned material.Spelling, grammar: the posting must meet university-level standards of spelling and grammar.Length: each submission must be no less than 250 words in length; there is no maximum length. The word count must be listed at the end of each post.