2.1 You are a professional counselor specializing in the treatment of children. You have decided to implement an 8-week parenting program for divorcees. How would you teach parenting skills from the perspective of either (choose) Erikson’s theory or Piaget’s theory with the participants regarding each age level of needs: preschool, school-age, and adolescent. Some of the participants hope to begin family sessions with you once the program has ended. How will you evaluate the impact of the divorce on children in each age level: preschool, school-age, and adolescent?

This discussion question meets the following CACREP Standard: 2.F.3.f. Systemic and environmental factors that affect human development, functioning, and behavior.

2.2 Single-parent households and an increase in women in the workforce have both contributed to a significant increase in alternative care giving situations like day care or nursery school. Based on your understanding of attachment theory, how does this affect children? Now, discuss ethical and cultural strategies for promoting resilience, development, and wellness in early childhood.

This discussion question meets the following CACREP Standard: 2.F.3.i. Ethical and culturally relevant strategies for promoting resilience and optimum development and wellness across the lifespan.

3.1 A parent is at his or her wit’s end over a seeming lack of ambition and drive in his 8-year-old son and has come to you for help. The parent reports that all the child wants to do is play video games. As a professional counselor, how might you separately counsel both the parent and the child? Formulate your response around your understanding of physical development and multiple-intelligences theories as well as parenting styles.

3.2  It is said that children’s social behaviors and attitudes are influenced by what they see on TV, whether it be violence, prosocial skills, or a distorted view of women and minorities. Do you agree or disagree? Why? Support your response with research and personal anecdotes.

4.1 A healthy body image is a critical issue in adolescence. Obesity, anorexia, and bulimia are severe threats to an adolescent’s well-being. What physical and psychological factors play a role in succumbing to these threats? What preventative measures can be taken? Support your response with research.

This discussion question meets the following CACREP Standards:

2.F.3.d. Theories and etiology of addictions and addictive behaviors.

2.F.3.g. Effects of crisis, disasters, and trauma on diverse individuals across the lifespan.

4.2 What are the effects of crises, disasters, and traumas on culturally diverse adolescents? Provide at least two examples in your response.

This discussion question meets the following CACREP Standards:

2.F.3.d. Theories and etiology of addictions and addictive behaviors.

2.F.3.g. Effects of crisis, disasters, and trauma on diverse individuals across the lifespan.

5.1 How do the many socioemotional changes of adolescence impact family systems? Respond to the question theoretically and then provide a minimum of two examples, without sharing names if they are personally known to you.

5.2 According to the “storm and stress” view of adolescence, sexual behavior is one way for adolescents to rebel against their parents. The text suggests that research on adolescent sexuality may not support this. Why or why not?

6.1 Erikson’s stages of adulthood include young adulthood, middle adulthood, and maturity. Please provide an example of each stage, including the main task of each.

6.2 What role do smoking, drinking alcohol, and nutrition play in adult development? Create some possible combinations of these and then respond based on them. For example, how might a person who smokes but eats well develop in adulthood?

This discussion question meets the following CACREP Standard: 2.F.3.f. Systemic and environmental factors that affect human development, functioning, and behavior..

7.1 How do the physical and societal effects of aging impact retirement decisions for older adults?

This discussion question meets the following CACREP Standard: 2.F.3.i. Ethical and culturally relevant strategies for promoting resilience and optimum development and wellness across the lifespan.

7.2 Grandparenting can be highly rewarding. Many grandparents, though, unexpectedly become guardians and raise small children. How might this responsibility affect their normal course of adult development? What components might require transitions? How would a professional counselor encourage these older guardians in their new roles?

This discussion question meets the following CACREP Standard: 2.F.3.f. Systemic and environmental factors that affect human development, functioning, and behavior.

8.1 What types of resources would you use in helping a client deal with their own mortality? Research and post a minimum of three websites or other resources that might be beneficial in helping a client deal with death, dying, loss, and/or questions regarding immortality. Include an annotation as to what the resource contains and why you think it might be helpful.

This discussion question meets the following CACREP Standard: 2.F.3.i. Ethical and culturally relevant strategies for promoting resilience and optimum development and wellness across the lifespan.

8.2 Describe Stroebe’s dual process model of coping with loss. Why do you think this “balance” is important in helping one recover from grief? How do the different needs and abilities of clients affect the counseling interventions?

This discussion question meets the following CACREP Standard: 2.F.3.i. Ethical and culturally relevant strategies for promoting resilience and optimum development and wellness across the lifespan.

Each question need to be answered by itself and have a cite in the answer. Must have 150-200 words in the answer. Should look something like this

1. question how was your day???

Answer it was good.

2.question

answer

3. question

answer   and so on

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 01/16/19 at 5pm.

Discussion – Week 8

Risk and Protective Factors

Violence, aggression, and bullying continue to be major problems among contemporary children and adolescents. As a counselor you must consider the following questions: a) What factors increase the risks for violence and aggression? and b) What protective factors reduce the risks for violence and aggression? The risks for violence include, but are not limited to, child abuse, disconnection to family, and cultural influences. Protective factors that help to mitigate aggression and violence include connectedness to family and community, success in school, and emotional stability. In addition to increasing your knowledge of the propensity of violence, consider a counselor’s role in helping children, adolescents, and families experience and enact violence less often.

For this Discussion, consider the myriad cultures in your community and throughout the world. Using the Learning Resources, Walden Library, and reputable sources on the Internet, select a culture and consider the risk factors that might influence violence and aggression within that culture. Consider the protective factors that may help to mitigate violence and aggression within that culture.

With these thoughts in mind:

Post by Day 4 a brief description of the culture you selected. Then, explain one way this culture may influence risk factors for violence and aggression and why. Be specific. Finally, explain two protective factors you might introduce to family systems in that culture that may reduce or prevent violence and aggression and justify your selection. Be specific and justify your response with evidence-based research.

Be sure to support your postings and responses with specific references to the Learning Resources.

Bottom of Form

Required Resources

Readings

• Sommers-Flanagan, J., &      Sommers-Flanagan, R. (2007). Tough kids, cool      counseling: User-friendly approaches with challenging youth (2nd      ed.). Alexandria, VA: American Counseling Association.

o Chapter 5, “Behavioral, Cognitive, and Interpersonal Change Strategies”

• Copeland-Linder, N., Lamber, S.      F., & Ialongo, N. S. (2010). Community violence, protective      factors, and adolescent mental health: A profile analysis  . Journal of Clinical      Child and Adolescent Psychology, 39(2), 176–186.
  © 2010 by TAYLOR & FRANCIS INFORMA UK LTD. Reprinted by      permission of TAYLOR & FRANCIS INFORMA UK LTD. via the Copyright      Clearance Center.
• Howard, K. A. S., Budge, S. L.,      & McKay, K. M. (2010). Youth exposed to violence: The      role of protective factors  . Journal of Community      Psychology, 38(1), 63–79.
  © 2010 by JOHN WILEY & SONS, INC. Reprinted by permission      of JOHN WILEY & SONS, INC. via the Copyright Clearance Center.
• Liu, J. (2011). Early health risk factors for      violence: Conceptualization, evidence, and implications  . Aggression and      Violent Behavior, 16(1), 63–73.
  © 2011 by ELSEVIER SCIENCE & TECHNOLOGY JOURNALS.      Reprinted by permission of ELSEVIER SCIENCE & TECHNOLOGY JOURNALS via      the Copyright Clearance Center.

Media

• Laureate Education (Producer).      (2011). Aiden Carter reverse timeline [Interactive media].
  Retrieved from https://class.waldenu.edu

o Transcript 

Optional Resources

• Aspy, C. B., Oman, R. F.,      Vesely, S. K., McElroy, K., Rodine, S., & Marshall, L. (2004).      Adolescent violence: The protective effects of youth assets. Journal      of Counseling & Development, 82(3), 268–276.
  Retrieved from the Walden Library databases.
• Crothers, L. M., &      Levinson, E. M. (2004). Assessment of bullying: A review of methods and      instruments. Journal of Counseling & Development, 82(4),      496–503.
  Retrieved from the Walden Library databases.
• Newman-Carlson, D., &      Horne, A. M. (2004). Bully busters: A psychoeducational intervention for      reducing bullying behavior in middle school students. Journal of      Counseling & Development, 82(3), 259–267.
  Retrieved from the Walden Library databases.

  Exemplary	Proficient	Progressing	Emerging
  Element (1): Responsiveness: Did the student respond to the main question of the week? 9 points (28%)	Posts exceed requirements of the Discussion instructions (e.g., respond to the question being asked; go beyond what is required [i.e., incorporates additional readings outside of the assigned Learning Resources, and/or shares relevant professional experiences]; are substantive, reflective, and refers to Learning Resources demonstrating that the student has considered the information in Learning Resources and colleague postings). 9 points	Posts are responsive to and meet the requirements of the Discussion instructions. Posts respond to the question being asked in a substantive, reflective way and refer to Learning Resources demonstrating that the student has read, viewed, and considered the Learning Resources and colleague postings. 7–8 points	Posts are somewhat responsive to the requirements of the Discussion instructions. Posts are not substantive and rely more on anecdotal evidence (i.e., largely comprised of student opinion); and/or does not adequately demonstrate that the student has read, viewed, and considered Learning Resources and colleague postings. 4–6 points	Posts are unresponsive to the requirements of the Discussion instructions; miss the point of the question by providing responses that are not substantive and/or solely anecdotal (i.e., comprised of only student opinion); and do not demonstrate that the student has read, viewed, and considered Learning Resources and colleague postings. 0–3 points
  Element (2): Critical Thinking, Analysis, and Synthesis: Is the student able to make meaning of the information? 9 points (28%)	Posts demonstrate the student’s ability to apply, reflect, AND synthesize concepts and issues presented in the weekly Learning Objectives. Student has integrated and mastered the general principles, ideas, and skills presented. Reflections include clear and direct correlation to authentic examples or are drawn from professional experience; insights demonstrate significant changes in awareness, self-understanding, and knowledge. 9 points	Posts demonstrate the student’s ability to apply, reflect OR synthesize concepts and issues presented in the weekly Learning Objectives. The student has integrated many of the general principles, ideas, and skills presented. Reflections include clear and direct correlation to authentic examples or are drawn from professional experience, share insights that demonstrate a change in awareness, self- understanding, and knowledge. 7–8 points	Posts demonstrate minimal ability to apply, reflect, or synthesize concepts and issues presented in the weekly Learning Objectives. The student has not fully integrated the general principles, ideas, and skills presented. There are little to no salient reflections, examples, or insights/experiences provided. 4–6 points	Posts demonstrate a lack of ability to apply, reflect, or synthesize concepts and issues presented in the weekly Learning Objectives. The student has not integrated the general principles, ideas, and skills presented. There are no reflections, examples, or insights/experiences provided. 0–3 points
  Element (3): Professionalism of Writing: Does the student meet graduate level writing expectations? 5 points (16%)	Posts meet graduate-level writing expectations (e.g., are clear, concise, and use appropriate language; make few errors in spelling, grammar, and syntax; provide information about sources when paraphrasing or referring to it; use a preponderance of original language and directly quote only when necessary or appropriate). Postings are courteous and respectful when offering suggestions, constructive feedback, or opposing viewpoints. 5 points	Posts meet most graduate-level writing expectations (e.g., are clear; make only a few errors in spelling, grammar, and syntax; provide adequate information about a source when paraphrasing or referring to it; use original language wherever possible and directly quote only when necessary and/or appropriate). Postings are courteous and respectful when offering suggestions, constructive feedback, or opposing viewpoints. 4 points	Posts partially meet graduate-level writing expectation (e.g., use language that is unclear/inappropriate; make more than occasional errors in spelling, grammar, and syntax; provide inadequate information about a source when paraphrasing or referring to it; under-use original language and over-use direct quotes). Postings are at times less than courteous and respectful when offering suggestions, feedback, or opposing viewpoints. 2–3 points	Posts do not meet graduate-level writing expectations (e.g., use unclear/inappropriate language; make many errors in spelling, grammar, and syntax; do not provide information about a source when paraphrasing or referring to it; directly quote from original source materials or consistently paraphrase rather than use original language; or are discourteous and disrespectful when offering suggestions, feedback, or opposing viewpoints). 0–1 points
  Element (4): Responses to Peers: Did the student respond to peer posts and contribute professionally? 9 points (28%)	Responds to two or more peers in a manner that significantly contributes to the Discussion. 9 points	Responds to one or more peers in a manner that significantly contributes to the Discussion. 7–8 points	Responds to one or more peers in a manner that minimally contributes to the Discussion. 4–6 points	Does not respond to any peer posts. 0–3 points
  	32 points 100%	25–28 points 78–88%	14–21 points 44–66%	0–10 points 0–31%

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