Discussion: Paraphrasing A Short Passage

The ability to paraphrase effectively is one of the fundamental skills required for effective academic writing. Paraphrasing shows you understand the source language and can restate it in your own words. Paraphrasing also helps you ensure originality in your writing.

To prepare for this Discussion:

Review the Week 3 Resources. Pay special attention to the webinars on paraphrasing and quoting. Also, study the noted sections of the APA manual so you can learn how to format citations properly.

By Day 3

Post a paraphrase of the following passage from Walden’s Code of Conduct. Include a proper in-text citation in your paraphrase. Make sure to use your own words while preserving the meaning of the original passage. Your paraphrase should ideally be the same length or shorter than the original passage. In addition to paraphrasing the passage, explain in one paragraph the strategy you used to paraphrase effectively.

“As an institution fundamentally  concerned with the free exchange of ideas, the university depends on the  academic integrity of each of its members. In the spirit of this free exchange,  students and instructors of Walden recognize the necessity and accept the  responsibility for academic integrity. A student who enrolls at the university  thereby agrees to respect and acknowledge the research and ideas of others in  his or her work and to abide by those regulations governing work stipulated by  the academic unit or academic program, and, in turn, the instructor” (Walden University, 2016.  para. 8).

Read a selection of your colleagues’ postings.

By Day 5

Respond to at least two of your colleagues’ postings in one of the following ways:

  • Ask a probing question.
  • Share an insight from having read your colleague’s posting.
  • Offer and support an opinion.
  • Validate an idea with your own experience.
  • Make a suggestion.
  • Expand on your colleague’s posting.

Gender- and Family-Conscious Career Counseling

Please no plagiarism and make sure you are able to access all resource on your own before you bid. Main references come from Capuzzi, D., & Stauffer, M. D. (2012) and/or American Psychological Association (2010). You need to have scholarly support for any claim of fact or recommendation regarding treatment. APA format also requires headings. Use the prompt each week to guide your heading titles and organize the content of your initial post under the appropriate headings. Remember to use scholarly research from peer-reviewed articles that is current. I have also attached my discussion rubric so you can see how to make full points. Please follow the instructions to get full credit for the discussion. I need this completed by 07/20/19 at 7pm.

Assignment – Week 8

Application: Gender- and Family-Conscious Career Counseling

Gender has wide-ranging effects on career counseling—from influencing people’s career choices to institutionalized discrimination that has resulted in disparities in salary, prestige, and benefits for men and women. Family life is also significant in how it supports or limits the opportunities and priorities that individuals may have with regard to career options.

Counselors need to examine and reflect on their own gender-based beliefs, attitudes, and behaviors, while also being conscious of how gender may be influencing their clients’ choices. They also need to be conscious of how their own ideas about the role of family and the meaning of work-life balance may influence their approach to counseling clients.

To prepare for this assignment:

  • Review the week’s Learning      Resources. Focus on the case examples of Maria and Richard, on pp.      515–517.
  • Think about the      similarities and differences in the daily lives of Maria and Richard and      the role that gender expectations, bias, and discrimination, as well as      the role that family life, may play in each scenario.
  • Reflect on how a counselor      might engage in a holistic approach to career counseling with Maria and      Richard using one of the following holistic approaches: Self-Efficacy Beliefs (p. 92), Learned Optimism (pp. 93–94),      Planned Happenstance (pp. 94-95), or Positive Uncertainty (pp. 96–99). Consider how a counselor would honor each individual’s unique      needs while also being conscious of how expectations, bias, and/or      discrimination related to gender and family life may influence them.

The assignment: (12 pages)

  • Explain how you would work      with Maria and Richard using one of the following holistic      approaches: Self-Efficacy Beliefs (p. 92), Learned Optimism (pp. 93–94),      Planned Happenstance (pp. 94–95), or Positive Uncertainty (pp. 96–99).
  • Analyze each case (Maria’s      and Richard’s) in terms of the influence of gender and family life on      their career decisions and development.

Required Resources

· Capuzzi, D., & Stauffer, M. D. (2012). Career counseling: Foundations, perspectives, and applications. (2nd ed.). Boston, MA: Pearson Education.

o Chapter 16, “Career Counseling with Couples and Families”

o Chapter 17, “Gender Issues in Career Counseling”

Website

· National Career Development Association. (2015). Internet sites for career planning. Retrieved from www.ncda.org/aws/NCDA/pt/sp/resources

Week 8 Application Assignment Rubric

 

Criteria

 

 

1

Exemplary

 

 

2

Proficient

 

 

3

Progressing

 

 

4

Emerging

 

 

 

Score

Meets Assignment Objectives

Application: Gender- and Family-Conscious Career Counseling

· Explain how you would work with Maria and Richard using one of the following holistic approaches: Self-Efficacy Beliefs (p. 92), Learned Optimism (pp. 93–94), Planned Happenstance (pp. 94–95), or Positive Uncertainty (pp. 96–99).

· Analyze each case (Maria’s and Richard’s) in terms of the influence of gender and family life on their career decisions and development.

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 expectations, 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

 

© 2015 Laureate Education, Inc. Page 2 of 2

Discuss the main differences between a Christian and a secular/naturalistic perspective.

CCN-601 Topic 1 Overview

What the Bible Has to Do With Life

Introduction

When you think of the Bible, what do you think? What images, associations, and

emotions come to mind?

If you were asked to describe the Bible in one or two sentences, what would you say?

Perhaps a starting point is to say that it is a book, or more accurately a collection of 66

books, each with its own characters and themes, that flow into one main story. In saying

this, you are acknowledging that the Bible is literature, in one way like any other book—

material written for a particular purpose. Literarily, it is comprised of a variety of

different types of literature or genres: history, law, wisdom, poetry, letters, and

apocalyptic literature.

In some ways, the Bible is just like any other book, but in other ways, it is very different.

According to Christian tradition, and the Bible itself, it is divinely inspired

communication originating with God but penned by human authors, approximately 40

of them writing in three different languages over the course of about 1,500 years. This is

what makes the Bible unlike any other book and the reason it is called the Holy Bible or

Sacred Scripture. People call it “Holy” because they believe there was one supernatural

author who assured that each of the authors and books were aimed at accomplishing

the same purpose, that it was and is true in all that it affirms and teaches, and that its

content is more important than that which is found in any other book in world history.

So, what is the Bible about? There are a lot of good answers to that question. According

to Bartholomew and Goheen (2004), “biblical Christianity claims that the Bible alone

tells the true story of our world” (p. 20). Like most stories, the Bible proceeds from a

beginning (the first two chapters of Genesis), to a middle wherein a conflict develops

that needs to be solved, and tension builds as the key characters take their places (the

rest of the Old Testament). And then after a very long wait (the intertestamental

period), the hero of the story arrives and saves the day, bringing a shocking and yet

wonderful solution that was not exactly what everybody expected (the Gospels). The

story proceeds by telling about the implementation of that solution (the New Testament

letters) and then, to the end of the story wherein the good guys win and the bad guys

lose (Revelation). God and love and goodness win, and he and his team live happily ever

after.

Worldview

A worldview is a person’s internalized framework for seeing, interpreting, judging, and

comprehending life and reality. It is a conceptual paradigm composed of basic beliefs or

presuppositions that are absorbed from family and culture and religion, and is much

 

 

more automatic and subconscious than conscious. Your worldview is the big picture or

map that directs and guides your explanations for and responses to life. It is an

interpretive system by which individuals explain and make sense of life. It functions like

a map, orienting and guiding individuals toward answers to the major questions of life,

including understanding of people and why they do and think and feel the way they do.

Every counselor has a basic perspective on what life is about. Counseling theories arise

out of the theorist’s particular worldview, entailed within which is their view about

people and problems and solutions. What is a human being? Are people merely physical

things, or are they more than that? Is spiritual stuff real, or just a figment of your

imagination that makes you feel or function better? Is the American dream the real

purpose of life?

According to Albert Wolters (2005), a worldview is “the comprehensive framework of

one’s basic beliefs about things…. Your worldview functions as a guide to your life. A

worldview, even when it is half unconscious and unarticulated, functions like a compass

or a roadmap” (pp. 2, 5).

Contemplate the following statement by J. D. Hunter (2010):

Perhaps the most important thing to realize is that this “worldview” is so deeply

embedded in our consciousness, in the habits of our lives, and in our social

practices that to question one’s worldview is to question “reality” itself.

Sometimes we are self-conscious of and articulate about our worldview, but for

most of us, the frameworks of meaning by which we navigate life exist

“prereflectively,” prior to conscious awareness. That is, our understanding of the

world is so taken-for-granted that it seems utterly obvious. It bears repeating

that it is not just our view of what is right or wrong or true or false but our

understanding of time, space, identity – the very essence of reality as we

experience it. (p. 33)

As a counselor, you will counsel out of some theory that is related to some worldview

that provides the basis for how you understand what is wrong with people and how you

should go about helping them. A particular worldview grounds a counseling theory,

which then directs counseling practice.

The counseling theories that you are learning provide explanations for human behavior,

thought, and emotion. They organize your knowledge about the person and guide what

you observe and ignore, and how you interpret, explain, and predict how people work.

Thus, your counseling theory and practice arise out of some very basic beliefs about

reality and life and people.

Consider the following questions:

1. What is a human person? Are humans just physical things, or are they spiritual beings also? If they are both, how do body and soul relate to one another?

2. What are we here for: self-actualization or something greater?

3. What on earth is wrong with people? Why do they kill one another and themselves?

 

 

Why is there so much abuse, disorder, and unhappiness?

4. How do you fix this mess, or your mess?

Many counselors are naïve about both their personal worldview and the worldview of

the counseling theories they employ. The job of this course is to make sure that is not

true of you.

So, if the Bible tells the true story of the world, the Bible functions as the primary source

for developing a Christian worldview, a Christian psychology, and a Christian perspective

on counseling. Therefore, if your counseling is going to be Christian, you will have to

become more conscious of your worldview and let the Bible provide the primary cues

for your worldview and your psychology. “Psychology” in this paragraph, mean the basic

beliefs about what a person is, what the purpose of life is, why people do what they do,

and what is most essentially wrong with them.

The Bible and Counseling

What would be a proper relationship between the Bible and actual counseling

practices? A variety of answers can be found among contemporary Christian counseling

authors.

For some, the Bible’s primary function is that it provides an infallible or trustworthy set

of essential truths or control beliefs that serve as a grid to filter error out of their

counseling theory and practice. These control beliefs enable the counselor to screen out

that which is contradictory to God’s Word, to filter the ungodly toxins out of a secular

counseling concept or technique.

For example, the Christian counselor’s control beliefs would include the biblical doctrine

of original sin that would screen out Carl Rogers’s (1961) contention that people are

basically good, but would allow into their system Rogers’s contention that counselors

should be accepting and warm and exhibit positive regard toward their counselees (of

course, versions of this insight can be found in Scripture and a thousand other places,

many preceding Rogers).

Many Christian counselors would agree that Scripture should play this arbitrating,

judging, filtering role in counseling, much like an official in sports does, blowing the

whistle when the players violate the standards and rules of the game. So, many

Christian counselors believe the Bible should function as a protective screen, filtering

secular error out of concepts and methods.

Some Christian counselors go further and assert that the Bible can be more than a

referee or filter. They assert that the Bible provides essential truths that counselors

must incorporate in order to properly understand and care for their counselees. The

Bible functions as a foundation providing general concepts such as the nature of

persons, the purpose of life, moral standards, and guidelines and attitudes for

relationships. Their counseling model rests broadly upon this conceptual foundation

even though the details for the counseling model are provided by the social sciences,

 

 

common sense, and personal experience.

But some would say this is not enough, not sufficiently Christian. John Piper’s (2001)

comment reflects this concern:

Bible-saturated counseling does not treat the Word of God as an assumed

foundation which never gets mentioned or discussed or quoted. “Foundations”

are in the basement holding up the house, but they seldom get talked about, and

they are usually not attractive. That is not an adequate metaphor for the role of

Scripture in counseling. The Bible has power and is the very truth and word of

God…. It has a power to rearrange the mental world and waken the conscience

and create hope. (para. 8)

Another perspective is that Scripture functions like a counseling manual or textbook in

which individuals find a divine encyclopedia of human problems and God’s solutions.

Solutions are then sought in Scripture as if it were a recipe book, explicating steps or

principles for the cure. From this perspective, the only legitimate problems are those

explicitly referred to in Scripture. As a result, problems like anorexia or bipolar disorder

are viewed as invalid secular fabrications because they cannot be found explicitly in the

Bible.

Biblical counselor and pastor, Paul Tripp, warns against viewing the role of Scripture in

this way. “There are many issues the Bible doesn’t address in a topical fashion. The Bible

has nothing explicit to say, for example, about schizophrenia, ADD, teenagers, family

television viewing, or sexual techniques for married couples” (Tripp, 2002, p. 26). He

further avers that,

The Bible is not a topical index, a dictionary, or an encyclopedia. The Bible is a

storybook. It is God’s story, the story of his character, his creation, his

redemption of this fallen world, and his sovereign plan for the ages. (Tripp, 1997,

p. 58)

Finally, Tripp (2004) concludes, “the Bible was given so that the God of the plot would

be the God of your heart, and you would live with a deep and personal commitment to

the success of his story” (pp. 172-173). David Powlison (2007) concurs, noting,

“Scripture is not a textbook on ethics or theology of preaching or counseling. It is the

sourcebook” (p. 2).

This course contends that Holy Scripture is the sourcebook for Christian counseling and

that it does in fact provide the true story of the world and the people that inhabit it.

Therefore, we will assert that Scripture should play a comprehensive role, a normative

role, and a transformative role in a counseling model that merits the name of Christ the

Lord.

Comprehensive

The scope of the Bible is universal. It provides a worldview, a comprehensive

perspective of the cosmos and its inhabitants. Individuals use God’s Word to interpret

 

 

God’s world and the persons within it that he created in his image and likeness. This is

not to claim that the Bible is exhaustive or explicit in addressing all things in detail or

that it answers all questions that might be asked. It is to say that it interprets cosmic and

human history and each individual life in such a way that their true meaning and

purpose is revealed.

Thus, Scripture provides a perspective on people, problems, change, and counsel that

answers the most important questions about the source of problems: how individuals

can change and flourish, and what authentic, careful and compassionate help looks like.

It gives a meta-narrative through which individual narratives find their meaning and

purpose. You must know God’s story before you can begin to make sense of the stories

of others that you aim to counsel. That is what this course is about.

Normative

The Bible is the norming norm, a basic guideline for understanding people, problems,

and how to help them change. It provides answers to the big questions in life. Who is

God and what is he like? How are God and people related to one another? What is the

nature of humanity? What is and how does one achieve the good life? What is wrong

with the world, that person, or me? How can we change? What is the nature of wise,

effective love? Scripture provides general and sometimes specific answers to these

questions.

Therefore, primacy and finality are granted to the Bible. It is given the first word and the

last word. Theologians characterize Scripture with words like divinely inspired, infallible,

inerrant, authoritative, and sufficient. This means that Christian counseling distinguishes

the Word of God from any other words. Therefore, it begins with the question, “What

does the Bible have to say about…?” Of course, this assumes that counselors are

biblically literate and also that they accurately interpret and properly apply Scripture to

the matters of counseling. Biblical literacy is therefore essential to full-orbed Christian

counseling.

Transformative

Scripture is divine communication that aims to transform people, inside and out.

Because it is supernatural and divine, it has a creative and effective power that cannot

be ascribed to any other word or text. To say that it is transformative is to say that it not

only explains life, it changes lives. It is creative and restorative. It is holy script—a blend

of the Spirit and text—that has a unique capacity to open eyes and turn on the lights in

lives darkened by whatever. It can be more than a referee or filter that controls error

and protects from secular, atheistic impurities that may infect one’s counseling model. It

is capable of functioning as a well of relevant truth, brimming with living water from

which counselors themselves drink and then under the Spirit’s direction pass on to those

they counsel.

 

 

Conclusion

One way to understand Christian counseling in the professional world is that it is like

being a missionary in a foreign land. One must be honest, wise, and respectful of others

to do this in a way that is honorable and professional and yet still Christian.

References

Bartholomew, C.G., & Goheen, M.W. (2004). The drama of Scripture. Grand Rapids, MI:

Baker Academic.

Hunter, J. D. (2010). To change the world: The irony, tragedy, and possibility of

Christianity in the late modern world. New York, NY: Oxford University Press.

Piper, J. (2001). Toward a definition of the essence of biblical counseling. Retrieved from

www.desiringgod.org/resource-library/articles/toward-a-definition-of-the-essence-

of-biblical-counseling

Powlison, D. (2007). The practical theology of counseling. Journal of Biblical Counseling.

25(2), 2-4.

Nature Or Nurture: Genetic Similarities And Differences

Watch either of the following films (select one; each 52 min):  Secret Life of Twins: Natural Similarities or Secret Life of Twins: Nurtured Differences

First, share which film you elected to view.

Highlight 3 significant ideas or points made in the film about our understanding of human development and how it is influenced by either genes (nature) or experience (nurture).  Compare and contrast the key points you presented with information in Chapter 2 of the text.  Are the ideas in the film supported by factual information in the text, or are they contrasted, or contradicted in some way?

What additional thoughts and questions do these ideas raise about your understanding of the influence of either nature (biology) or nurture (experience/environment) on development overall?  Did the information from the film and/or text confirm thoughts and you already held about the influence of nature v. nurture, or did it challenge your assumptions?  Explain.

Discussion

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