Explain the strategies you intend to use to keep students on task, thus maximizing the benefits of your classroom activities and lessons.

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Imagine that you have been contacted by your school principal to deliver a presentation at “Back to School Night” for your sixth grade class, their parents, caregivers, and other interested parties. The presentation will inform the audience on how you plan to create a productive learning environment for the school year.

Include the following in your presentation:

  • Explain the strategies you intend to use to keep students on task, thus maximizing the benefits of your classroom activities and lessons.
  • Explain how you will respond to and address minor misbehaviors and serious/chronic misbehaviors in the class. Discuss one or two outside agencies that can help yield a safe and supportive learning community.
  • Select strategies to work effectively with students and their parents to evaluate diverse characteristics in their learning experiences.

Also, create a handout to give to your audience. This can be a brochure, a resource guide, or other visual aid that provides the main takeaways from your presentation, whichever you believe to be most useful for your intended audience.

Incorporate appropriate animations, transitions, and graphics as well as speaker notes for each slide. The speaker notes may be comprised of brief paragraphs or bulleted lists and should cite material appropriately. Add audio to each slide using the Media section of the Insert tab in the top menu bar for each slide.

Support your presentation with at least threescholarly resources. In addition to these specified resources, other appropriate scholarly resources may be included.

Presentation Length: 12-15 slides (with a separate reference slide)
Notes Length: 100-150 words for each slide
Handout Length: 2-3 pages

Be sure to include citations for quotations and paraphrases with references in APA format and style where appropriate.

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 Flamez, B. & Sheperis, C. J. (2015) and/or Sommers-Flanagan, J., & Sommers-Flanagan, R.

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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 Flamez, B. & Sheperis, C. J. (2015) and/or Sommers-Flanagan, J., & Sommers-Flanagan, R. (2007). 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 01/02/19 at 9pm.

Discussion – Week 6

This week we are discussing trauma. You will need to select a current traumatic event in the news involving children and/or adolescents. You will consider possible PTSD symptoms commonly seen with this type of trauma and how you might be affected if you were to counsel a child or adolescent who was traumatized by this event.

Please note the learning resources in the course room are out of date.  You will want to supplement your post with at least one current (since 2009) peer-reviewed article.  In addition, you will need to cite and reference the media source of the current traumatic event in the news involving children and/or adolescents you have selected.

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Symptoms of Posttraumatic Stress Disorder

Studies estimate that between 15–43% of girls and 14–43% of boys will experience at least one traumatic event. Out of those children who experience trauma, 3–15% of girls and 1–6% of boys will develop posttraumatic stress disorder (PTSD) (Erk, 2008, p. 246). Risk factors for the development of PTSD include the severity of the trauma, parental reactions to the trauma, the amount of parental support given to a child or adolescent, and how close the child or adolescent is to the trauma (Prout & Brown, 2007, p. 231). Often, young children show signs of PTSD in their play. For example, children who experienced sexual trauma may act out the trauma by using dolls. Adolescents’ PTSD symptoms often mirror those of adults. There are many treatment options for children and adolescents with PTSD, and no matter the type of treatment you choose, it is important that the child or adolescent you treat feels at ease when participating in counseling.

For this Discussion, select a current traumatic event in the news involving children and/or adolescents. Consider possible PTSD symptoms commonly seen with this type of trauma. Also, consider how you might be affected if you were to counsel a child or adolescent who was traumatized by this event.

References:
Prout, H. T., & Brown, D. T. (2007). Counseling and psychotherapy with children and adolescents: Theory and practice for school and clinical settings.Hoboken, NJ: Wiley.
Erk, J. (Ed.). (2008). Counseling treatment for children and adolescents with DSM-IV-TR disorders (2nd ed.). Upper Saddle River, NJ: Pearson Merrill Prentice Hall.

With these thoughts in mind:

Post by Day 4 a brief description of the traumatic event you selected. Then, describe two symptoms of posttraumatic stress disorder (PTSD) commonly seen with this type of trauma and explain why. Be specific. Finally, explain one way you might be affected by counseling children or adolescents who have experienced this traumatic event and why.

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Required Resources

Learning Resources

Please read and view (where applicable) the following Learning Resources before you complete this week’s assignments.

This page contains the Learning Resources for this week. Be sure to scroll down the page to see all of the assigned resources for this week. To view this week’s media resources, please use the streaming media player below.

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

Readings

Media

  • Laureate Education (Producer). (2011). Child      and adolescent counseling [Video file]. Retrieved      from https://class.waldenu.edu
    • “Trauma and Post-Traumatic Stress Disorder”       (approximately 32 minutes)

Optional Resources

  • Kiselica, M. S., & Morrill-Richards, M. (2007).      Sibling maltreatment: The forgotten abuse. Journal of Counseling      & Development, 85(2), 148–160.
    Retrieved from the Walden Library databases.
  • Mellin, E. A. (2009). Responding to the crisis in      children’s mental health: Potential roles for the counseling      profession. Journal of Counseling & Development, 87(4),      501–506.
    Retrieved from the Walden Library databases.
  • Putman, S. E. (2009). The monsters in my head:      Posttraumatic stress disorder and the child survivor of sexual      abuse. Journal of Counseling & Development, 87(1),      80–89.
    Retrieved from the Walden Library databases.

Respond by Day 5 to at least two of your colleagues’ postings in one or more of the following ways: Share an insight related to your colleague’s chosen ethics or justice violation scenario.

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Respond by Day 5 to at least two of your colleagues’ postings in one or more of the following ways:

  • Share an insight related to your colleague’s chosen ethics or justice violation scenario.
  • Offer another factor that might have contributed to the colleague’s suggested ethics or justice violation scenario.
  • Validate an idea with your own experience.
  • Expand on your colleague’s posting.

#1 P S       

Case #30, Recording Data without Consent was selected for discussion this week.  This case described the actions of an I/O Psychologist who intentionally and secretly recorded several employees of a large organization.  The recordings were done by the I/O psychologists who was consulted to completed employee research surveys.  It was during one of the interview sessions for the surveys that the I/O psychologist recorded participants of the study as they expressed concerns about management. The I/O psychologist while reporting to management the findings, revealed to them that he severely recorded participants of the study.  Management asked the I/O psychologist to produce the tape; however, the request was denied, and he destroyed the tape to protect himself further.  Management highlighted concerns for the I/O psychologist actions which was a blatant disregard and trust for the participants.  Management also questioned the I/O psychologist lack of judgement which placed his needs above that of the participants (Schminke, 2010).

The situation being discussed was an individual lapse in judgment by the I/O psychologist who violated ethical principles and guidelines set forth by the American Psychological Association (2010) which states that no recording should be made without notifying the person(s) being recorded.  Additionally, the I/O psychologists, knowingly and willfully deceived the participants being studied thus did not obtain a consent from them to record them as they provided valuable data.  The I/O psychologist broke code of conduct by violating moral issues which caused harm to the participants (Schminke, 2010).   According to Bandura’s social learning theory, there are two reasons why a person behave ethically and that is either because of self-monitoring and successful ethical experiences.  Self-monitoring is described as the consistency/inconsistency of one’s behavior.  Bandura states that when someone acts in a manner where their behavior is questionable, they begin to experience self-condemnation which are inconsistencies with their behavior as it relates to personal beliefs and values.

A way in which this ethical situation could have been avoided was by the I/O psychologist adhering to the American Psychological Association (2010) guidelines and notifying the participants that in order to ensure their concerns are not being misrepresented, a recording was being made, and their consent was needed.  Additionally, the I/O psychologist could have demonstrated better respect for the rights and dignity of the participants by informing them of his plans to record their interviews.  Additionally, participants should have been informed of the ways in which the recording was going to be used.

#2 -HB

In Case 17, an internal consultant is tasked with distributing and analyzing feedback from 360° surveys.  In order to save costs, the psychologist decides to utilize the firm’s in-house Management Information System’s (MIS) existing email system.  This system works well to distribute the questionnaires and the respondents replied under what they believed to be anonymity.  When the consultant received the database for analysis, however, she learned that there had been personal name identifiers that automatically recorded each respondents name.  The consultant decided to use the information on the word of the MIS manager that the confidential information would not be released.

Several factors led to this ethical dilemma that could potentially unveil supposedly anonymous responders to colleagues that they work with as a supervisor, subordinate, peer or client.  Initially, the in-house consultant was unaware of the MIS’ system complete procedure.  When reviewing the cognitive process for ethical decision making, she might have been unaware that there was a moral issue at hand.  As Schminke explains, that is the first step followed by developing a moral judgment about the situation which informs our moral motivation to determine our moral conduct and whether it is in line with what is considered appropriate by society (2010).

Organizationally, there seemed to be no policy or standard operating procedure regarding the delivery or analysis of surveys.  Given social learning theory, did the consultant understand or have a model of the correct way to conduct an anonymous 360° survey to maintain the communicated anonymity? Situationally, the MIS manager seemed to also be uninvolved in understanding the needs of the project from the delivery of the emails through database analysis.  Rogerson, Gottlieb, Handelsman, et al., explain that “it is essential that psychologists use empirical knowledge about the processes of judgment and decision making to improve ethical practice” (2011).  A utility sanctioning system that would describe the unethical behavior could have made both the manager and the consultant more morally aware from the initiation of the project.

· a client-centered approach, sometimes called “Narrative Therapy,” which helps clients understand the intersections of their conflicting identities

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Tutor: Amanda Smith

You must reply to at least 2 classmates’ threads. Each reply must be 200–300 words. Also, note that “I like what you said,” “That’s a good point,” and “I disagree with your point” do not count as a complete reply. Rather, stating why you liked or disliked the comment, adding additional thoughts or ideas to the original point, and/or providing alternative ideas or thoughts when you disagree will count as a reply. You are required to be courteous in any disagreement with a classmate.

One of the goals of the Discussion Board Forums is to encourage student community learning; therefore, the instructor will respond to only a few posts. Instructor comments may add to the conversation, ask a pertinent question, or summarize some of the key points made.

Calton 

LGBT discussion board

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The focus of study for this week is LGBT issues in counseling.

I was not surprised to hear that there are mixed results about corrective therapy, because I remember reading about that in 2014 (McDowell). Some people enter into conservative Christian therapy programs and leave as happy Christians who still identify as homosexual. Stories like this seem common, and they were echoed in the interview between Dr. Garzon and Dr. Yarhouse (2020). During this interview, three approaches for counseling LGBT clients were outlined:

· a conservative approach, sometimes called “Conversion Therapy,” which tries to change a client to heterosexuality

· a progressive approach, called “Positive Affirmation,” which affirms any and every sexual orientation as valid if it is presented by the client

· a client-centered approach, sometimes called “Narrative Therapy,” which helps clients understand the intersections of their conflicting identities

I think that Narrative approach is very helpful. I have also heard the different “narratives” of a persons life called “scripts.” For example, let us consider a homosexual girl who is an evangelical Christian is guaranteed to experience conflict about her identities. Cognitive dissonance is guaranteed once she develops in those identities, and learns that her homosexual orientation seems to be a sin according to her evangelical identity (see Romans 1:26). Trying to convert the client to a specific understanding of verses like Romans 1:26 is a violation of the ACA Code of Ethics; and simply affirming both her faith and her homosexuality might only exacerbate her cognitive dissonance, which will only increase negative health factors (Erford & Hays, 2018). It is more helpful to the client to help her understand the intersection of her conflicting identities. Explaining this in a narrative format can help give meaning, and it can help her to decide which identity she values more.

I would like to ask Dr. Yarhouse if he recommends LGBT clients attend church-based therapy, and, if so, what things they should caution to ensure a quality, helpful therapy experience.

References:

Erford, B. T., & Hays, D.G. (2018). Developing multicultural counseling competence: a systems approach, 3rd edition. New York, NY: Pearson.

Garzon, F. (2020). Presentation: Sexual Identity in Professional Counseling Practice.

McDowell, S. (2014). Same-Sex Marriage: A Thoughtful Approach to God’s Design for Marriage. Grand Rapids, MI: Baker Publishing.

Haley 

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Something that surprised me while watching the lectures had to do with the conversation surrounding “conversion theory”. I have never heard conversations about Christians trying to change a person from being gay to being straight without it followed by a horror story of abuse and psychological manipulation or complete condemnation for being gay. It was surprisingly positive to hear that there were organizations taking time to discuss sexuality with Christians who have confusing thoughts in a way that is respectful of the clients wants and faith which may result in a possible choice away from being gay (Yarhouse, n.d.).

One theme I will take away from these readings is the belief the everyone falls on a continuum of sexuality. Almost everyone will experience a sexual thought towards the same sex at some point in their lives and they may be challenged with that feeling but they will not be alone in it (Yarhouse & Burkett, 2002). This means that people will not fall under the two categories of being straight or being gay but may identify as many different aspects of the continuum (Yarhouse & Burkett 2002). Since sexual orientation consists of seven variables (sexual behavior, fantasies, emotions, living life as an orientation, self-identification, social preference), a person may experience each on different levels and directed towards different sexes (Hays & Erford, 2018).

A second theme I will carry into future counseling will be the knowledge that heterosexism can be extremely scarring. Heterosexism can lead to the denial of basic rights and when those basic rights are violated, the LGBTQ+ community is much more likely to experience depression, anxiety, high suicide rates and attempts, low self-esteem, harassment, hate crimes, internalized shame and physical ailments. It is not always clear that the institutional oppression of the LGBTQ+ community is causing as much damage as it is to the clients. This will also manifest itself in higher level of poverty and reduced social relationships (Hays & Erford, 2018).

A third theme I found when specifically discussing Christians who are interacting with the LGBTQ+ community, especially in regards to evangelicals, is the stance that many churches take. Dr. Yarhouse describes these three stages as:

1. behave how the church desires you to behave

2. believe what we believe

3. belong to our group

This turns many in the LGBTQ+ community away knowing that they do not want to conform to the behavior of the church (Yarhouse, n.d.).

Dr.Yarhous goes on to say that the three stages should be:

1. belong to our group

2. believe what we believe

3. become more like Christ in everything you do (Yarhouse, n.d.)

20% of Americas are antagonistic towards conservative Christians and there is a strong belief that these Christians hate anyone who identifies as gay (Yarhouse & Burkett, 2002). In reality I do not believe that is true but the church needs a reminder that we are called to love with “gentleness and respect” and 1 Peter 3:15 states (Crossway Bibles, 2016). As a counselor I will need to fully understand the perspective my client may be coming from with their past relations with the Christian community.

I wrestle with a lot of emotions when it comes to working with the LGBTQ+ community. I have a deep understanding that after that after the fall of man in the garden everything changed. The natural man and woman relationship that had existed before the fall will change and I know that God understands this and I could never imagine being told who I can and can’t love or that I need to be alone. At the same time, the Bible seems to speak quite clearly on homosexuality being a sin as seen in 1 Timothy 1;9-10, “The law is not laid down for the just but for the lawless and disobedient, for the ungodly and sinners, for the unholy and profane, for those who strike their fathers and mothers, for murderers, for the sexually immoral, men who practice homosexuality, enslavers, liars, perjurers, and whatever else is contrary to sound doctrine.”(Crossway Bibles, 2016)I’m concerned my biases may cause a lack of proper counseling although it is something I am continuing to educate myself on.

References

Crossway Bibles. (2016). Esv: study Bible: English standard version. ESV: study Bible: English standard version. Wheaton, IL.

Garzon, F. (n.d.). The Lesbian & Gay Population.

Hays, D. G., & Erford, B. T. (2018). Developing multicultural counseling competence: a systems approach. NY, NY: Pearson.

Yarhouse, M. A. (n.d.). Sexual Identity in Professional Counseling Practice.

Yarhouse, M. A., & Burkett, L. A. (2002). An inclusive response to LGB and conservative religious persons: The case of same-sex attraction and behavior. Professional Psychology: Research and Practice, 33(3), 235–241. https://doi-org.ezproxy.liberty.edu/10.1037/0735-7028.33.3.235

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