Resource: Brochure Builder Template
Choose one of the following developmental stage:
Develop a six-panel brochure describing the physical, psychosocial, cognitive, and moral stages of development experienced within your assigned life stage.
Note: Some areas may not be applicable, based on the life stage
To prepare for this Project Assignment:
Jennie, a first year practicum student, was off to a good start with her client, Sue. However, at their session, Sue entered in true crisis. “I have breast cancer!” she cried. “My doctor says I have breast cancer!” With undisguised anguish, she went right to her biggest fear: “My girls may not have a mother to help them grow up!” Taken aback by the intensity of this raw emotion, Jennie didn’t know what know what to do at first. Thinking of what she could say, Jennie jumped in and began doing what she had always done best: getting the facts, making plans, and solving problems: “Have you got a second opinion? Have they talked to you about your treatment options yet? They can do much more now than they used to chemo has become so much more effective…”
The next day, in supervision Jennies supervisor tried to help Jennie see that she had moved right into problem-solving and reassuring mode without responding directly to Sue’s profound fear. The supervisor commented, “Such bid feelings, Jennie, such vulnerability. It sounds like you wanted to help Sue figure out what to do. Instead, what do you think would have happened if you had just tried to stay with her feelings longer?” Jennie was rather quiet, and vaguely suggested that she wasn’t sure how to do that. Her supervisor tried to be more specific: “I’m thinking of several ways you might be able to do that in the future- like expressing more directly your own compassion or concern for her. Or perhaps helping her clarify or name her feelings that seem so overwhelming, or maybe just affirming how frightening all of this is right now? I think the sequence is important her. If you respond to her feelings first with this type of understanding or empathy, I think that then she could better use your suggestions about what to do.”
As their discussion unfolded, however, Jennie disagreed and said, “The client wasn’t ready to go that deep yet—we haven’t been working together long enough to push her into feelings like that.” Jennie looked puzzled as the supervisor replied, “But you weren’t ‘pushing’ her to ‘do deeper’ than she wanted. Sue initiated this—she bought these feelings to you.”
It was too new and too much for Jennie to absorb now, but, by the end of her practicum year, Jennie had become at better at letting her clients feel what they were feeling.
Review the above client, and consider the case of Jennie, a first-year practicum student, and her client, Sue. (
As you review this case study, consider the various techniques used throughout the therapy session demonstrated. Consider the appropriateness of the technique exampled in this case study, as it relates to the Interpersonal Psychotherapy approach, and how you might view the therapist effectiveness with this particular client, from an Interpersonal Psychotherapy approach to treatment. Also, consider any implications for social change that may be related to the client’s treatment.
To complete this Assignment:
Based on your review of the case of Jennie, a first-year practicum student and her client, Sue, write a 3- to 5-page paper (not including title page and reference page), and include the following:
Identify and summarize the Interpersonal Psychotherapy approach, and identify, if any, techniques used throughout the therapy session indicative of the Interpersonal Psychotherapy approach.
Explain why each of the techniques used was or was not appropriate for this session, from an Interpersonal Psychotherapy approach’s perspective. Justify your explanation. Note: Be sure to include any implications for social change that may be related to the client’s treatment.
Explain what other techniques might have been more appropriate in this instance. Justify your explanation.
Use Learning Resources to support your conclusions. Use proper APA format and citations.
Jack and Susan are a young couple who have come to you for help. Five years ago, they opened a Greek restaurant with Jack’s Grandmother (and all her Greek recipes). Their restaurant has now become one of the most popular spots in town. This past year they had their first child, and this has made it difficult to keep up with everything at the restaurant. They share a love of cooking, but the demands of keeping up a successful business and family are becoming overwhelming. Jack’s grandmother is unable to keep up with the busy pace at work and seems more interested in spending time with her great-grandbaby.
How would you apply the principles outlined in Modules/Weeks 1–7 to help Jack and Susan with their business?
The chapters used are 1-14 in each book.
The Case Study must include 3–4 pages of content and follow current APA format.
A turnitin report is required for this.
Please see attached file for example.
Required References (See Below)
Cloud, H. (2008). The one life solution: Reclaim your personal life while achieving greater professional success. New York, NY: HarperCollins. ISBN: 9780061466434.
Stoltzfus, T. (2005). Leadership coaching: The disciplines, skills and heart of a Christian coach. Virginia Beach, VA: Booksurge Publishing. ISBN: 9781419610509.
CASE STUDY #2 6
Case Study #2
Author Name
Case Study #2
Janet is a young woman who is currently employed at a company who sells paper supplies. Although she makes a decent living as the office manager there, she desires to be an entrepreneur in the industry. However, she fears losing the financial security that comes with transitioning from employee to entrepreneur. She has sought leadership coaching to help her make this transition.
Impetus for Change
According to Jayawarna, Rouse, & Kitching (2013), Janet would most likely be characterized as a reluctant entrepreneur due to her desire to obtain fulfillment through entrepreneurship. Reluctant entrepreneurs are linked with poor long-term success (Jayawarna et al., 2013). This indicates that pursuing entrepreneurship merely as a means to find fulfillment will likely lead to an unsuccessful business venture (Jayawarna et al., 2013).
Because Janet indicates that her desire for entrepreneurship is due to lack of fulfillment, it is prudent to help her identify the area in which she feels unfulfilled. One way to do this would be to utilize The Wheel of Life (Stoltzfus, 2005). Through examining the different areas of her life, Janet may find that her desire to start her own business is being driven by something other than merely dreams of entrepreneurship (Stoltzfus, 2005). The Wheel of Life can help her identify the true impetus for change and work and to ensure that she chooses the best course of action in order to find fulfillment (Stoltzfus, 2005).
Another option would be to help Janet identify points of pressure in her life (Stoltzfus, 2005). Contemplating the things in which she would like more or less of in her life can help Janet to better evaluate whether or not opening her own business would bring her fulfillment (Stoltzfus, 2005). It could also help her identify additional motivating factors for becoming an entrepreneur, as could The Wheel Life, which may aid in helping her be more successful should she choose to open her own business (Jayawarna et al., 2013).
Financial Security Fears
Janet indicates a high degree of fear surrounding the loss of financial security which would come with entrepreneurship when compared to her current employment. Loss of financial security could detrimentally affect Janet’s life satisfaction (Howell, Kurai, & Tam, 2013). Because of this and her desire to attain fulfillment through entrepreneurship, assisting Janet in evaluating and assuaging her fears related to financial security will be essential to minimize or prevent detriments to her life satisfaction that may arise from her pursuit of entrepreneurship (Howell et al., 2013).
One of the first steps would be to help Janet identify whether or not her concerns regarding loss of financial security are rooted in heedfulness or merely fear (Cloud, 2008). According to Cloud (2008), making decisions based upon fear alone depletes one of power. Basing her decision whether or not to open a business merely on fears surrounding financial security, and the resulting loss of empowerment, would likely contribute to Janet’s sense of dissatisfaction (Cloud, 2008). The leadership coach would need to help Janet explore this area through listening and questioning in order to discover the basis for her fears (Stoltzfus, 2005).
Oftentimes, people have difficulty recognizing that they have a choice when it comes to fear (Luciani, 2004). Fear is not a given, and one can choose to succumb to it or break free from it (Luciani, 2004). Assisting Janet in moving towards this realization in relation to her feelings surrounding financial security can help her to distinguish between fact (heedfulness) and fiction (mere fear) regarding her concerns (Luciani, 2004). Coaching Janet through an audit, as described by Cloud (2008), could help her identify ways in which her fiction-based fears may be contributing to her feelings of dissatisfaction. Once this is completed, Janet will have the opportunity to mitigate any areas of concern and work towards greater satisfaction (Cloud, 2008).
Goal Setting and Action Planning
Setting goals is an integral part of coaching (Stoltzfus, 2005). Exploring her reasons for seeking change and the fears associated with making them will better enabled Janet to set SMART—specific, measurable, attainable, relevant, and time-bound—goals in order to help the changes she would like to make come to fruition (Stotzfus, 2005). The coach must keep in mind, however, that the selection of goals must be driven by Janet, not the coach (Stoltzfus, 2005). When setting goals, it is important to target what Janet would like to happen rather than fixating on how it will happen (Stoltzfus, 2005). How it will happen will be addressed later in the action plan (Stoltzfus, 2005).
The coaching funnel can be used to help Janet identify the action steps necessary in order to reach her goals (Stoltzfus, 2005). The coaching funnel models how the conversation between coach and client should begin more narrowly as they discuss the client’s goals and broaden as they explore and evaluate options before narrowing again to identify specific action steps (Stoltzfus, 2005). As with selection of goals, Janet must determine the action steps herself (Stoltzfus, 2005).
Conclusion
It is not uncommon for clients to change their goals to focus on other areas as coaching progresses (Stoltzfus, 2005). It should not be surprising or upsetting to the coach if Janet abandons her original goal of owning a business and adopts a different goal as she explores her motivations and fears surrounding the prospect of entrepreneurship through the coaching relationship (Stoltzfus, 2005). It is very likely that coaching will help Janet discover the true source of dissatisfaction in her life and implement an appropriate plan to help her find the fulfillment she desires.
References
Cloud, H. (2008). The one life solution: Reclaim your personal life while achieving greater professional success. New York, NY: HarperCollins.
Howell, R. T., Kurai, M., & Tam, L. (2013). Money buys financial security and psychological need satisfaction: Testing need theory in affluence. Social Indicators Research, 110(1) 17-29. doi: 10.1007/s11205-010-9774-5
Jayawarna, D., Rouse, J., & Kitching, J. (2013). Entrepreneur motivations and life course. International Small Business Journal, 31(1), 34-56. doi: 10.1177/0266242611401444
Luciani, J. J. (2004). The power of self-coaching: The five essential steps to creating the life you want. Hoboken, NJ: John Wiley & Sons, Inc.
Stoltzfus, T. (2005). Leadership coaching: The disciplines, skills and heart of a Christian coach. Virginia Beach, VA: Booksurge Publishing.
Using the knowledge you gained from the readings, evaluate how a typical drug, when orally administered, may be handled differently by these two patients:
Assume no other significant medical history or issues with either patient. In your analysis, compare how the two patients will metabolize the drug considering weight, gender, distribution of body water and body fat, age, metabolic state, and alcohol use. Explain how these factors impact the pharmacokinetics of the drug (half-life, dosage, route of administration, and elimination of the drug). Evaluate the impact on the risk-benefits analysis of the use of this drug.
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