Provide appropriate support for your answers by citing the DSM.

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er one goal is to make sure she is safe.

Provide appropriate support for your answers by citing the DSM.

  1. What are the key assessment issues to consider?
  2. Do you think this is a crisis situation? Why or why not? Explain.
  3. What is the client’s immediate need? Be specific.
  4. What specific interventions do you feel are necessary with this client?
  5. What is the possible diagnosis for this client? Provide supportive reasoning for your diagnosis. Why?
  6. Is this client suffering a stress disorder? Define which one and the symptoms associated.
  7. How does the biology of trauma present in this case?
  8. Should Maryam’s family be notified? Explain.
  9. Would you feel competent enough to work with this client? Why or why not?
  10. Should you seek additional resources to help with this case? Explain.
  11. Do you have coordination or treatment issues to consider? Explain.

Include a minimum of three scholarly references in addition to the textbook.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.

This assignment meets the following CACREP Standard: 5.C.2.f. Impact of crisis and trauma on individuals with mental health diagnoses.

Impact of History on Worldview

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Please no plagiarism and make sure you are able to access all resource on your own before you bid. One of the references must come from Sue, D. W., & Sue, D. (2016). You are expected to include at least one scholarly and peer-reviewed resource outside of those provided in the readings for each discussion post. I need this completed by 03/27/18 at 5pm. I am a MCFC student who is African American.

Impact of History on Worldview

Deepening your knowledge of racial and/or ethnic groups and culture in general requires an understanding of the influences that have led to a particular group’s worldview. Furthermore, how does this worldview influence the attitudes, behaviors, and values of members of that group? History plays a significant role in shaping the worldview of all cultural groups. Ultimately, as a counselor, understanding these influences assists in developing your cultural competence.

For this Discussion, review this week’s Learning Resources and reflect on the history of each group and how this history has impacted the worldviews of each group’s members. Then, select one of these ethnic groups to focus on for this Discussion.

With these thoughts in mind and using a specific example from one of the ethnic groups from this week’s readings:

Post by Day 3 a summary of one aspect of the history (such as an event or a shared group experience) of the ethnic or racial group you selected. Explain the impact of this historical aspect on the worldview of the group’s members. Then, explain how their worldview and current perceptions may influence the attitudes, beliefs, values, and behaviors of group members. How might individuals and families negotiating biracial (i.e., identifying with two or more racial/ethnic groups) or transracial (i.e., transracial adoptee or adoptive family, etc.)  identity be impacted by the historical worldview of these intersecting identities?

Be sure to support your postings and responses with specific references to the Learning Resources.

Required Resources

Readings

· Sue, D. W., & Sue, D. (2016). Counseling the culturally diverse: Theory and practice (7th ed.). Hoboken, NJ: Wiley.

o Chapter 16, “Counseling Asian Americans and Pacific Islanders” (pp. 501-523)

o Chapter 17, “Counseling Latinas/os” (pp. 525-547)

o Chapter 18, “Counseling Multiracial Individuals” (pp. 549-569)

o Chapter 21, “Counseling Jewish Americans” (pp. 615-632)

· Document: Mini–Case Studies (Word document)
These case studies are provided to support your completion of this week’s Assignment.

Media

· Laureate Education, Inc. (Executive Producer). (2012c). Inter-ethnic relations: Counseling interventions across demographic boundaries. Baltimore, MD: Author.
Note: The approximate length of this media piece is 10 minutes.
In this video, Drs. Derald Wing Sue, Teresa LaFromboise, Marie Miville, and Thomas Parham discuss counseling groups of people who come from different ethnic backgrounds.

Accessible player  –Downloads– Download Video w/CC Download Audio Download Transcript

Optional Resources

· Microtraining Associates (Executive Producer). (2011). Counseling Filipino Americans: Part 1 [Video file]. Retrieved from http://ctiv.alexanderstreet.com.ezp.waldenulibrary.org/search/seriesid/154/sortby/title (approximate length: 31 minutes)

· Microtraining Associates (Executive Producer). (2011). Counseling Filipino Americans: Part 2 [Video file]. Retrieved from http://ctiv.alexanderstreet.com.ezp.waldenulibrary.org/search/seriesid/154/sortby/title (approximate length: 35 minutes)

· Microtraining Associates (Executive Producer). (1994). Specifics of practice for counseling with Latinos [Video file]. Retrieved from http://ctiv.alexanderstreet.com.ezp.waldenulibrary.org/view/1778732 (approximate length: 71 minutes)

· Microtraining Associates (Executive Producer). (n.d.). Counseling the multiracial population: Couples, individuals, families [Video file]. Retrieved December 24, 2012, from http://ctiv.alexanderstreet.com.ezp.waldenulibrary.org/view/1778780 (approximate length: 75 minutes)

COUN 6723 Week 5 Application Rubric

Criteria Exemplary

 

 Proficient

 

 Progressing

 

 Emerging

 

 Score
Meets Assignment Objectives

· Select one mini–case study from the Learning Resources for this Assignment that represents a cultural group different from your own.

· Imagine you are the counselor for the individual in the case study you selected and describe how you are culturally different from that person.

· Explain how you might demonstrate cultural competence, providing examples to support your response.

· Based on your current level of self-awareness, knowledge, and skill related to cultural competence, provide one or more strategies you could use to improve your cultural competence with this client.

 

 Responsive to and exceeds the requirements

 

4 points

 

 

 

 

 

 

 

 

 

 Responsive to and meets the requirements

 

3-3.5 points

 Somewhat responsive to the requirements

 

2-2.5 points

 Unresponsive to the requirements

 

 

0-1.5 points

 /4
Application of Knowledge

 

Demonstrates an ability to think about, use, and integrate course material.

 

 In-depth understanding and application of concepts and issues presented in the course (e.g., insightful interpretations or analyses; accurate and perceptive parallels, ideas, opinions, examples and conclusions)

 

4 points

 Basic understanding and application of the concepts and issues presented in the course demonstrating that the student has absorbed the general principles and ideas presented

 

 

 

 

3-3.5 points

 Minimal understanding and little application of concepts and issues presented in the course or, while generally accurate, displays some omissions and/or errors

 

 

 

 

2-2.5 points

 Lack of understanding and little or no application of the concepts and issues presented in the course; and/or the application is inaccurate and contains many omissions and/or errors

 

 

0-1.5 points

 /4
Writing

Demonstrates graduate-level writing.

 

 Application meets graduate-level writing expectations uses language that is clear and concise, has a few or no errors in grammar or syntax, is well organized and clear, and adheres to APA style with few or no mistakes

 

 

 

4 points

 Application meets most graduate-level writing expectations uses language that is clear, has a few errors in grammar or syntax, is well organized and clear, and adheres to APA style with few mistakes

 

 

 

3-3.5 points

 Application partially meets graduate-level writing expectation uses unclear and inappropriate language, has significant grammar or syntax errors, lacks organization, OR demonstrates significant issues with APA style.

 

2-2.5 points

 Application does not meet graduate-level writing expectations uses unclear and inappropriate language, has significant grammar or syntax errors, lacks organization, AND demonstrates significant issues with APA style.

 

 

0-1.5 points

 /4
   

12 points

100%

  

9-10.5 points

75-87.5%

  

6-7.5 points

50-62.5%

  

0-4.5 points

0-37.5%

 Total Score

 

/12

· Describe the social worker’s role in empowering members of the group.

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Discussion1: Group Dynamic

Support groups offer a place where individuals who are dealing with difficult situations or conditions can find support and comfort. Many hospitals and agencies offer support groups for individuals living with a serious illness such as breast cancer. Someone living with a diagnosis of breast cancer might feel isolated, and a support group allows members to share similar experiences and feel that they are not alone. It is the role of the social worker to oversee the group dynamic and ensure that all members feel comfortable and safe sharing a very intimate part of their lives.

For this Discussion, review the “Breast Cancer Support Group” case study.

· Post your description of the group dynamic (communication, cohesion, social integration, influence) of this support group. 

· Explain the interaction patterns and the level of group cohesion.

· Describe the social worker’s role in empowering members of the group.

· Explain the importance of empowerment in group work and strategies of empowerment that you might implement with this group.

References (use 3 or more)

Plummer, S.-B., Makris, S., & Brocksen, S. M. (Eds.). (2014). Social work case studies: Concentration year. Baltimore, MD: Laureate International Universities Publishing [Vital Source e-reader].

“Working With Groups: Breast Cancer Support Group” (pp. 35–36)

Toseland, R. W., & Rivas, R. F. (2017). An introduction to group work practice (8th ed.). Boston, MA: Pearson.

Chapter 3, “Understanding Group Dynamics” (pp. 67–97)

Drumm, K. (2006). The essential power of group work. Social Work With Groups, 29(2–3), 17–31.

Van Uden-Kraan, C. F., Drossaert, C. H., Taal, E., Shaw, B. R., Seydel, E. R., & van de Laar, M. A. (2008). Empowering processes and outcomes of participation in online support groups for patients with breast cancer, arthritis, or fibromyalgia. Qualitative Health Research, 18(3), 405–417.

Working With Groups: Breast Cancer Support Group

I am a social worker employed in the oncology department of a hospital. The department offers a weekly support group for breast cancer survivors, which I facilitate. The department team decided the group would not be structured but would be revolving and open-ended. The support group meets every Wednesday morning from 10:00–11:00 a.m. in the conference room in the oncology building. I assisted the department in developing fliers, which were placed at the reception desk in the radiation department where they are given to patients as they sign in for their radiation treatment.

I currently have six women in the support group of varying ages and cultural backgrounds. Group attendance fluctuates due to the open-ended revolving status, and I can have as many as 10 women in a group at any given time. I facilitate this group in an informal manner, letting the conversation and topics flow as the patients direct. I encourage all the women to share, but there are a few who dominate the group and group topics, making it difficult for those who are not as outgoing to speak up and discuss what is on their minds. I have also noticed that the support group can deteriorate when the conversation focuses on forms of treatment and when the participants begin to compare treatments. This often causes some participants to panic and voice concerns that they may not be receiving proper or adequate treatment. At these times the group can become slightly chaotic with cross talking and the more dominant women offering suggestions. I have addressed this issue by reminding the group members that they have different stages and forms of breast cancer, and therefore treatment plans will vary.

While it was determined at its conception that this would primarily be a support group, I felt it might be more beneficial to the participants to have a more structured and topic-focused group. I met with my supervisor to discuss my concerns and the possibility of making some changes in the organization of the group. My supervisor listened to my concerns and suggested I go around the room giving each member of the support group an opportunity to discuss what is on their mind but was not inclined to make any other changes in the group structure.

After several similar group meetings, I met with my supervisor again to discuss the most recent sessions and the issues the patients presented to me. As a social worker, I felt it was important not just to listen closely to the needs they expressed, but also to provide the forum and support to meet those needs. I felt this included psychoeducation and structured topics for each week. My supervisor recognized my concerns and desire to make this a more meaningful and supportive experience for the patients but was unsure if administration would agree to make any changes to the current group structure. I asked if I could present the changes I would like to make and the rationalization for these changes at the next department meeting and was told I could.

I realized I could not address every concern that was presented to me by the patients, but I wanted to incorporate as many as possible. I developed a 6-week series that included discussion and information on developing family support by asking spouses and significant others to attend at least one session; nutrition information and meal planning with the assistance of our hospital dietitian; exercise plans developed with the physical therapy department; and information on complementary forms of treatment such as yoga and tai chi. I sought out venues such as local libraries and town centers where these classes were available for free or at minimal cost, and I suggested I could also lead a guided imagery group and teach relaxation techniques. I said I would also reach out to local shops for information and possibly recruit owners to be guest speakers to discuss how to choose a wig or purchase a prosthesis.

I met with my supervisor prior to the department meeting, and she reviewed and approved my presentation. I presented my plan to the department administration who informed me they will take it under advisement and let me know if I can move forward.

(Plummer 35-36)

Plummer, Sara-Beth, Sara Makris, Sally Brocksen. Social Work Case Studies: Concentration Year. Laureate Publishing, 10/21/13. VitalBook file.

Discussion 2:  Week 5 Blog

Referring to your process recording from last week, consider the topics covered in this week’s resources and incorporate them into your blog.

Post a blog post that includes:

· An explanation of how you have addressed intervention or how you might address intervention in your field education experience at a military mental health clinic

References (use 2 or more)

Birkenmaier, J., & Berg-Weger, M. (2018). The practicum companion for social work: Integrating class and fieldwork (4th ed.). New York, NY: Pearson.

Chapter 7, “Social Work Practice in the Field: Working with Groups” (pp. 156-185)

Principles Of Industrial And Organizational Psychology

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I need about 150 words for each of the question

                                                                                      # 5

Q A

What types of psychometric assessments (e.g., personality inventories, cognitive assessments, and integrity tests) are best to identify applicants with the strongest job and organizational fit? Why?

Q B

When should interviews be used in a multi-hurdle selection process? Are structured interviews best? Why or why not? Do multiple interviewers add validity to the hiring decision? Explain.

                                                                  RESOURCES

1. Do you understand why stars twinkle? Would you rather read than watch TV? Do you trust data more than your instincts?

Read:

Gray, E., & Nathan, G. (2015, June 22). Do you understand why stars twinkle? Would you rather read than watch TV? Do you trust data more than your instincts? Time, 185(23), 40-46.

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ulh&AN=103175128&site=ehost-live&scope=site

2. Employability and Career Success: Bridging the Gap Between Theory and Reality.

Read:

Hogan, R., Chamorro-Premuzic, T., & Kaiser, R. B. (2013). Employability and career success: Bridging the gap between theory and reality. Industrial & Organizational Psychology, 6(1), 3-16. doi: 10.1111/iops.12001.

http://www.drtomascp.com/uploads/PIOP_final_employability.pdf

3. The Importance of Ability and Effort in Recruiters’ Hirability Decisions: An Empirical Examination of Attribution Theory

Read:

Carless, S., & Waterworth, R. (2012). The importance of ability and effort in recruiters’ hirability decisions: An empirical examination of attribution theory. Australian Psychologist, 47, 232-237.

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=83512570&site=ehost-live&scope=site

4. The Structured Employment Interview: Narrative and Quantitative Review of the Research Literature.

Read:

Levashina, J., Hartwell, C., Morgeson, F., & Campion, M. (2014). The structured employment interview: Narrative and quantitative review of the research literature. Personnel Psychology, 67, 241-293. doi: 10.1111/peps.12052

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=94280024&site=ehost-live&scope=site

5. The Validity and Utility of Selection Methods in Personnel Psychology: Practical and Theoretical Implications of 85 Years of Research Findings

Read:

Schmidt, F. L., & Hunter, J. E. (1998). The validity and utility of selection methods in personnel psychology: Practical and theoretical implications of 85 years of research findings. Psychological Bulletin, 124, 262–274.

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=1998-10661-006&site=ehost-live&scope=site

                                                                              # 6

Q A

What are the primary reasons to use job descriptions in the creation of performance appraisal processes and rating forms? Support your position

Q B

What are the advantages of supervisor training for employee appraisals? Should employees self-rate prior to the feedback meeting? Why or why not?

                                                                  RESOURCES

1. Increasing Performance Appraisal Effectiveness: Matching Task Types, Appraisal Process, and Rater Training.

Read:

Lee, C. (1985). Increasing performance appraisal effectiveness: Matching task types, appraisal process, and rater training. Academy of Management Review, 10, 322-331.

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=4278235&site=ehost-live&scope=site

2. Overlooking Overkill? Beyond the 1-to-5 Rating Scale.

Read:

Kaiser, R. B., & Kaplan, R. (2005). Overlooking overkill? Beyond the 1-to-5 rating scale. Human Resource Planning, 28(3), 7-11.

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=18585626&site=ehost-live&scope=site

3. Performance Appraisal: Verisimilitude Trumps Veracity.

Read:

Bowman, J. S. (1999). Performance appraisal: Verisimilitude trumps veracity. Public Personnel Management, 28, 557-576.

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=2000028403&site=ehost-live&scope=site

4. The Relative Importance of Task and Contextual Performance Dimensions to Supervisor Judgments of Overall Performance.

Read:

Johnson, J. W. (2001).The relative importance of task and contextual performance dimensions to supervisor judgments of overall performance. Journal of Applied Psychology, 86, 984-996.

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=12128489&site=ehost-live&scope=site

                                                                                  # 7

Q A

What are two of the most important reasons for using theory-based information to develop employee training and development? What are two of the most relevant theories involved in this process? Explain.

Q B

Why is transfer of training important? Explain. How is this transfer measured? Explain.

                                                                      RESOURCES

Electronic Resource

1. DC Network

Use the 10 Key Strategic Points template found under the Research/Dissertation tab.

http://dc.gcu.edu

e-Library Resource

1. Advances in Leader and Leadership Development: A Review of 25 Years of Research and Theory.

Read:

Day, D. V., Fleenor, J. W., Atwater, L. E., Sturm, R. E., & McKee, R. A. (2014). Advances in leader and leadership development: A review of 25 years of research and theory. The Leadership Quarterly, 25, 63–82.

https://lopes.idm.oclc.org/login?url=http://dx.doi.org.lopes.idm.oclc.org/10.1016/j.leaqua.2013.11.004

2. Application of Cognitive, Skill-Based, and Affective Theories of Learning Outcomes to New Methods of Training Evaluation.

Read:

Kraiger, K., Ford, J. K., & Salas, E. (1993). Application of cognitive, skill-based, and affective theories of learning outcomes to new methods of training evaluation.Journal of Applied Psychology, 78(2), 311-328.

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=12351708&site=ehost-live&scope=site

3. SAGE Research Methods

Use Sage Research Methods to research potential resources to develop the theoretical foundations for your paper.

https://lopes.idm.oclc.org/login?url=http://srmo.sagepub.com.lopes.idm.oclc.org/cases

4. The Evaluation of Two Key Leadership Development Program Components: Leadership Skills Assessment and Leadership Mentoring

Read:

Solansky, S. T. (2010). The evaluation of two key leadership development program components: Leadership skills assessment and leadership mentoring. The Leadership Quarterly, 21(4), 675–681.

https://lopes.idm.oclc.org/login?url=http://www.sciencedirect.com.lopes.idm.oclc.org/science/article/pii/S1048984310000950

5. Transfer of Leadership Skills: The Influence of Motivation to Transfer and Organizational Support in Managerial Training.

Read:

Franke, F., & Felfe, J. (2012). Transfer of leadership skills: The influence of motivation to transfer and organizational support in managerial training. Journal of Personnel Psychology, 11(4), 138–147.

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=2012-20199-004&site=ehost-live&scope=site

6. Transfer of Training: A Meta-Analytic Review.

Read:

Blume, B. D., Ford, J. K., Baldwin, T. T., & Huang, J. L. (2010). Transfer of training: A meta-analytic review. Journal of Management, 36, 1065–1105.

https://lopes.idm.oclc.org/login?url=http://jom.sagepub.com.lopes.idm.oclc.org/content/36/4/1065.full.pdf+html

                                                                                             # 8

Q A

What are the most important requisite skills required of organizational leaders? Why? How do effective and ineffective leadership behaviors affect employees both positively and negatively? Explain.

Q B

Focus on Research:

Reflect on three of the articles you have chosen for the literature review assignment. How will these articles help you proceed from here?

RESOURCES

1. Assessing Your Leadership Style to Achieve Organizational Objectives.

Read:

Rubin, E. N. (2013). Assessing your leadership style to achieve organizational objectives. Global Business & Organizational Excellence, 32(6), 55-66.

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=89989512&site=ehost-live&scope=site

2. Personality, Leader Behavior and Overdoing It.

Read:

Kaiser, R. B., & Hogan, J. (2011). Personality, leader behavior and overdoing it. Consulting Psychology Journal: Practice and Research, 63, 219–242. doi: 10.1037/a0026795

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=2011-30211-002&site=ehost-live&scope=site

3. Using 360° Feedback to Predict Performance

Read:

Maylett, T. M., & Riboldi, J. (2007, September). Using 360° feedback to predict performance. Training + Development, 61(9), 48-52.

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=26595960&site=ehost-live&scope=site

4. What We Know About Leadership

Read:

Hogan, R., & Kaiser, R. B. (2005). What we know about leadership. Review of General Psychology, 9(2), 169-180.

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=2005-06355-007&site=ehost-live&scope=site