Prior to beginning work on this discussion, read the Fisher (2009) article, “Replacing ‘Who is the Client?’ With a Different Ethical Question” and the APA’s Ethical Principles of Psychologists and Code of Conduct: Including 2010 Amendments (Links to an external site.)Links to an external site. paying special attention to standard 3.11.

Informed consent is an important ethical component of research and practice. It is not, however, always sufficient or appropriate for consulting, program evaluation, job effectiveness assessment, or other psychological services delivered to or through organizations because it does not always address all the necessary elements of a given situation. These facts do not negate our responsibility as psychology professionals to inform clients and those who may be impacted by our services. In the discussion you will address these issues through the following case study.

You are an industrial organizational (I/O) psychologist and have been hired to evaluate a company’s “Work From Home” policy to see if it has increased company production. In addition to a review of the employee records, the evaluation needs to include interviews with supervisors and employees on the value and limits of the policy. Since informed consent as typically considered in clinical, counseling, and research settings will not be sufficient in this instance, you will need to inform all supervisors and employees about your services.

In your initial post, briefly analyze and define who the client is in this case study. Assess your professional role as the I/O psychologist and your responsibility to the client as defined. Apply the APA’s Ethical Principles of Psychologists and Code of Conduct (Links to an external site.)Links to an external site. to this scenario, specifically addressing what information should be provided to all supervisors and employees. Explain how you would disseminate this information and ensure understanding amongst all stakeholders. Elaborate on how you would establish trust with the employees, protect employee identities, and ensure the results are used in an ethical manner.

Theories of personality

Elaborate two interesting, provoked meaningful discussions, one for each topic. 300 words each topic

Topic#1

If you wanted to REALLY find out about a person’s personality, how would you go about it? Would interaction be the key or would you prefer to use a personality test (if you could)? Would simple observation be the key? Think about how many times we make judgments about people’s personality based on very little information (ie, choosing a President, choosing a lover or even a spouse, choosing a babysitter for our child). We often know much less about these people than we think. How could we do a better job of assessing the personality of “important” people in our lives?

Topic#2

One of Freud’s more interesting concepts is that of the Oedipus complex—boys subconsciously lust after their mothers, want to kill their fathers, and eventually model themselves after their fathers so they can hook up with a girl like dear old mom. Do you see any evidence for or against the Oedipus complex in boys? What about the Electra Complex (including penis envy) in girls?

Unit VIII Case Study

Within Unit VIII, you have learned about various psychological disorders and the complexities involved with proper diagnoses and treatment efforts. Now it is time to put your skills to the test. Choose ONE of the cases listed below and create a mental health assessment for your chosen case. In the assessment, you should address the following: a. Why is your client coming for treatment? b. What are his or her current symptoms? c. Does he or she have a history with this problem? If so, please describe it. d. How could the issue affect his or her daily life functions? e. What is your client’s specific diagnosis? f. What is the general class(es) of disorders to which this disorder belongs? g. What are your recommendations? What specific treatment plan will you prescribe for this patient? You should use your textbook as a reference to substantiate your plan. h. How could you get his or her family involved? Chose ONE of these cases to analyze. 1. Tony sometimes seems very wound up. At those times, he seems full of energy, talks very rapidly, and makes very grandiose plans. Once, he gave away all of his belongings and was planning to move to Washington, D.C., so that he could advise the President. At these times, he also seems to need almost no sleep. During other periods of time Tony seems very down. During these times, he does not take care of himself. He seems to want to sleep all the time, and he often makes thinly veiled references to wanting to commit suicide. 2. Paula has not left her house for several months. When she tries to go out, she experiences great anxiety. She says she is afraid that if she leaves her house to go somewhere, she will not be able to get back. Before all this started, Paula seemed fairly normal except for having several episodes where, for no apparent reason, her heart started pounding, she started to sweat profusely, and she experienced all the symptoms of fear and terror. One of the reasons she is afraid to leave the house is because she is afraid she will have one of these episodes again. Hint: there are two specific diagnoses here. 3. Horace sleeps a lot, has great difficulty getting out of bed in the morning, and generally does not want to do anything. He has stopped seeing friends whom he used to see often and declines all invitations to do things socially. His most common response is “I just do not feel like it.” He looks sad all the time and does not seem to take pleasure in everyday activities. This has been going on for the past two months. 4. Patricia is a 44-year-old female who reports that she has periods of time where she cannot remember what she has done. She reports that after one such period, she received a telephone call from a man who claimed to have met her in a bar where she was “the life of the party.” She had also told the man her name was Priscilla. Patricia thinks that this is odd because she does not drink, and she is a rather shy and retiring person. However, the man had her correct telephone number and was able to give a good physical description of her. 5. Frank was attending college in San Francisco during a recent earthquake. He lived in the area that was hardest hit by the quake. Frank was not home when the earthquake hit and was not injured in any way, but when he returned home, he found his building demolished and his two roommates crushed to death. Frank immediately drove himself to the airport, bought a ticket to Boston, and got on the plane. His parents found him on their doorstep in Boston the next morning. Frank remembers nothing about the earthquake and nothing about going to college in San Francisco. The last thing he remembers is being a high school student and living with his parents in Boston. In your case study, you must incorporate research from the textbook to substantiate your diagnosis. You may also use the CSU Online Library for additional reference material if needed, but this is not required. Your response should be at least two pages in length. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations. If you need further help with your case study, you should consult with the Writing Center staff, allowing enough time to receive guidance and feedback. You can email the Writing Center at teamsucceed@columbiasouthern.edu.

Unit 9 Assignment 1 & Unit 9 Discussion 1 & 2? $45.00 Due (Sunday) 9/01/2018.

Unit 9 Assignment 1

Group Crisis Intervention

Serving Multiple Constituencies

This assignment will walk you through the steps to create crisis response plans, which is a critical job skill for counselors of children and adolescents. Using the Group Crisis Intervention Template, you will:

· Develop a one-time group crisis intervention plan that will help children or adolescents deal with the loss of classmates.

· Develop a one-time group crisis intervention plan to assist their parents and other concerned community members.

· For each intervention plan, describe how you will adapt these groups so that they are beneficial for individuals from different cultural backgrounds and are inclusive of individuals with exceptionalities.

· Use the Group Crisis Intervention Template to complete this assignment. Follow the instructions for formatting your plan, as indicated in the template.

Counselors who work with children and adolescents rarely work only with children and adolescents! They are often asked to help with prevention efforts, consult with schools or other groups that serve children, educate parents and teachers about children’s mental health needs, and advocate for changes in communities and schools. Therefore, any counselor must understand how these multiple systems operate and must be knowledgeable about the programs and networks that support the mental health of diverse children and adolescents in the community.

For this assignment, you will describe how you would work with diverse individuals and two different constituencies by developing a group crisis intervention proposal for the Middle Valley Consortium. The intervention will include counseling components, education and prevention components, and follow-up plans to connect individuals to other programs or networks, if needed.

Your proposal is being requested because the community is still reeling from the shocking death of two middle school students, who overdosed on prescription drugs. Your proposal will include plans for holding two crisis intervention groups, one for the classmates of the deceased children and one for parents and community members who are upset by the event and concerned about the growing epidemic of prescription drug abuse among children and adolescents.

Your community is diverse, so your crisis groups will include members from several different racial and ethnic backgrounds. You also have been informed that there is one middle school girl who has a hearing impairment, as do her parents, and one middle school boy affected by a motor neuron disease resulting in orthopedic impairment; he requires a wheelchair. His father is also affected by this heritable disease and requires a wheelchair. Additionally, from previous experience in the school, you know that two of your group members are medicated for ADHD.

You will implement your crisis counseling groups adapting the Group Crisis Intervention plan offered in Counseling Children, pages 610–612; however, you will tailor your plan to meet the needs of your attendees. Your proposal will include the following:

Introduction to Group Crisis Intervention

Discuss why group crisis counseling is helpful for children and adolescents who experience crises and how this meets important mental health needs. Discuss why group crisis counseling is also helpful for parents, teachers, or community members who work with children, using a systems theory perspective.

Counseling Theory

Select a counseling theory that will guide your crisis interventions and state your rationale for using it for this purpose.

Groups Skills Required in Diverse

Discuss the counseling skills and techniques, based on your selected theory, which will be genuinely helpful to both groups. How will you build and maintain rapport throughout the group? How will you ascertain that you accurately hear and sensitively respond to the group’s emotions?

Sample Group Outlines—Counseling Phase

For each group, describe the Introductory Phase, Fact Phase, Feeling Phase, and Client’s Current Symptoms Phase with brief elaborations of what you as a counselor will do or say in each phase.

Teaching Phase

The teaching phase will differ for your middle school group and your concerned parents and community members group. In addition to teaching your groups about common responses to crises, including helpful and unhelpful responses, you will need to include a prevention component to briefly address substance addictions, including why and how they develop (etiology), how they can be prevented, and how to intervene when a peer (or a child or adolescent) is suspected of using drugs, and where group members can go for further information.

Summary Phase

The summary phase will help support group members going forward. Describe how you will help develop individual or group action plans. Describe how you will inform the group of several hypothetical school or community resources where they can turn for additional help. The resources should be somewhat different for the adolescent group and the parent and community members groups. Including resources that are available in your own community as part of your resources for your groups will help prepare you for your own future!

Assuring Cultural Appropriateness for Diverse Individuals

One responsibility of counselors is to use multicultural competencies to ensure that individuals from all background benefit from our services. In group settings, this can be even more challenging due to differences among the group members. Even group members from the same race have different levels of acculturation, and so might respond to counseling strategies differently. What will you do to remain alert and responsive to needs of the group? How might you need to modify your counseling skills, techniques, and the group crisis counseling intervention to make it culturally appropriate for diverse individuals?

Assuring Appropriateness for Individuals With Exceptionalities

All individuals have the right to receive mental health services that meet their needs. How will you adapt or modify your groups so that children and adults with unique exceptionalities or disabilities can benefit as involved members? Are there legal considerations that will inform your group crisis counseling plans?

Conclusion

Briefly describe what you have learned about how counselors—particularly counselors who serve children and adolescents—need skills to influence community systems, family systems, and school systems on behalf of their clients.

Requirements

· Prepare your paper in accordance with APA style and formatting. It should be 6–8 pages long, not counting the references and title pages. No abstract is necessary.

· Succinctly address key points in each section of your plan. Counselors must develop plans to share with other professional that are clear and concise.

· Your paper should have at least 4 references, including the Counseling Children textbook.

· Use the Group Crisis Intervention template provided in the Assignment Resources.

Resources

· Group Crisis Intervention Scoring Guide.

· Group Crisis Intervention Template.

· APA Style and Format.

Unit 9 Discussion 1 [u09d1] Unit 9 Discussion 1

Personal Reactions to Exceptional Clients

Sometimes when counselors have had little exposure to children with exceptionalities, their feelings of pity overwhelm their clinical judgment and their usual counseling approach. The danger is that the counselor may underestimate the exceptional child’s or teen’s abilities and responsibilities, and lower their expectations for what the child can do.

Reflect on your personal reactions to working or interacting with children or adolescents who have disfiguring birth defects or disabilities due to injury. Consider what personal issues you will be aware of when first meeting the following:

· A teenager who endured a traumatic brain injury in an automobile accident and who now has severe facial and upper-body scarring.

· A child who was born with cerebral palsy, resulting in both speech and motor impairment.

Discuss the personal thoughts and feelings you might anticipate when first meeting a client such as these. What challenges might you face in differentiating the mental health issues, potential diagnoses, and counseling needs of the client from their obvious physical challenges? How would you set realistic expectations for this child or teen? Cite appropriate sources for you conclusions.

Resources

· Discussion Participation Scoring Guide.

·

o APA Style and Format.

Unit 9 Discussion 2 [u09d2] Unit 9 Discussion 2

Differentiated Counseling Interventions

This discussion, and the responses of your peers, is designed to coordinate with this unit’s assignment.

Consider the following scenario:

You are a counselor who is developing a crisis group for Middle School girls and boys ages 12–14. You know that one group member has a diagnosis of ADHD and one has another disability (choose one of the categories described in Chapter 20 of Counseling Children).

Review page 700 of Counseling Children to help you answer the following questions in your initial post:

· What legal and ethical responsibilities do you have with respect to the young clients with disabilities?

· What goals would you have for a first session for your group?

· What therapeutic approaches or methods will you use to achieve these goals?

· How will you modify your approach so that the two clients with exceptionalities receive differentiated supportive intervention and benefit from the group as much as the other young people?

· Discussion Participation Scoring Guide.

·

o APA Style and Format.

Readings

 

 

Play Therapy for   Children with Disabilities

Launch Presentation | Transcript

Complete the following:

· Read Chapter 20, “Counseling With Children With Disabilities,” in Counseling Children, on pages 677–705. This chapter reviews methods for counseling children with special needs, including learning disabilities, ADHD, and physical exceptionalities.

· Read Becerra and Michael-Makri’s 2012 article, “Applying Structural Family Therapy With a Mexican-American Family With Children With Disabilities: A Case Study of a Single-Parent Mother,” from Journal of Applied Rehabilitation Counseling, volume 43, issue 2, pages 17–24.

Multimedia

Play Therapy for Children With Disabilities: Click Launch Presentation to listen to the audio presentation—a discussion on how disabilities might impact the use of play therapy as an intervention.

Optional e-Book

Scan Jongsma, Peterson, McInnis, and Bruce’s 2014 e-book, The Child Psychotherapy Treatment Planner (5th ed.). This e-book may be helpful as a guide to creating developmentally-appropriate treatment plans.

TEMPLATE

Group Crisis Intervention: Serving Multiple Constituencies

Author First Name Middle Initial Last Name

Capella University

 

Group Crisis Intervention: Serving Multiple Constituencies

This is your paper’s introduction. Note, however, that it does not have a heading; its position at the beginning of the body of the paper implies that it is the introduction. Instead, include the title of your paper centered at the top of the page, not bolded; it is not considered a heading. In the body of your paper, indent the first line of each paragraph. As always, use double spacing and 12-point Times New Roman font. For the purposes of this assignment, simply replace this text with a brief paragraph in your own words stating that this paper presents your group crisis counseling proposals for the Middle Valley XXX.

Introduction to Group Crisis Intervention

Discuss why group crisis counseling is helpful for children and adolescents who experience crises and how this meets important mental health needs. Discuss why group crisis counseling is also helpful for parents, teachers, or community members who work with children, using systems theory perspectives.

Counseling Theory

Select a counseling theory that will guide your crisis interventions and state your rationale for using it to serve your diverse and different groups.

Skills Required in Diverse Groups

Discuss the counseling skills and techniques, based on your selected theory, which will be genuinely helpful to both groups. How will you build and maintain rapport throughout the group? How will you ascertain that you accurately hear and sensitively respond to the group’s emotions?

Sample Group Outline

Counseling Phase

For each group, briefly outline of the Introductory Phase, Fact Phase, Feeling Phase, and Client’s Current Symptoms phase with brief elaborations of what you as a counselor will do or say in each phase. These phases will include very similar content for both the adolescent and adult groups, but note where difference might be necessary.

Two paragraphs in this section will allow you to describe the your plan for the Counseling Phase for both groups.

Teaching Phase

The teaching phase will differ for your middle school group and your concerned parents and community members group.

Responses to Crisis. First you will provide psycho-educational information to your groups about common responses to crisis, including helpful and unhelpful responses.

Two paragraphs in this section will allow you to describe how you will teach these concepts to each age group.

Preventing and Responding to Addictions in Children.  Describe how you will include a prevention component to address substance addictions. Briefly describe how you will present why and how they develop (etiology), how they can be prevented, and how to intervene when a peer (or a child or adolescent) is suspected of using drugs, and where group members can go for further information. Include age-appropriate information for both groups.

Two paragraphs in this section will allow you to describe how you will include a prevention component with each  group.

Summary Phase

The summary phase will help support group members in going forward. Describe how you will help develop individual or group action plans. Including resources that are available in your own community as part of your resources for your groups will help prepare you for your own future!

Middle School Group. The resources should be somewhat different for the adolescent group and the parent or community members groups. Describe how you will inform the teens of several hypothetical school or community resources where they can turn for additional help.

Parent and Concerned Community Members Group. Describe how you will inform the parents and concerned adults of several hypothetical school or community resources where they can turn for additional help.

Assuring Cultural Appropriateness for Diverse Individuals

One responsibility of counselors is to use multicultural competencies to ensure that individuals from all backgrounds benefit from our services. In group settings, this can be even more challenging due to differences among the group members. Even group members from the same race have different levels of acculturation, and so might respond to counseling strategies differently. What will you do to remain alert and responsive to needs of the group? How might you need to modify your counseling skills, techniques, and the group crisis counseling intervention to make it culturally appropriate for diverse individuals?

Assuring Appropriateness for Individuals with Exceptionalities

All individuals have the right to receive mental health services that meet their needs. How will you adapt or modify your groups so that individuals with unique exceptionalities or disabilities can be involved members of the group and benefit from it? Refer to the legal considerations that will inform your group crisis counseling plans.

Conclusion

Briefly describe what you have learned about how counselors, particularly counselors who serve children and adolescents, need skills to influence community systems, family systems, and school systems on behalf of the clients they serve.

 

References

(Include at least five sources that you used in your assignment. You may include your textbook. The reference below provides an example citation for an article.)

Author, A. A., Author, B. B., & Author, C. C. (year). Title of article. Title of Periodical, volume#(issue#), xx–xx.