What is your independent variable? What is your dependent variable?

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Discussion 1 Research Study Activity
In each of the following cases, identify which experimental design was used and why the researcher may have chosen that design.

  1. In order to compare the effectiveness of two different types of therapy for depression, depressed patients were assigned to receive either cognitive therapy or behavior therapy for a 12-week period. The researchers attempted to ensure that the patients in the two groups had a similar severity of depressed symptoms by administering a standardized test of depression to each participant, then pairing them according to the severity of their symptoms.
  2. To assess the difference in reading comprehension between 7 and 9-year-olds, a researcher recruited a group of each from a local primary school. They were given the same passage of text to read, and then asked a series of questions to assess their understanding.
  3. To assess the effectiveness of two different ways of teaching reading, a group of 5-year-olds were recruited from a primary school. Their level of reading ability was assessed, and then they were taught using scheme one for 20 weeks. At the end of this period, their reading was reassessed, and a reading improvement score was calculated. They were then taught using scheme two for a further 20 weeks and another reading improvement score for this period was calculated. The reading improvement scores for each child were then compared.
  4. In order to assess the effect of organization on recall, a researcher randomly assigned student volunteers to two conditions. Condition one attempted to recall a list of words that were organized into meaningful categories; condition two attempted to recall the same words, randomly grouped on the page.

Discussion 2 Conducting Research Activity
 

Pick one research topic and answer the following questions.

Research Topic #1: The relationship between audience members' opinions of a movie and their mood.
Research Topic #2: The relationship between the amount of time couples spend together and their relationship satisfaction.
Research Topic #3: The relationship between self-esteem and test performance.
Research Topic #4: The relationship between time spent listening to Heavy/Speed Metal music and aggression.

Directions:

  • Design a correlational study to investigate the relationship between these two variables. What is your hypothesis? How will you operationally define and measure the two variables?
  • How will you obtain a random sample of participants?
  • Assume that your study produces a correlation of .56 between the two variables (between liking the movie and audience members’ happiness). What are at least three possible causal explanations for this relationship?
  • Now design an experimental study to investigate these variables. What is your hypothesis? What type of hypotheses does the experimental method allow you to test that the correlational method does not?
  • What is your independent variable? What is your dependent variable?
  • How will you make sure that the study has high internal validity? Will you use random assignment to conditions?
  • Do any ethical concerns about the treatment of participants emerge from your experimental design?

Discussion 3  Research Study Discussion

 

Much of today’s research in Psychology comes from colleges and universities. Research your college or a near-by state institution and identify one current study that is under way. Provide a brief overview of the research and whether or not the findings of that research would be of value to you someday.

Discussion 4  Personality Disorder Activity

 

The traits associated with personality disorders are often prototypes of characters in book, movies, and television. Pick three characters from a book, a movie, TV show or a video game with personality disorders. For each, complete the following:

Describe the character, the situation and the disorder.
Describe the traits of that disorder.
Identify the traits of what the character does or says that indicates the disorder

· The influence of parenting style on a child’s identity and emotional stability

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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 Broderick and Blewitt (2015). I need this completed by 12/17/17 at 6pm. Please respond to these posts from my classmates. I will post their work and respond according to the instructions

Respond to at least two of your colleagues using one or more of the following approaches:

· Expand on a colleague’s post by providing an authentic example from your own observations and/or work with clients.

· Offer and support additional cultural and environmental influences by referencing authentic examples from your own observations, your work with clients, and/or the current literature.

· Share an insight into why a parent from a certain culture or environment might choose to parent his or her child using a certain style. Support your insight by referencing authentic examples from your work with clients and/or the current literature.

Classmate post:

1. (A. Wit)

· As a parent of three young children, I have always appreciated learning about child development.  My shelves are well stocked with books on various parenting styles.  In this post, I will briefly describe the influence that parenting style and cultural context has on a developing child’s identity.

· The influence of parenting style on a child’s identity and emotional stability

·             Parenting style is arguably an essential factor in the development of a child’s identity.  The two major dimensions of parenting style are warmth/parental responsiveness and control/parental demandingness (Broderick & Blewitt, 2015).  Along these two axes, four styles are identified; 1) authoritative, 2) authoritarian, 3) permissive, and 4) neglecting (Broderick & Blewitt, 2015).  Although there are many factors involved in identity development, positive child outcomes are correlated with the authoritative parenting style (Broderick & Blewitt, 2015).  Traits of children raised by authoritative parents are adaptability, competence, good social skills, high self-esteem, and reduced aggression (Broderick & Blewitt, 2015).  Negative child outcomes for the other three styles (authoritative, permissive, and neglecting) may include increased aggressive behavior, low self-esteem, impulsivity, and reduced self-regulation (Broderick & Blewitt, 2015).  Research supports the link between authoritative parenting and increased self-esteem (Firouzkouhi, Validad, Rakhshani, & Assareh, 2017).  One hypothesis for increased self-esteem is that authoritative parents accept their children’s strengths and weaknesses and set acceptable and reasonable standards for behavior (Firouzkouhi, Validad, Rakhshani, & Assareh, 2017).

· Culture and environmental influences

·             Despite the influence of parenting style on a child’s development, it must be considered in conjunction with genetics, temperament, and cultural factors.  Culture undoubtedly helps to shape a child’s values, self-regulation, and behavior (Broderick & Blewitt, 2015).  For example, broadly speaking, European American children typically have a developed sense of autonomy and individualism, while Latino American children have a developed sense of interdependence (Broderick & Blewitt, 2015).  Other cultural differences that forming identity are the way children play (Cote & Bornstein, 2009).  European American parents tend to follow the child’s lead when playing together, perhaps developing autonomy (Cote & Bornstein, 2009).  Latino parents are likely to direct the child’s play to foster obedient behavior (Cote & Bornstein, 2009).

· Summary

·             Although several factors that contribute to identity development in children, parenting style is quite influential.  Authoritative parents raise children that are likely to be confident, adaptable, and productive (Broderick & Blewitt, 2015).  One consideration for future research is the influence of two or more parenting styles on a child.  For example, an authoritative mother (step-mother) and a neglecting father (step-father).    A multidimensional approach is the best way to understand childhood development (Broderick & Blewitt, 2015).

· References

· Broderick, P. C., & Blewitt, P. (2015). The life span: Human development for helping professionals (4th ed.). Upper Saddle River, NJ: Pearson Education.

· Cote, L. R., & Bornstein, M. H. (2009). Child and mother play in three U. S. cultural groups: Comparisons and associations. Journal of Family Psychology, 23(3), 355–363.
Retrieved from the Walden Library databases.

· Firouzkouhi Moghaddam, M., Validad, A., Rakhshani, T., & Assareh, M. (2017). Child self-esteem and different parenting styles of mothers: a cross-sectional study. Archives of Psychiatry and Psychotherapy, 19(1), 37-42. Doi:10.12740/APP/68160

2. (H. Men)

3. I personally think that parenting style influence children during each stage of their lives.  Parents interact with their children and choose make decisions for them when they are infants.  Parents also determine whom their children interact with, play with, and even how their children also manage their emotions throughout childhood.  According to Broderick & Blewitt (2015), it is almost necessary for a child to develop not only physically but emotionally in a healthy manner for them to grow up in order to be a healthy person that can not only handle difficult experiences but also stressful situation in the future.  Parents also play a big role in the formation of their children’s regulation of emotions and behaviors, as well as their children’s self-esteem and identity.  The emotional development of the child may include all the aspects of personality and identity development. The ability to control emotions and emotional responses stems from the level of response and involvement of the children parents in their lives.  For example, the parents normally act as a resource for their children in social referencing.

4. Cultural and Environmental Influences

5. The type of parenting style the parents used sometimes may also be determined by the parents’ own culture.  Also, children’s environmental influence is largely dictated by where their parents live, take them, go to church and even send them to school.  Under normal circumstances the environment that the parents put their children determines whom their children also form social relationships with. The environment that we live in now plays a major role on parenting style from difference in social and economic classes and family structures.
6. Reference:

7. Broderick, P. C., & Blewitt, P. (2015). The life span: Human development for helping professionals (4th ed.). Upper Saddle River, NJ: Pearson Education.

3. (B. Smith)

4.  The four parenting styles are authoritative, authoritarian, permissive, and neglecting-uninvolved. Each style is a cross or mix between another with variations between responsiveness and demandingness. This week’s post will discuss how a parenting style impacts a child’s identity and emotional stability.

5. Influence of Parenting Styles

6.          The authoritative parenting style is seen as the most effective as it allows for autonomy, encourages communication, displays affection, and provides clear expectations and standards to the child (Brodercik, 2016, pg. 181). The Authoritarian Style is not as responsive as the Authoritative parent, creating a less positive environment. These parents operate moreso on a “because I said so” level, are less affectionate, and utilize power assertion. Children of these parents have less freedom to expression emotions, are at a high risk of being bullied, and tend to experience low self-esteem (Broderick, 2016, pg. 182). The Permissive Style of Parenting is less demanding of maturity but overall more affectionate. Finally, the Neglecting-Uninvolved Parenting Style involves parents who are less affectionate, less demanding, less responsive, and more focused on their own needs.  These children often display impulsiveness and can exhibit both depression and aggressiveness.

7. Culture and Environment

8.       Broderick (2016) indicates that race, ethnicity, and socioeconomic status can influence parenting styles. Research reports there is a direct correlation, within the European-American samples, between physical discipline and aggressive behavior in children. The evidence concludes that the harsher the punishment, the more aggressive the child is likely to be. However, the opposite was found for African-American families. “…they found that based on parent report that corporal punishment is related to less aggressive outcomes” (Broderick, 2016, pg. 189).  The same could be conceptualized for environment or SES. A parent that is struggling to make ends meet could present as less responsive but more demanding.

9. Conclusion

10.   Parenting styles have a large impact on the outcomes of their children’s identity and emotional stability. However, other influences include culture, environment, and SES. I do not believe there is one, specific way to rear a child. Therefore, it is perfectly fine if a parent crossing parenting styles to borrow a technique or characteristic. I believe that children are a reflection of what they are given. A child that receives love, support, and proper guidance will reflect that.

11. References

12. Broderick, P. C., & Blewitt, P. (2015). The life span: Human development for helping professionals (4th ed.). Upper Saddle River, NJ: Pearson Education.

13. Laureate Education (Producer). (2013l). Perspectives: Working with young children [Video file]. Retrieved from https://class.waldenu.edu

Readings

· Broderick, P. C., & Blewitt, P. (2015). The life span: Human development for helping professionals (4th ed.). Upper Saddle River, NJ: Pearson Education.

o Chapter 4, “Emotional Development in the Early Years” (pp. 124-167)

o Chapter 5, “The Emerging Self and Socialization in the Early Years” (pp. 168-201)

Cote, L. R., & Bornstein, M. H. (2009). Child and mother play in three U. S. cultural groups: Comparisons and associations. Journal of Family Psychology, 23(3), 355–363.
Retrieved from the Walden Library databases.

De Young, A. C., Kenardy, J. A., & Cobham, V. E. (2011). Trauma in early childhood: A neglected population. Clinical Child & Family Psychology Review, 14(3), 231–250.
Retrieved from the Walden Library databases.

Gould, K. (2011). Parenting theAsperger’s child: Extraordinary demands and pitfalls. Psychoanalytic Inquiry, 31(3), 320–333.
Retrieved from the Walden Library databases.

Gullone, E., Ollendick, T. H., & King, N. J. (2006). The role of attachment representation in the relationship between depressive symptomatology and social withdrawal in middle childhood. Journal of Child and Family Studies, 15(3), 263–277.
Retrieved from the Walden Library databases.

Mercer, S. H., & DeRosier, M. E. (2010). Selection and socialization of internalizing problems in middle childhood. Journal of Social and Clinical Psychology, 29(9), 1031–1056.
Retrieved from the Walden Library databases.

Media

· Laureate Education (Producer). (2013n). Young childhood [Video file]. Retrieved from CDN Files Database. (COUN 6215/COUN 8215/HUMN 8215)
This media presentation continues your exploration of the client family assigned to you by your Instructor. This week, you will focus on the young child, aged 4–10, in your Discussion post.
Note: Please click on the following link for the transcript: Transcript (PDF).

Role of biology in sexual orientation

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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 Broderick and Blewitt (2015). I need this completed by 12/31/17 at 3pm. Respond to my colleagues by using the following approaches:

· Select a colleague from Discussion A. Validate his or her perspective or suggest an alternative perspective of the identified influences. Support your response by citing your own authentic observations (from your own life or from working with clients) and the current literature.

· Select a colleague from Discussion B. Validate his or her perspective or suggest an alternative perspective of the identified influences. Support your response by citing your own authentic observations (from your own life or from working with clients) and the current literature.

1. (A. Wit-Discussion B)

Many factors influence the development of sexual orientation. In this post, I will examine the how biology, culture, socialization, and age are a part of the sexual orientation process.  There is debate amongst the scientific and general population of whether sexual orientation is inborn or a response to social influences and choice (Morandini, Blaszczynsk, Costa, Godwin, & Dar-Nimrod, 2017).

Role of biology in sexual orientation

The development of sexual attraction begins in the human body as a glandular response to sex hormones (Broderick & Blewitt, 2015).  A series of chemical reactions starting in the brain, stimulate the onset of puberty, including the development of sexual characteristics (Broderick & Blewitt, 2015).  Half of all adolescents have had sexual experiences with members of the same sex (Broderick & Blewitt, 2015). As sexuality develops, so too does sexual orientation.  Many researchers agree that sexual orientation may be related to genetics (Broderick & Blewitt, 2015).  Increased prenatal exposure to masculinizing hormones in girls, and delayed exposure to masculinizing hormones in boys is associated with higher rates of homosexual behavior and fantasies (Broderick & Blewitt, 2015). Some research points to traits such as handedness and digit ratio as predictors of homosexual or heterosexual orientation (Broderick & Blewitt, 2015).  In a study of adult lesbian women, individuals who believe their “gayness” is an inborn trait, as opposed to environmental, display higher levels of psychological well-being (Morandini, Blaszczynski, Costa, Godwin, & Dar-Nimrod, 2017).

Role of culture and socialization in sexual orientation

The role of culture and socialization have been identified as factors that contribute to sexual orientation.  Many cultures and religions frown upon relationships that are not heterosexual.  Unlike the research on biological factors influencing sexual orientation, the research on environmental factors is less conclusive (Broderick & Blewitt, 2015).  Children raised by homosexual partners show no increased likelihood of same-sex orientation (Broderick & Blewitt, 2015).  Differences in values and beliefs may be a social factor that influences sexual orientation.  Research has shown that highly valued partner traits in heterosexual men are prioritized by intelligence, good looks, humor, honesty, face attractiveness, and kindness (Lippa, 2007).  Partner traits valued by homosexual men were ranked in slightly different order: intelligence, humor, good looks, honesty, face attractiveness, and kindness (Lippa, 2007).  The same study suggests that family roles, marital roles, gender roles, and social roles of heterosexual and homosexual individuals can affect sexual orientation (Lippa, 2007).

Role of age in sexual orientation

Sexuality and sexual attraction are evident in children by around age 10 (Broderick & Blewitt, 2015).  Regardless of sexual orientation, most people agree that heterosexual or homosexual orientation is “natural” as opposed to chosen (Broderick & Blewitt, 2015).  Some studies suggest that for one in five adolescents, sexual orientation is fluid and subject to change (Broderick & Blewitt, 2015).

Summary

Whereby factors including biology, culture, and social influence contribute to sexual orientation, most people agree that homosexuality and heterosexuality are natural attractions and not categories of choice.  There is research supporting the importance of genetics and environment as on sexual orientation (Broderick & Blewitt, 2015).  Homosexuals that accept their sexual orientation as “inborn” are likely to have a greater sense of well-being than those who reject their sexuality (Morandini, Blaszczynski, Costa, Godwin, & Dar-Nimrod, 2017).

References

Broderick, P. C., & Blewitt, P. (2015). The life span: Human development for helping professionals (4th ed.). Upper Saddle River, NJ: Pearson Education

Lippa, R.A. (2007). The preferred traits of mates in a cross-national study of heterosexual and homosexual men and women: an examination of biological and cultural influences. Archive of Sexual Behavior, 36(2), 193-208

Morandini, J., Blaszczynski, A., Costa, D., Godwin, A., & Dar-Nimrod, I., (2017). Born this way: sexual orientation beliefs and their correlates in lesbian and bisexual women.Journal of Counseling Psychology, 64(5). 560-573

2. (H. Men-Discussion A)

Biology

Sexuality refers to people’s sexual interest in and attraction to others; it can also be view as social life of humans.  Sexuality also has to do with one’s gender identity that they choose. Faced with their increased sexual interest, most adolescents begin to explore their sexuality. (Broderick & Blewitt, 2015). Biology however, plays a role in influencing sexuality.   Sexuality begins during infancy, as young children discover their genitals through touch.  As their sense of self begins to develop, children also begin to form a sexual identity. It is also during this time that children develop an interest in the process of reproduction and formulate questions regarding sexuality.

Cultural and socialization

Unfortunately, the media has influenced how people look at themselves and others. People tend to teach what they want children to do instead of letting them learn difference experiences. Children must be allowed to go through their tween ages. The tween is one of the primary phases of development where we see lots of specks in gender identity, sexuality, sexual orientation; we’re discovering our bodies becoming more aware of our bodies, becoming more embarrass of our bodies and everything externally is really changing (Laureate Education, 2013).  While people are suppressed by their culture beliefs not be who they want to be, society also causes people to want to fit in. Clearly, there are differences across cultures in the specifics of gender-appropriate behavior, but most cultures do place restrictions on what the genders should and should not do (Broderick & Blewitt, 2015).  For instance, no one wants to be different due to the fear of being made fun of or rejected. Under normal circumstances, the society as a whole expect girls to be girly and weak, and boys to be strong and manly.

Age

By age 3, most children know something about gender-related preferences for toys and activities, and 4- to 6-year-olds have gendered expectations about people and their behaviors (Broderick & Blewitt, 2015). Freud also argued that at about age 3, children begin to have vague sexual needs. (Broderick & Blewitt, 2015). These needs create a family triangle that plays out somewhat differently for boys versus girls.

References:

Laureate Education (Producer). (2013g). Perspectives: The ‘tween years’ [Video file]. Retrieved from https://class.waldenu.edu

Broderick, P. C., & Blewitt, P. (2015). The life span: Human development for helping professionals (4th ed.). Upper Saddle River, NJ: Pearson Education.

3. (S. Mor-Discussion B)

Adolescents continuously experience changes to their bodies that do not occur overnight, but with this process of change there is a sexual maturity which occurs over a span of several years (Broderick & Blewitt, 2015). Involved with this sexual maturity the roles of biology, culture, socialization, and age will impact a person’s sexual orientation.

Biology in Sexual Orientation

Biology in sexual orientation is determined normally when a child is born differentiating between a baby being male or female, based on physicians visualization (Lev, 2004). However sexual orientation through a biological lens is not so cut and dry, but actually quite complex. The complexity involves contributing factors which involve “genetics, hormones, morphological, chromosomal, gonadal, biochemical, and anatomical” which affect our bodies and the way our brains signals us to act as a male or a female (Lev, 2004). I am reminded of how adults determine what their child plays with when it comes to their gender roles, cars and trucks for boys while dolls are only for girls. The sexual orientation of a child is determined during conception but what causes the differentiation is the presence of masculine hormones produce gonads allowing the genitalia to be external (Lev, 2004). The female will not have the presence of male hormones allowing female gonads to dominate and produce internal genitalia (Lev, 2004).  The debate regarding sexual orientation as either a choice or this is the way I was born plays a significant role in the biological sense of a person’s life. On one hand if someone says they were born heterosexual, but then say being a homosexual is a choice there is a major disconnect that is placing judgment instead of biological facts on a group of people because they are unlike the majority. Personally it does not have to so complex with trying to understand if someone is born straight or gay, but the simplicity should be we were born to love.

Culture and Socialization in Sexual Orientation

Culture and socialization engage parents and children in different ways, and I do not think many cultures realize the significant role it plays in sexual orientation. Cultures that promote sexual activity in their young people may be unheard of, but I think it is because adults understand the dynamics behind being sexually active. The relationships between boys and girls is allowed up to a certain age, and then adults begin to act weird by not allowing their child to continue playing with the friend they played with for years. Many cultures influence their children’s sexual orientation by showing examples teaching boys how to behave like men, and girls how to behave like ladies (Broderick & Blewitt, 2015). Times are changing and society has begun to accept people for who they are and not what everyone says they should be. The struggle is still present and we have a long way to go, but we are not where we used to be. I overheard a mother express herself to a friend about her son’s sexual orientation and what I heard made a lot of sense. The son let his mom know he was gay which she accepted and actually told him she already knew he was from a small age. The mom did not have a problem with her son’s sexual orientation, but her fear is the way society will treat her son who she loves dearly. Just like parents are aware of the responsibilities becoming sexually active entail, this mom knew the persecution and judgment her son will face because he is gay. Support him no matter what would have been my advice to this mom, but again I overheard a conversation, and I remained quiet. In many cultures girls are expected to babysit, cook, or clean; while boys play rough house with their father’s. Children normally are taught gender differences by their parents or the environment that they live in teaches them how boys act versus how girls should act (Broderick & Blewitt, 2015).

Age in Sexual Orientation

Adolescents’ progress at different rates where girl’s growth process normally begins two years earlier than boys, and the level of maturity begins earlier than boys (Broderick & Blewitt, 2015). In the state of Georgia the consensual age of sex is 16 years old, regardless if a parent feels their child is ready for sexual activity. The reality of today allows adolescents the freedom to be sexually free and to explore their own sexuality. It is no longer taboo to walk in a high school and see two females or two males holding hands. Age in sexual orientation has not changed over time, but it has allowed adolescents to be confident in embracing their sexual orientation.

References

Broderick, P. C., & Blewitt, P. (2015). The life span: Human development for helping professionals (4th ed.). Upper Saddle River, NJ: Pearson Education.

Lev, A. I. (2004). Transgender emergence: Therapeutic guidelines for working with gender-variant people and their families. Binghampton, NY: Routledge.

Readings

· Broderick, P. C., & Blewitt, P. (2015). The life span: Human development for helping professionals (4th ed.). Upper Saddle River, NJ: Pearson Education.

o Chapter 8, “Gender and Peer Relationships: Middle Childhood Through Early Adolescence” (pp. 282-323)

o Chapter 9, “Physical, Cognitive, and Identity Development in Adolescence” (pp. 324-367)

Best, D. L. (2009). Another view of the gender-status relation. Sex Roles, 61(5/6),341–351.
Retrieved from the Walden Library databases.

Cobb, R. A., Walsh, C. E., & Priest, J. B. (2009). The cognitive-active gender role identification continuum. Journal of Feminist Family Therapy, 21(2),77–97.
Retrieved from the Walden Library databases.

Ewing Lee, E. A., & Troop-Gordon, W. (2011). Peer processes and gender role development: Changes in gender atypically related to negative peer treatment and children’s friendships. Sex Roles, 64(1/2),90–102.
Retrieved from the Walden Library databases.

Gallor, S. M., & Fassinger, R. E. (2010). Social support, ethnic identity, and sexual identity of lesbians and gay men. Journal of Gay & Lesbian Social Services, 22(3), 287–315.
Retrieved from the Walden Library databases.

Lev, A. I. (2004). Transgender emergence: Therapeutic guidelines for working with gender-variant people and their families. Binghampton, NY: Routledge.

o Chapter 3, “Deconstructing Sex and Gender: Thinking Outside the Box” (pp. 79–109)
Retrieved from the Walden Library databases.

McCabe, J., Tanner, A. E., & Heiman, J. R. (2010). The impact of gender expectations on meanings of sex and sexuality: Results from a cognitive interview study. Sex Roles, 62(3/4), 252–263.
Retrieved from the Walden Library databases.

Media

· Laureate Education (Producer). (2013g). Perspectives: The ‘tween years’ [Video file]. Retrieved from https://class.waldenu.edu
Note: The approximate length of this media piece is 3 minutes.
This week’s presenter discusses how individuals in the in between, or ‘tween’ age can feel uncomfortable about their gender, their bodies, and their sexuality. Strategies for working with tweens are also discussed. It is highly recommended that you view this presentation before posting to this week’s Discussion boards.

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

What steps would you take in this session to make sure that Jamila has the resources she needs right now?

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Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.  *******   (An abstract is required.)*******

Sometimes clients come into the counseling session with an immediate crisis. They need an immediate solution to a problem. Counseling in these situations needs to be focused and goal oriented.

Jamila has been working with her counselor on learning to better manage her 9-year-old son. Last night, her son was hit by a car and is in the hospital. This has created a number of problems:

1.She has to arrange childcare for her daughter so she can stay with her son in the hospital.  2.He will need some special care when he gets home because he will be in a wheelchair. 3.She is fearful that she will lose her job as a teacher’s aide in the local public school.   Write a 500-750-word paper addressing the following: 1.How would you prioritize Jamila’s concerns in the counseling session? What would you address first?

2.What steps would you take in this session to make sure that Jamila has the resources she needs right now?

3.How would you help Jamila develop a plan to manage the current crisis?

Include at least three scholarly references in your paper.