What steps would you, as the counselor, take for obtaining informed consent from Smith?

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 2: Module 2 – M2 Assignment 2

 

Dropbox AssignmentAssignment 2: Case Analysis: John Smith

Obtaining informed consent for services from clients is required of human services providers; however, it is not always an easy task. Clients typically grant consent by signing documents presented by the agency or the provider that, at minimum, explain the services that will be provided, the client rights, and information on the steps to rescind the consent.

In situations where minors or individuals under some form of guardianship are the clients, it is necessary to obtain consent from the legal guardian or authority. However, there are times when obtaining informed consent is not as simple as asking for a signature from the client or guardian. These situations require more thought by the human services providers with emphasis on balancing the client’s right to consent with other factors that might influence treatment outcomes or decisions.

In this assignment, you will review a case that illustrates the various facets of informed consent.

The Case:

Smith is a thirty-eight-year-old African American male referred for counseling by his mother to address recent incidents of aggression. Smith resides with his mother because he is not able to live on his own. Smith is unable to hold on to a job and has difficulty establishing and maintaining relationships with others. He is open to counseling but thinks his mother is overreacting to his anger outbursts because she is old and does not understand him. Recently, there have been notable conflicts between them due to Smith’s aggressive behaviors that were directed toward his mother.

Tasks:

Analyze the case and in a 2- to 3-page paper, address the following:

  • What steps would you, as the counselor, take for obtaining informed consent from Smith?
  • Would you, as the counselor, include his mother in the counseling sessions, if you believe it would help with Smith’s aggression problem? Why or why not?

In your answers, consider the following:

  • Smith is not able to live independently.
  • Smith’s aggression might put his mother at risk if he does not get counseling.
  • Smith has to comprehend what is being asked of him when he provides his consent to receive counseling services.
  • There might be cultural differences between you and Smith.

Submissi

Opponent-Process Theory

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Opponent-Process Theory

The opponent-process theory suggests that we often experience emotions in opposing pairs such as fear and relief or pleasure and pain. When we experience one end of the spectrum, the other end is temporarily suppressed and thus we rarely experience the two at the same time. However, there are times when we experience both emotions before the first emotion fades. When this happens, the experience can be uncomfortable or even strangely enjoyable.

A good example of this process is skydiving, which was the basis of the primary research into this theory. When a person skydives for the very first time, the jump elicits high levels of fear and relatively low levels of pleasure, even upon landing. However, as the skydiver gains more experience, the level of fear decreases while pleasure increases. Often, the skydiver feels both at the same time, resulting in high levels of excitement.

Another example is shopping and the guilt that often follows. For example, a woman finds a new dress that she loves but not having the money, she charges the new dress. She immediately feels excitement and pleasure with her new purchase. However, soon after getting home, she begins to feel guilt for charging a dress that she wanted, but did not really need.

Now, read the following article:

  • Solomon, R. L., & Corbit, J. D. (1974). An opponent-process theory of motivation: I. temporal dynamics of affect. Psychological Review, 81(2), 119–145. doi:10.1037/h0036128. (ProQuest Document ID: 614270014)
    http://search.proquest.com.libproxy.edmc.edu/
    docview/614270014?accountid=34899

Based on your analysis of the article, explain in detail how the opponent-process theory works. Be sure to address the following:

  • How does the opponent-process theory explain why drug addiction is so difficult to break?
  • With this understanding, what can a person do to affect their emotions in a way that helps them break their addiction?

Write your initial response in 3–4 paragraphs. Apply APA standards to citation of sources.

By Saturday, November 14, 2015, post your response to the appropriateDiscussion Area. Through Wednesday, November 18, 2015, review and comment on at least two peers’ responses. In your responses, consider the following:

  • Have your peers correctly described how the opponent-process theory works? Why or why not?
  • Do you agree with your peers’ interpretation of how the opponent-process theory explains the tenacity of drug addiction? Why or why not? What, if anything, would you add or remove from their interpretation?
  • Do you agree with your peers’ opinions about how drug addiction may be broken? Why or why not?

Grading Criteria and Rubric

Discussion Grading Criteria

Counseling Journal

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COUN 687

Reflective Journal Assignment Grading Rubric
Student:
Criteria Points

Possible

 Points Earned Instructor’s Comments
Structure · Clear, logical organization and flow.

· Transitions are clear and maintain flow of thought.

· Part A and Part B are presented in 1 continuous document.

 20    
Content Assignment parameters (length, subject, objectives) are met.

· Part A:

a. Paragraph for each 10 year segment

b. Specifies most important transition

c. Integrates Erikson’s stages

 

· Part B:

a. Summarizes professional journal article or book chapter.

b. Presents most influential life transitions.

c. Incorporates research (journal article or book chapter) and course materials.

d. Discusses strengths and weaknesses in reference to counseling.

e. Discusses developmental, emotional, and spiritual impact.

 50    
Grammar and Mechanics · Sentence fluency coherent, unified, varied

· Sentence structure—complete, clear, and concise

· Punctuation and spelling

· Words—precise, unambiguous, appropriate

· Turned in on time (5% deducted per day late)

 30    
Format · Title Page included

· Style-correct (font, margins, etc.) current APA Format

· Appropriate citations within the paper

· 4–8 pages total

· Paper subheadings as specified (Part A and Part B).

· References included in a References Page.

 25    
Total 125

Developmental Assets

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40 Developmental Assets

How Many Have You Experienced?

 

Asset Name & Definition

 

Support Family support Family life provides high levels of love and support.

 

Positive family communication Young person and her or his parent(s) communicate positively, and young person is willing to seek advice and counsel from parent(s).

 

Other adult relationships Young person receives support from three or more nonparent adults.

 

Caring neighborhood Young person experiences caring neighbors.

 

Caring school climate School provides a caring, encouraging environment.

 

Parent involvement in schooling Parent(s) are actively involved in helping young person succeed in school.

 

Empowerment Community values youth Young person perceives that adults in the community value youth.

 

Youth as resources Young people are given useful roles in the community.

 

Service to others Young person serves in the community one hour or more per week.

 

Safety Young person feels safe at home, at school, and in the neighborhood.

 

Boundaries and Expectations Family boundaries Family has clear rules and consequences, and monitors the young person’s whereabouts.

 

School boundaries School provides clear rules and consequences.

 

Neighborhood boundaries Neighbors take responsibility for monitoring young people’s behavior.

 

Adult role models Parent(s) and other adults model positive, responsible behavior.

 

Positive peer influence Young person’s best friends model responsible behavior.

 

High expectations Both parent(s) and teachers encourage the young person to do well.

 

Constructive Use of Time Creative activities Young person spends three or more hours per week in lessons or practice in music, theater, or other arts.

 

Youth programs Young person spends three or more hours per week in sports, clubs, or organizations at school and/or in community organizations.

 

Religious community Young person spends one hour or more per week in activities in a religious institution.

 

Time at home Young person is out with friends “with nothing special to do” two or fewer nights per week.

 

Commitment to Learning Achievement motivation Young person is motivated to do well in school.

 

School engagement Young person is actively engaged in learning.

 

Homework Young person reports doing at least one hour of homework every school day.

 

Bonding to school Young person cares about her or his school.

 

Reading for pleasure Young person reads for pleasure three or more hours per week.

 

Positive Values Caring Young person places high value on helping other people.

 

Equality and social justice Young person places high value on promoting equality and reducing hunger and poverty.

 

Integrity Young person acts on convictions and stands up for her or his beliefs.

 

Honesty Young person “tells the truth even when it is not easy.”

 

Responsibility Young person accepts and takes personal responsibility.

 

Restraint Young person believes it is important not to be sexually active or to use alcohol or other drugs.

 

Social Competencies Planning and decision making Young person knows how to plan ahead and make choices.

 

Interpersonal competence Young person has empathy, sensitivity, and friendship skills.

 

Cultural competence Young person has knowledge of and comfort with people of different cultural/racial/ethnic backgrounds.

 

Resistance skills Young person can resist negative peer pressure and dangerous situations.

 

Peaceful conflict resolution Young person seeks to resolve conflict nonviolently.

 

Positive Identity Personal power Young person feels he or she has control over “things that happen to me.”

 

Self-esteem Young person reports having a high self-esteem.

 

Sense of purpose Young person reports that “my life has a purpose.”

 

Positive view of personal future Young person is optimistic about her or his personal future.