Summarize the key elements of potential risks to client and counselor safety. Describe the issues with an example of a specific crisis situation in relation to at least one key element.

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  1. Locate a minimum of two current scholarly articles (published within the last 15 years) from the professional literature that address counselor safety and two articles that address client safety in crisis situations, for a total of four articles. Tip: You may need to look at multiple disciplines, such as counseling, social work, emergency and crisis journals, and so on.
  2. Evaluate the key points of the articles in your own words, such as the author’s recommendations, and describe the issues related to counselor and client safety.
  3. Evaluate the key elements of the risks to counselor and client safety associated with the types of crises you may work with in your community. Key elements of risk are discussed throughout crisis assessment in your textbook, such as assessing for lethality, determining if mental instability is present, or if substance use is involved. Chapter 6 is particularly helpful in the assessment process of a telephone or distance counseling client or a severely disturbed caller.
  4.  Discuss the procedures for identifying trauma and abuse and for reporting abuse when safety issues arise for the counselor or the client.

***The headings for the paper are:

Research on counselor and client safety

This first section is your paper’s introduction. For the purposes of this assignment, simply replace this text with a brief paragraph in your own words introducing the topic and informing the reader of the organization of the paper.

Research on counselor safety

Research and summarize at least two articles that address counselor safety. In Chapter 4 of your text (James & Gilliland, 2013, p. 90), personal safety is shown to be an ethical, legal and professional response in counseling practice. Provide an analysis on how you envision addressing your own safety as you work with clients.

Research on client safety

Research and summarizes at least two articles that address client safety. James and Gilliland (2013) made reference to client safety in Chapters 3, 4, and 6. Provide an analysis on how you envision addressing client safety in your work with clients. You can include strengths that you have that will support your work, as well are potential areas of challenge.

Key elements on risk

Summarize the key elements of potential risks to client and counselor safety. Describe the issues with an example of a specific crisis situation in relation to at least one key element. Key elements of risk are discussed throughout crisis assessment in your textbook, such as assessing for lethality, determining if mental instability is present, or if substance use is involved. Chapter 6 is particularly helpful in the assessment process of a telephone or distance counseling client or a severely disturbed caller.

Managing risks

Evaluate the recommendations for managing risks identified in your research and discussed in the section above. Use a specific example of evidence-based practice to support the recommended risk management.

In the following scenarios, try to imagine the brain of a person with the described head injury. What do you think is going wrong in each case? What are some alternatives?

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Please answer before 10:00 pm.

Short answers

Please keep it simple.

A) In the following scenarios, try to imagine the brain of a person with the described head injury. What do you think is going wrong in each case? What are some alternatives?

  1. A man comes in after falling from a ladder. He is having trouble with his vision and balance and seems to have difficulty keeping his emotions in check. What structures of his brain might be affected and why? Where do you think his injury was? Consider different possibilities and try to discuss various alternatives.
  2. A woman has had a stroke and is having trouble with language. She understands what people say to her but can no longer read, even though her vision is perfect. She also has real difficulty speaking – she speaks in kind of a telegraphic style, so that when she thinks it’s hot and we should turn on the air conditioner she says, “hot… turn…”, trying to speak normally but leaving out most of the sentence, clearly frustrated. What structures do you think were affected by her stroke? Again, try to consider the whole system and various possibilities.

B)Choose an important activity (for example, giving a presentation in class, helping someone in distress, going on a first date — you can choose any activity at all) and discuss how specific structures of the a) limbic system, b) brainstem, and c) cerebellum may be involved.

You should utilize at least five sources from additional professional literature, relevant textbooks, and the Mental Measurements

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Assignment 2: RA: Test Assessment Analysis

For this assignment, you are to write a paper analyzing one test in each of the eight major assessment categories listed below.

You should utilize at least five sources from additional professional literature, relevant textbooks, and the Mental Measurements Yearbook for relevant information on these testing instruments. Your paper should be approximately 10 pages long (approximately 1 page per test).

Required Components:

Mental Measurements Yearbook with Tests in Print can be found in the “M” section on the Find Articles and More page of the Argosy University online library. For each test using the Mental Measurements Yearbook, explain the following seven topics:

  • Test purpose
  • Uses, particularly in a forensic setting
  • Test development and history (any revisions made)
  • Normative information and test statistics
  • Applicable populations
  • Validity and reliability
  • Malingering or deception

When your paper is complete, you will have a discussion on a total of eight tests (one from each of the categories mentioned below). Be sure to choose just one test from each category and do not discuss more than eight tests. Also, do not include any tests that are not listed below.

Assessment Categories and Tests:

  • Mental Status Exam

Appearance, Motor, Behavior, Sensorium, Thought Process, Thought Content, Communication, Speech, Perception, Mood, Affect, Cognition/Orientation, Response to Proverbs, Estimate of Intelligence, Memory, and Insight

  • Substance Abuse
    • Substance Abuse Subtle Screening Inventory (SASSI)
    • CAGE Questionnaire
  • IQ/Cognitive Functioning
    • Wechsler Adult Intelligence Scale, 4th ed. (WAIS–IV)
    • Wechsler Intelligence Scale for Children, 4th ed. (WISC-IV)
    • Kaufman Brief Intelligence Test, 2nd ed. (KBIT-2)
    • California Verbal Learning Test, 2nd ed. (CVLT-II)
    • Reynolds Intellectual Assessment Scales (RIAS)
  • Projective Personality
    • Rorschach Inkblot
    • Thematic Apperception Test (TAT)
  • Objective Personality
    • Personality Assessment Inventory (PAI)
    • Millon Clinical Multiaxial Inventory-III (MCMI-III)
    • Minnesota Multiphasic Personality Inventory (MMPI)
  • Competency to Stand Trial
    • MacArthur Competence Assessment Tool-Criminal Adjudication (MacCAT-CA)
    • Georgia Court Competency Test (GCCT)
    • Competency Assessment Instrument (CAI)
  • Risk Assessment
    • Violent Risk Appraisal Guide (VRAG)
    • Sex Offender Risk Appraisal Guide (SORAG)
    • Hare Psychopathy Checklist-Revised (PCL-R)
  • Insanity/Criminal Responsibility
    • Rogers Criminal Responsibility Assessment Scales (RCRAS)

Explain the concept of “best practice” and what it means in the context of diversity strategy. What are the challenges of developing and implementing best practices? What are the potential benefits?

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In this assignment, you are the game show host for the Diversity game (attached PowerPoint).

Gather two or three friends or family members as contestants. If you have more, divide them into two groups. Use a piece of paper to keep score and print the second page of the presentation to mark which questions were incorrectly answered.

1. Open the PowerPoint Diversity game. Start the Slideshow to begin.

Read these instructions to the teams:

  • One person (or team) will randomly be selected to choose the first question category and level. Once a question is read aloud, all person (or team) will debate the answer. One team will raise a hand or use his or her assigned team noisemaker when the team is ready to answer.
  • I will call on the first team to respond. If they answer correctly, they will receive the number of points indicated, and they will choose the next question category and level. If their answer is incorrect, I will call upon the second team and so on.
  • In the event that no team answers the question correctly, I will give the correct response. The team that chose last still has control of the board and should choose the next question.
  • Scores will be recorded and the winner announced at the end of the round. There will be one round of 25 questions (or two rounds of 25 questions each if you also play Double Diversity).

2. Once you have the “board” displayed, and the first team has selected their question, click one of the cells to reveal a question.

3. To return to the main board, click on the “Diversity” icon in the lower right corner of the screen.

4. If the game is close, use the Double Diversity board.  To advance to the Double Diversity board, click the logo in the top-right (above “The Amazing Race”) of the main game board. This will take you to the Double Diversity! board (Board 2).

After playing the game, discuss with the contestants why they believe they missed some of the questions.

Write a 500-word essay that evaluates the game play, your thoughts on why questions were correctly and incorrectly answered, and what you learned from the game.

Assignment – Part 2:

Select three of the following five prompts.  Write a response of at least 300 words for each of the three prompts:

  • What was one of your earliest experiences concerning race? Describe the experience, how you felt, and how the experience was handled. If you could rewrite that experience, how would you change it and/ or how it was handled?
  • Explain the concept of “best practice” and what it means in the context of diversity strategy. What are the challenges of developing and implementing best practices? What are the potential benefits?
  • What are some of the ways that Pitney Bowes has aligned its goals for diversity with a market-driven approach to meeting its customers’ needs? Be specific.
  • What is/are the common theme(s) between the Bowman exercise and the Miner article?
  • Review the author’s list of 46 examples of white privilege. Critically evaluate which of these indicate white privilege and which might be artifacts of other forces (market forces, personal choice, etc.).

Submit both Assignments in the same document.

Assignment Expectations:

  • Length:
    • 1400-1750 words (5-7 pages); answers must thoroughly address the questions in a clear, concise manner