describe the characteristics   and roles you hope to embody as a counselor and the counselor   dispositions that you want to bring with you

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The textbook and the readings for this first topic begin to describe   some of the key elements for a successful therapeutic relationship.

Write a 1,200-1,500-word essay that describes the characteristics   and roles you hope to embody as a counselor and the counselor   dispositions that you want to bring with you. You may write in the   first person for this assignment. Include the following in your paper:

  1. Your role as the therapist in the counseling process within     community and private mental health systems
  2. Refer to the     Counselor Dispositions. Which of these dispositions will you     incorporate into the counseling relationship and how?
  3. Counseling skills you plan to practice for building rapport with   clients
  4. Strategies to advocate for persons with mental health   issues

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

Must pass turn it is with less than 5{0e601fc7fe3603dc36f9ca2f49ef4cd268b5950ef1bbcf1f795cc00e94cdd119}

Behavioral Theorists

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Behavioral Theorists

Post your response to the topic below with at least 300 words.  Cite information from at least one academic source, such as your textbook or an article from the Argosy Online Library, to support your statements.  Use current APA standards to properly cite your source(s).

Discussion Topic

Pavlov, Watson, and Skinner are considered the originators of behaviorism. All contributed to learning theory. All three of the researchers studied the effects of the environment on learning.

Select one of the three behaviorists who, in your opinion, offers the most compelling argument for the use of behaviorism when teaching a new subject to an adult and to a child. Identify that behaviorist, then answer the following questions about his approach:

  1. Describe how that behaviorist would teach an adult a new skill. Be specific; what is the skill?
  2. What steps would the behaviorist use?
  3. Would that behaviorist use a different approach with a child?
  4. Why do you think this behaviorist’s approach is best?
  5. What issues or problems do you find in the other two behaviorists’ approaches?

the psychoanalytic theories of Freud and Erikson

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THEORIES

Now that you have read and reviewed theories of development, take your learning a step further by testing your critical thinking skills on this scientific reasoning exercise. 

Five (5) major theories of human development are described, compared, and evaluated in this section. These are the psychoanalytic theories of Freud and Erikson; the behaviorism of Pavlov and Skinner and the social learning theory of Bandura; humanism and evolutionary theory; Piaget’s cognitive theory; and Vygotsky’s sociocultural theory. Although each theory is too restricted to account solely for the tremendous diversity in human development, each has made an important contribution to developmental psychology.

To help clarify your understanding of the major developmental theories, this exercise asks you to focus on the similar, contradictory, and complementary aspects of the five (5) theories. Please answer these questions, and submit your answers on this forum.

1. Which of the major developmental theories are stage theories? Which are not?

2. Which theories emphasize individual conscious organization of experience? unconscious urges? observable behavior? the interaction of nature and nurture?

3. Which theories emphasize the impact of early experience on development?

4. How does each theory view the child?

5. How do the theories view adult development?

6. Do the theories use the same methodology? How does each make use of the scientific method?

7. Which theories have been criticized for being too subjective? too mechanistic? too deterministic? for neglecting the role of biological maturation in guiding development?

Barriers to Mental Health Treatment Among Individuals With Social Anxiety Disorder and Generalized Anxiety Disorder

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Psychological Services Barriers to Mental Health Treatment Among Individuals With Social Anxiety Disorder and Generalized Anxiety Disorder Elizabeth M. Goetter, Madelyn R. Frumkin, Sophie A. Palitz, Michaela B. Swee, Amanda W. Baker, Eric Bui, and Naomi M. Simon Online First Publication, August 2, 2018. http://dx.doi.org/10.1037/ser0000254

CITATION Goetter, E. M., Frumkin, M. R., Palitz, S. A., Swee, M. B., Baker, A. W., Bui, E., & Simon, N. M. (2018, August 2). Barriers to Mental Health Treatment Among Individuals With Social Anxiety Disorder and Generalized Anxiety Disorder. Psychological Services. Advance online publication. http://dx.doi.org/10.1037/ser0000254

Barriers to Mental Health Treatment Among Individuals With Social Anxiety Disorder and Generalized Anxiety Disorder

Elizabeth M. Goetter Massachusetts General Hospital, Boston, Massachusetts, and

Harvard Medical School

Madelyn R. Frumkin Massachusetts General Hospital, Boston, Massachusetts

Sophie A. Palitz and Michaela B. Swee Temple University

Amanda W. Baker, Eric Bui, and Naomi M. Simon Massachusetts General Hospital, Boston, Massachusetts, and

Harvard Medical School

Individuals with social anxiety disorder (SAD) or generalized anxiety disorder (GAD) are at risk for not utilizing mental health treatment. The purpose of this research was to examine barriers to treatment in a sample of adults with clinically significant SAD or GAD. Participants were 226 nontreatment-seeking adults with SAD or GAD who underwent semistructured diagnostic interview and received a clinician assessment of symptom severity as part of a clinical research study. Participants completed a self-report measure of barriers to treatment. Individual and combined associations of demographic and symptom severity variables with number of perceived barriers to treatment were examined. Individuals with GAD or SAD endorsed a similar number of overall barriers to treatment. Shame and stigma were the highest cited barriers followed by logistical and financial barriers. Both groups also endorsed not knowing where to seek treatment at high rates. Individuals with greater symptom severity reported more barriers to treatment. Racial and ethnic minorities reported more barriers to treatment even after controlling for symptom severity. Among individuals with GAD or SAD, increased education and culturally sensitive outreach initiatives are needed to reduce barriers to mental health treatment.