Behavior

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iscussion: Reactions to Disruptive Behaviors

Many children and adolescents who go to counseling engage in behaviors that are disruptive to others. These children and adolescents are sometimes labeled as having “externalizing” disorders because they tend to “act out” their symptoms, which causes other people distress. Disorders such as depression and anxiety are “internalizing” disorders because children and adolescents generally internalize their symptoms in a way that causes them distress. When children “act out” their symptoms, adults can become impatient, annoyed, and angry. These responses often intensify when children are unwilling or unable to take personal responsibility for their behavior. As a future child and adolescent clinician, it is important for you to gauge your reactions toward children and adolescents with disruptive behaviors and consider how your reactions may impact the counseling process.

For this Discussion, review each of the clips in the media Disruptive Behaviors Part One and think about your reactions to the behavior exhibited in the media. Select one particular child or adolescent in the media and think about how your reactions to that child’s or adolescent’s behavior might impact a therapeutic relationship with that child or adolescent. Also, consider how you might transform any negative reactions you may have to the child or adolescent you selected to an appropriate therapeutic response.

With these thoughts in mind:

Post a brief description of the disruptive behavior you selected, and explain one way your reactions might positively or negatively influence the development of a therapeutic relationship with that child or adolescent. Then, explain one way you might transform a negative reaction into an appropriate therapeutic response and how. Be specific and use examples.

Be sure to support your postings and responses with specific references to the week’s resources.

Discussion: Budget, Budget Narrative, & Sustainability Plan

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The budget is a crucial piece in the logical progression of developing your proposal. Look back at the other key components—needs statement, objectives, goals, methodology, and evaluation—and consider how these pieces must be represented in and supported by the budget. One can see why a funding reviewer might begin by looking at a budget. It should fully, clearly, and succinctly depict the story of the project. The budget narrative expands upon the line items of a budget, offering further explanation of costs and needs, as appropriate.

A sustainability plan explains to funders how you will continue a project after funding has been exhausted. Not only does this plan demonstrate a proactive stance toward your project, but it also provides a funder assurance that its interests will be served beyond the project timeframe.

In preparation for this Discussion, consider the components of your project that you have determined to this point. Review this module’s Learning Resources that focus on the budget, budget narrative, and sustainability plan. Note: You may select one of the two budget formats for your Discussion post: the budget example on pp. 162–163 or use the Sample Budget Worksheet on p. 328 as a guide to develop your budget.

By Day 3 of Week 5

Post the following to the Discussion board:

  • Your Budget, Budget Narrative, and Sustainability Plan.      Include a brief description of your project to provide context to your      colleagues.

Note: To be respectful of your peers in providing feedback that will be useful to their finalizing their Budget, Budget Justification/Narrative, & Sustainability Plan for Assignment 4, you are encouraged to post your responses to your colleagues by Day 5.

Be sure to support your analysis and conclusions with citations and references in APA format from the Learning Resources and your own research.

References

Gitlin, L. N., & Lyons, K. J. (2014). Successful grant writing: Strategies for health and human service professionals (4th ed.). New York, NY: Springer.

· Chapter 10, “Developing a Budget,” pp. 149–165

· Chapter 11, “Putting It All Together to Create a Budget,” pp. 167–177

· Chapter 12, “Technical Considerations in Budget Development,” pp. 179–181

· Appendix D, Sample Timeline, Budget Sheets, and Flow Charts, p. 328

Community Tool Box. (n.d.). Writing a grant application for funding. Retrieved December 17, 2017, from http://ctb.ku.edu/en/writing-grant-application

Grant Central Station. (n.d.). Writing a budget narrative. Retrieved June 28, 2017, from http://grant-central-station.com/articles/33

Hansen, M. (2014, January 29). The five key elements of an effective sustainability plan for grants [Blog post]. The Grant Helpers.com. Retrieved from http://www.thegranthelpers.com/blog/bid/204687/The-Five-Key-Elements-of-an-Effective-Sustainability-Plan-for-Grants

Illinois Department of Human Services. (N.D.) Grant writing tips: Creating a proposal budget. Retrieved from http://www.dhs.state.il.us/page.aspx?item=22085

Rocky Mountain Public Health Training Center. (2015). Grants budgeting 101. Retrieved from https://registrations.publichealthpractice.org/Training/Detail/99

· Module 2 – Grant Budgeting 101: Download our budget detail worksheets

Types Of Groups

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Compare one of the types of groups presented in the Group Counseling: Concepts and Procedures text to a traditional interpersonal psychotherapy group as described in the “The Interpersonal Model of Group Psychotherapy ” article (each linked in Resources).

  • How do the goals and structure of the groups differ?
  • What may be some advantages or disadvantages of both types of groups?
  • What could be examples of topics each type of group may be well suited to address?

Write a paper (500-750 words) in which you discuss how you will apply concepts from the five assigned pre-residency presentations to your dissertation research

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Write a paper (500-750 words) in which you discuss how you will apply concepts from the five assigned pre-residency presentations to your dissertation research. Include the following in your paper:

  1. A statement of how the information in the pre-residency presentations support and/or refute the direction of your intended research.
  2. A statement of the how the information in the pre-residency presentations guides the revision of your initial research plan.