What activities would you engage in for Stage One?       (Exploration, pp. 231–232). What techniques would you use to develop       rapport, express empathy, and encourage your client to “tell his       story?”

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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 07/06/19 at 7pm.

Assignment – Week 6

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Application: Career Development Plan

In this Application assignment, you will demonstrate strategies for facilitating client skill development for career, educational, and life-work planning and management.

To prepare for this assignment:

  • Review Chapter 8 of the course text, focusing on career      development planning.
  • Review Figler and Bolles’ list of 12 key      skills of the career counseling (p. 239-240).
  • Review the case study of Darren (Niles, Goodman, & Pope,      2002).
  • Think about how you would complete this vocational/career      development plan.
  • Consider other steps you might take or things you might add      to a vocational/career development plan for Darren.

The assignment: (1-2 pages)

  • Using the Hill and O’Brien (1999) Helping Skills Model Model      (embedded in the course resource “Darren – The Case of the Unemployed      Runaway”) describe the strategies/interventions that you would employ to      support a client’s life work plan.
    • Develop a client to use for this Application Assignment.       Consider using the client you developed for the Week 3 Application       Assignment; do NOT use “Darren” from the resources
    • Briefly describe your client’s presenting problem.
    • What activities would you engage in for Stage One?       (Exploration, pp. 231–232). What techniques would you use to develop       rapport, express empathy, and encourage your client to “tell his       story?”
    • For the second stage, Insight (p. 232). What areas would you       focus on to gain deeper meaning and understanding of your client’s       situation? How would you identify his strengths and weaknesses? What       interpretations would you offer your client?
    • During the action stage (p. 232), what plans would you       develop, how would you evaluate them, and what follow-up activity would       you do with your client?
    • Include anything else that you would like to add to further       develop the plan.

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Required Resources

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

  • Chapter 8 “Designing Career Development Plans With       Clients’”
  • Chapter 9, “Establishing a Thriving Career Development       Program”
  • Article: Niles, S. G., Goodman, J., & Pope, M.      (2001). The career counseling casebook: A resource for students,      practitioners, and counselor educators (pp. 231–235). Broken      Arrow, OK: National Career Development Association. Used by permission of      The National Career Development Association.
    • “Darren: The Case of the       Unemployed Runaway Click for more options “

Media

  • Video: Laureate Education, Inc. (Executive Producer).      (2007). Vocational psychology and counseling: Career development      planning. Baltimore: Author.
    • with Dr. Darrell Luzzo

Note: The approximate length of this media piece is 21 minutes.

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

Website

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

Review several of your peers’ posts, responding to at least two classmates over the course of the week, comparing your footprints to theirs, and offering additional suggestions for ways they might lower their footprints, along with possible obstacles to doing so and ways of overcoming those obstacles.

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Week 1 – Discussion 1

11 unread reply.11 reply.

p>Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Refer to the Discussion Forum Grading Rubric under the Settings icon above for guidance on how your discussion will be evaluated.

Ecological Footprints [WLO: 3] [CLOs: 3, 6]

The ecological footprint is a tool for helping us to visualize the impacts we make on the environment. For a brief overview of the concept, please watch this one-minute video The Ecological Footprint Explained (Links to an external site.) prior to beginning work on this discussion.

In this week’s class discussion, you will have the opportunity to learn more about how connected you are to the ecosystems and biosphere that you inhabit. Everyday choices can impact our environment; through those choices, we can either add to our environmental impact, or reduce it.

In a course-long project beginning this week, you will take on the challenge of lessening your impacts on the environment, through reducing the size of your ecological footprint. Specifically, you will identify possible lifestyle changes that would reduce the amount of resources you use and/or the amount of carbon dioxide emissions that you produce. In a course-long experiment, you will determine whether or not it is possible to make a measurable difference in your environmental impact through a few simple actions in your daily life. The first step, of course, is to determine your ecological footprint right now. To do that, you will calculate three footprints: an overall ecological footprint that takes most of our daily behaviors into consideration; a carbon footprint that focuses on our daily carbon emissions that are contributing to global climate change; and a water footprint that assesses daily water use.

Part A: Ecological Footprint

Use the footprint tool from the web page What Is Your Ecological Footprint? (Links to an external site.) to calculate your ecological footprint. At every opportunity, please select the “add details to improve accuracy” option. At the end of the footprint activity, make a note of how many earths would be required if everyone lived like you. Then click on “see details” to obtain the following information:

  • Your ecological footprint, in global hectares (a hectare is about two and a half acres).
  • Your top three consumption categories.
  • Finally, research some ways you might reduce your footprint, identifying a few specific ones that you might put into practice throughout the course.

Part B: Household Carbon Emissions Footprint

Next, use the Carbon Footprint Calculator (Links to an external site.) to calculate your household carbon emissions footprint. After answering all the questions:

  • Make a note of your carbon emissions footprint in pounds. Is that above or below the average household carbon footprint in the US?
  • Also, explore specific actions you might take to reduce your footprint. Which of them might be practical to undertake in the next five weeks?

Part C: Water Footprint

Finally, use Water Footprint Calculator (Links to an external site.) to calculate your daily water footprint. After answering all the questions:

  • Make a note of your gallons per day water footprint.
  • Record the top three contributors to it.
  • Scroll down the page to access a series of “Tips” buttons you can click on for advice on reducing your footprint. Again, make a note of some specific ideas you see that might be practical to implement over the next five weeks.

Discussion Post Requirements

Your discussion should include all the information you gathered about your consumption habits from your three footprint calculations, including all numbers with units.

Then, in a well-crafted post of at least 200 additional words, examine the numerical results of your three footprint calculations by answering the following questions:

  • What did you learn that surprised you about your consumption habits?
  • Propose a minimum of five lifestyle changes you could make that would reduce one or more of the three footprints. (These do not have to be the ones you use in this course-long project; over the course of the discussion, you may opt to select other ones based upon classmates’ recommendations. You will be recording your final choices for lifestyle changes in your Journal at the end of the week.)
  • For each lifestyle change, identify which footprint you would be lowering by doing it. Discuss potential obstacles to making those changes, and then suggest ways you might overcome those obstacles.

Note: You will not be able to view others’ posts until you have made your own.

Guided Response: Review several of your peers’ posts, responding to at least two classmates over the course of the week, comparing your footprints to theirs, and offering additional suggestions for ways they might lower their footprints, along with possible obstacles to doing so and ways of overcoming those obstacles. You are encouraged to post your required replies earlier in the week to promote more meaningful and interactive discourse in this discussion forum. Continue to monitor the discussion forum until 11:59 p.m. on Day 7, and respond with robust dialogue to anyone who replies to your initial post.

Note: If you encounter any difficulty accessing one or more of the three footprint calculators, you may need to try a different web browser. For instance, if you are using Google Chrome, you may need to use another option (Internet Explorer, Safari, Mozilla, etc.). If you are having difficulty accessing your usage data, contact me for an alternative.

 

Although Kim just ate a huge meal and feels “stuffed,” the idea of a chocolate sundae is too good to pass up. Which motivational term explains the appeal of the sundae? (Points : 2)

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Question 1.1. (TCOs 1, 2) Participants in research early in psychology’s history might have been asked to view a chair and describe its color, shape, texture, and other aspects of their conscious experience. These individuals would have been using a method called (Points : 2)

hypnosis

objective introspection.

psychosurgery.

psychoanalysis.

Question 2.2. (TCO 4)  As part of a psychology experiment, Brett decides to measure a person’s “anxiety” by noting the number of blinks a person makes in a 20-minute social interaction with a stranger. Brett appears to have offered a(n) _____ of anxiety. (Points : 2)

variable

operational definition

theory

hypothesis

Question 3.3. (TCOs 2, 3)  Marta was in an automobile accident and suffered an injury to her brain, resulting in the paralysis of her left arm. What part of Marta’s brain was injured?(Points : 2)

Auditory association area

Motor cortex

Association areas

Somatosensory cortex

Question 4.4. (TCOs 2, 3)  A group of axons bundled together coated in myelin that travels together through the body is called a (Points : 2)

synaptic vesicle

nerve

neurilemma

myelinated pathway.

Question 5.5. (TCOs 2, 3)  _____ synapses make it more likely that a neuron will send its message to other neurons, whereas _____ synapses make it less likely that a neuron will send its message. (Points : 2)

Excitatory; inhibitory

Inhibitory; excitatory

Augmentation; depletion

Depletion; augmentation

Question 6.6. (TCO 4)  Which of the following phenomena is a function of the distribution of the rods and cones in the retina? (Points : 2)

The moon looks much larger near the horizon than it looks when it is higher in the sky.
The light from distant stars moving rapidly away from us is shifted toward the red end of the spectrum.

Stars can be seen only with difficulty during the daytime

A dim star viewed at night may disappear when you look directly at it, but reappear when you look to one side of it.

Question 7.7. ( TCO 4)  What are the five primary tastes? (Points : 2)

Hot, sour, spicy, sweet, origami

Salty, sour, spicy, sweet, tart

Bitter, salty, sour, sweet, umami

Peppery, salty, sour, sweet, acidic

Question 8.8. (TCO 4) Dizziness, nausea, and disorientation may result if the information from the eyes conflicts a little too much with that from the vestibular organs, according to the _____ of motion sickness. (Points : 2

sensory conflict theory

motor conflict theory

vestibular conflict theory

semicircular canal conflict theory

Question 9.9. (TCO 5) Judith is startled when her 6-year-old daughter, Laura, sleepwalks into the family room. It is most likely that Laura is experiencing the _____ stage of the sleep cycle. (Points : 2)

REM

first

second

fourth

Question 10.10. (TCO 5) A client tells his therapist about a dream of riding on a train with his boss. At the end of the journey, the boss gets off the train at a terminal. The content of this dream, as related by the client to the therapist, is what Freud called its _____. (Points : 2)

primary content

manifest content

secondary content

latent content

Question 11.11. (TCO 5) A student nurse looks at a patient’s chart and does not understand the meaning of serious sleep apnea, so she asks the head nurse for assistance. How might the head nurse describe this condition? (Points : 2)

The patient is mentally ill and tends to try to suffocate himself at times.

The patient cannot sleep unless he uses several pillows to deaden sounds that might awaken him.

The patient appears to awaken throughout the night and start walking, but he will not respond to commands.
The patient has a potentially life-threatening condition in which air does not flow into or out of his nose or mouth for periods of time while he is asleep.

Question 12.12. (TCOs 7, 8)  A child learns that whenever he eats all of his dinner, he gets a cookie for dessert. This type of learning is BEST explained by (Points : 2)

classical conditioning.

operant conditioning.

biofeedback theory.

social learning theory.

Question 13.13. (TCOs 7, 8)  Bill hates to clean up after dinner. One night, he volunteers to bathe the dog before cleaning up. When he finishes with the dog and returns to the kitchen, his wife has cleaned everything up for him. Which of the following statements is most likely true? (Points : 2)

Bill will start cleaning up the kitchen before he bathes the dog.

Bill’s wife has positively reinforced him for bathing the dog.
Bill’s wife has negatively reinforced him for bathing the dog.

Bill will never bathe the dog again.

Question 1.1. (TCOs 7, 8)  Dad is watching a home improvement show about how to install a new sink. He really wants to do it and watches the show intently. He knows that his wife will reward him when he is done. However, when he tests the new sink, water spurts everywhere. Taking the new sink apart, he finds that he has left out the crucial washers in the faucet assembly even though this was emphasized in the TV show. What part of Bandura’s theory of the necessary components of observational learning is most likely the reason for this disaster? (Points : 2)

Attention
Memory

Imitation

Motivation

Question 2.2. (TCO 7) Suzy looks up from her lunch, realizing that Jacques has just said something to her. What was it? Oh, yes, he has just asked her if she wants to go to the movies. Suzy’s ability to retrieve what Jacques said is due to her (Points : 2)

iconic sensory memory.

echoic sensory memory.

short-term memory.

tactile sensory memory.

Question 3.3. (TCO 7) Rochelle remembered getting “B’s” in her English literature classes in college. But years later, when she applied for a job and took out her transcript, she was shocked to find that she had actually gotten “C–” grades. She then started telling everyone she remembers being a pretty poor student. Her erratic memory of her mediocre performance is most likely due to (Points : 2)

her poor memory.

hindsight bias.

consolidation.

eidetic imagery.

Question 4.4. (TCO 7) Moishe can remember only the first two items and the last two items on the grocery list that his wife just read to him over the phone. The other five items in between are gone. This is an example of the (Points : 2)

encoding specificity effect.

serial position effect.

TOT effect.

reintegrative effect.

Question 5.5. (TCO 8)  Sally is enrolled in a high school geometry course, which she describes as “drawing figures and figuring drawings.” In a typical class, students draw geometric figures and use a formula to calculate an aspect of the figure, such as its area. Each time Sally uses a formula, she is making use of what psychologists call (Points : 2)

heuristics.

logarithms.

algorithms.

convergence.

Question 6.6. (TCO 8)  Which of the following statements about gifted people is true? (Points 🙂

They are more likely to suffer from mental illnesses.

They are physically weaker than nongifted persons.

They are often skilled leaders.

They are socially unskilled.

Question 7.7. (TCO 9) Sam is known to be the fastest worker in the mail room. He has worked in the mail room for only a short time, but prides himself on being competent and a quick learner. He often gets positive comments from coworkers and his boss, which helps to motivate him and has a positive effect as he continues to challenge himself at work. As a result of his efficient style, he is also given more freedom than other workers, because his boss is impressed by his ability to sort and organize mail. Sam is likely to be _____ motivated as he continues to challenge and push himself to perform even better each day. (Points : 2)

intrinsically

extrinsically

superiorly

withinsically

Question 8.8. (TCO 9)  Jack said, “I want to rule the world.” What type of need is this? (Points : 2)

Need for achievement

Need for affiliation

Need for power

Need for sex

Question 9.9. (TCO 9)  Although Kim just ate a huge meal and feels “stuffed,” the idea of a chocolate sundae is too good to pass up. Which motivational term explains the appeal of the sundae? (Points : 2)

Incentive

Instinctive

Drive reduction

Cognitive dissonance

Question 10.10. (TCO 11)  Carolyn took home some printer paper from the office. Later, she felt guilty for stealing it, so she brought some paper to work to replace what she took. Freud would suggest that Carolyn’s _____ was influencing her motives and behavior. (Points : 2)

id

unconscious mind

ego

superego

Describe two social issues related to the course-specific case study for Claudia that inform a culturally competent social worker.

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As with all areas of the social work process, cultural competence is essential when engaging and assessing a child’s concerns. Being culturally competent includes understanding the unique needs of your client and asking how those needs can be fulfilled. Using an empowerment perspective treating clients as experts on their lives and their needs is essential. Not only does this establish your commitment to being culturally sensitive and aware, but it will enhance the therapeutic relationship. While it is essential to learn and master social work skills and techniques to be a successful practitioner, another significant indicator of a successful intervention is the relationship a social worker builds with his or her client. Some research suggests that the quality of the therapeutic relationship will account for 30% of the clinical outcome of the treatment (Miller, Duncan, and Hubble, 2005, as stated in Walsh, 2010, p. 7). Exhibiting a dedication to learning about a client’s culture, history, and current environmental factors exemplifies a social worker’s desire to build that client–worker bond.

For this Assignment, read the case study for Claudia and find two to three scholarly articles on social issues surrounding immigrant families.

DUE   BY THURSDAY 13th JUNE  BY 1 am

Required Readings attached are: 

McCormick, K. M., Stricklin, S., Nowak, T. M., & Rous, B. (2008). Using eco-mapping to understand family strengths and resources. Young Exceptional Children, 11(2), 17–28.

Note: Retrieved from Walden Library databases.

Woolley, M. E. (2013). Assessment of children. In M. J. Holosko, C. N. Dulmus, & K. M. Sowers (Eds.), Social work practice with individuals and families: Evidence-informed assessments and interventions (pp. 1–39). Hoboken, NJ: Wiley.

https://www.cdc.gov/violenceprevention/childabuseandneglect/acestudy/index.html?CDC_AA_refVal=https%3A%2F%2Fwww.cdc.gov%2Fviolenceprevention%2Facestudy%2Findex.html

Case of Claudia attached as document 1-6

In a 2- to 4-page paper, explain how the literature informs you about Claudia and her family when assessing her situation.

  • Describe two social issues related to the course-specific case study for Claudia that inform a culturally competent social worker.
  • Describe culturally competent strategies you might use to assess the needs of children.
  • Describe the types of data you would collect from Claudia and her family in order to best serve them.
  • Identify other resources that may offer you further information about Claudia’s case.
  • Create an eco-map to represent Claudia’s situation. Describe how the ecological perspective of assessment influenced how the social worker interacted with Claudia.
  • Describe how the social worker in the case used a strengths perspective and multiple tools in her assessment of Claudia. Explain how those factors contributed to the therapeutic relationship with Claudia and her family.

Support your Assignment with specific references to the resources. Be sure to provide full APA citations for your references.