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Category: Clinical & Abnormal Psychology

  • [Solved] Project IMPLICIT Self Assessment

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    assestment **files (1)** – ## CO547ProjectIMPLICITSelf-AssessmentsResponse.pdf **## CO547ProjectIMPLICITSelf-AssessmentsResponse.pdf** Page 1 of 2 Project IMPLICIT Self-Assessments Response General Instructions  Visit Project Implicit on Harvard’s website: https://implicit.harvard.edu/implicit/demo…

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    Assignment Prompt & Instructions

    assestment

    **files (1)**

    – ## CO547ProjectIMPLICITSelf-AssessmentsResponse.pdf

    **## CO547ProjectIMPLICITSelf-AssessmentsResponse.pdf**

    Page 1 of 2

    Project IMPLICIT Self-Assessments Response

    General Instructions

     Visit Project Implicit on Harvard’s website:

    https://implicit.harvard.edu/implicit/demo/selectatest.html

     Take self-assessments for four of the following: race, religion, gender, age, sexuality,

    and disability.

     Write up a brief 1-page response to your experience including your results and your

    reaction/response to this experience.

    CACREP Standards Addressed: 2F.2.d and 2F.2.g

    Scoring Guidelines

    Points available: 100.

    Components Unacceptable Revisions Required Target

    Introduction
    Establishes historical

    background and defensible

    thesis that supports a logical

    line of reasoning (CACREP

    2F.2.d, 2F.2.g)

    Underdeveloped
    introduction; reason for

    culture selection is
    unclear or missing;

    historical background is
    inaccurate or missing (0

    points)

    Coherent introduction
    that includes a reason
    for culture selection;

    historical background is
    accurate but limited (5

    points)

    Engaging, well
    developed introduction
    that includes a detailed

    reason for culture
    selection; historical

    background is accurate
    and thorough (10 points)

    Focus & Purpose
    Developed thesis and

    attentive focus on topic

    (CACREP 2F.2.d, 2F.2.g)

    Missing thesis; confusion
    about or

    misunderstanding of
    topic; no sense of
    purpose (0 points)

    Simplistic and unfocused
    ideas; limited sense of

    purpose (10 points)

    Developed thesis;
    represents sound

    understanding of the
    assigned topic; focused

    (20 points)

    Ideas, Support &
    Development

    Supports ideas and
    reflections using specific
    and relevant examples of

    evidence/experiences

    (CACREP 2F.2.d, 2F.2.g)

    No or limited
    evidence/experiences

    are provided to support
    ideas and reflections;

    evidence is incomplete,
    incorrect, oversimplified,
    or disconnected from the

    context (0 points)

    Provides necessary
    evidence/experiences to

    support ideas and
    reflections; the

    importance/relevance of
    all pieces of

    evidence/experiences is
    unclear or under

    developed but does
    support the ideas and
    reflections presented
    and is placed properly

    Relies on compelling and
    detailed

    evidence/experiences to
    support ideas and

    reflections; the
    importance/relevance of

    all pieces of
    evidence/experiences is
    clearly stated; considers
    alternate interpretations
    of evidence/experiences

    to enhance

    [https://implicit.harvard.edu/implicit/demo/selectatest.html](https://implicit.harvard.edu/implicit/demo/selectatest.html)

    Page 2 of 2

    Components Unacceptable Revisions Required Target

    within the context (10
    points)

    demonstration of cultural
    intelligence (20 points)

    Conclusion
    Establishes clear conclusion

    based upon

    evidence/experiences

    (CACREP 2F.2.d, 2F.2.g)

    Missing or no connection
    of evidence and analysis
    to the reflections; fails to
    summarize the argument

    coherently (0 points)

    Limited connection
    between evidence and
    analysis to reflections;

    summarizes some ideas
    and thoughts but repeats

    ideas to support
    reflections (5 points)

    Engaging, strongly
    connects evidence and
    analysis to reflections;
    summarizes the main

    topics without repeating
    previous ideas (10

    points)

    Structure &
    Organization

    Text has unity and
    coherence to accomplish the

    focused purpose

    No paragraph structure;
    or single, rambling

    paragraph; or series of
    isolated paragraphs (0

    points)

    Organization is
    confusing or disjointed;

    weak paragraph
    structure; transitions are
    missing or inappropriate

    (5 points)

    Clear organizational
    structure; easily followed;

    includes transitions;
    structured format (10

    points)

    Sentence Structure
    Demonstrates varied

    sentence structures to
    enhance meaning

    Contains multiple and
    serious errors of

    sentence structure: i.e.
    fragments, run-ons;

    unable to write simple
    sentences (0 points)

    Formulaic sentence
    patterns or overuse of

    simple sentences; errors
    in sentence structure (5

    points)

    Effective and varied
    sentences; errors (if

    present) due to lack of
    careful proofreading (10

    points)

    Mechanics
    The text has few

    grammatical, spelling and
    punctuation errors.

    Frequent errors in
    agreement, verb tense,

    spelling, and
    capitalization; intrusive

    and/or inaccurate
    punctuation;

    communication is
    hindered (0 points)

    Contains several errors
    in agreement, verb

    tense, spelling,
    capitalization, and

    punctuation (up to 6);
    errors interfere with
    meaning (5 points)

    Virtually free of errors in
    agreement, verb tense,
    spelling, capitalization,
    and punctuation (no

    more than 3); errors do
    not interfere with

    meaning (10 points)

    Vocabulary & Word
    Usage

    Uses extended and
    appropriate vocabulary

    Vocabulary is
    unsophisticated; or

    subject specific
    vocabulary or

    sophisticated vocabulary
    used incorrectly (0

    points)

    Proper, but simple
    vocabulary used; subject
    specific vocabulary used

    infrequently (5 points)

    Vocabulary is varied,
    specific and appropriate;

    uses subject specific
    vocabulary correctly (10

    points)

    **## CO547ProjectIMPLICITSelf-AssessmentsResponse.pdf**

    Page 1 of 2

    Project IMPLICIT Self-Assessments Response

    General Instructions

     Visit Project Implicit on Harvard’s website:

    https://implicit.harvard.edu/implicit/demo/selectatest.html

     Take self-assessments for four of the following: race, religion, gender, age, sexuality,

    and disability.

     Write up a brief 1-page response to your experience including your results and your

    reaction/response to this experience.

    CACREP Standards Addressed: 2F.2.d and 2F.2.g

    Scoring Guidelines

    Points available: 100.

    Components Unacceptable Revisions Required Target

    Introduction
    Establishes historical

    background and defensible

    thesis that supports a logical

    line of reasoning (CACREP

    2F.2.d, 2F.2.g)

    Underdeveloped
    introduction; reason for

    culture selection is
    unclear or missing;

    historical background is
    inaccurate or missing (0

    points)

    Coherent introduction
    that includes a reason
    for culture selection;

    historical background is
    accurate but limited (5

    points)

    Engaging, well
    developed introduction
    that includes a detailed

    reason for culture
    selection; historical

    background is accurate
    and thorough (10 points)

    Focus & Purpose
    Developed thesis and

    attentive focus on topic

    (CACREP 2F.2.d, 2F.2.g)

    Missing thesis; confusion
    about or

    misunderstanding of
    topic; no sense of
    purpose (0 points)

    Simplistic and unfocused
    ideas; limited sense of

    purpose (10 points)

    Developed thesis;
    represents sound

    understanding of the
    assigned topic; focused

    (20 points)

    Ideas, Support &
    Development

    Supports ideas and
    reflections using specific
    and relevant examples of

    evidence/experiences

    (CACREP 2F.2.d, 2F.2.g)

    No or limited
    evidence/experiences

    are provided to support
    ideas and reflections;

    evidence is incomplete,
    incorrect, oversimplified,
    or disconnected from the

    context (0 points)

    Provides necessary
    evidence/experiences to

    support ideas and
    reflections; the

    importance/relevance of
    all pieces of

    evidence/experiences is
    unclear or under

    developed but does
    support the ideas and
    reflections presented
    and is placed properly

    Relies on compelling and
    detailed

    evidence/experiences to
    support ideas and

    reflections; the
    importance/relevance of

    all pieces of
    evidence/experiences is
    clearly stated; considers
    alternate interpretations
    of evidence/experiences

    to enhance

    [https://implicit.harvard.edu/implicit/demo/selectatest.html](https://implicit.harvard.edu/implicit/demo/selectatest.html)

    Page 2 of 2

    Components Unacceptable Revisions Required Target

    within the context (10
    points)

    demonstration of cultural
    intelligence (20 points)

    Conclusion
    Establishes clear conclusion

    based upon

    evidence/experiences

    (CACREP 2F.2.d, 2F.2.g)

    Missing or no connection
    of evidence and analysis
    to the reflections; fails to
    summarize the argument

    coherently (0 points)

    Limited connection
    between evidence and
    analysis to reflections;

    summarizes some ideas
    and thoughts but repeats

    ideas to support
    reflections (5 points)

    Engaging, strongly
    connects evidence and
    analysis to reflections;
    summarizes the main

    topics without repeating
    previous ideas (10

    points)

    Structure &
    Organization

    Text has unity and
    coherence to accomplish the

    focused purpose

    No paragraph structure;
    or single, rambling

    paragraph; or series of
    isolated paragraphs (0

    points)

    Organization is
    confusing or disjointed;

    weak paragraph
    structure; transitions are
    missing or inappropriate

    (5 points)

    Clear organizational
    structure; easily followed;

    includes transitions;
    structured format (10

    points)

    Sentence Structure
    Demonstrates varied

    sentence structures to
    enhance meaning

    Contains multiple and
    serious errors of

    sentence structure: i.e.
    fragments, run-ons;

    unable to write simple
    sentences (0 points)

    Formulaic sentence
    patterns or overuse of

    simple sentences; errors
    in sentence structure (5

    points)

    Effective and varied
    sentences; errors (if

    present) due to lack of
    careful proofreading (10

    points)

    Mechanics
    The text has few

    grammatical, spelling and
    punctuation errors.

    Frequent errors in
    agreement, verb tense,

    spelling, and
    capitalization; intrusive

    and/or inaccurate
    punctuation;

    communication is
    hindered (0 points)

    Contains several errors
    in agreement, verb

    tense, spelling,
    capitalization, and

    punctuation (up to 6);
    errors interfere with
    meaning (5 points)

    Virtually free of errors in
    agreement, verb tense,
    spelling, capitalization,
    and punctuation (no

    more than 3); errors do
    not interfere with

    meaning (10 points)

    Vocabulary & Word
    Usage

    Uses extended and
    appropriate vocabulary

    Vocabulary is
    unsophisticated; or

    subject specific
    vocabulary or

    sophisticated vocabulary
    used incorrectly (0

    points)

    Proper, but simple
    vocabulary used; subject
    specific vocabulary used

    infrequently (5 points)

    Vocabulary is varied,
    specific and appropriate;

    uses subject specific
    vocabulary correctly (10

    points)

  • [Solved] 2 discussion posts

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    In-depth study guidance and analytical solution covering 2 discussion posts.

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    Assignment Prompt & Instructions

    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] D6- Research Plan Overview: Revision

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    Executive Solution Overview

    Follow instruction This is part of A6- **Research Plan Overview** **files (3)** – ## VIDEO.docx – ## DiscussionAssignmentInstructions.doc – Read-CreswellPothChapters8-9.pdf **## VIDEO.docx** **_VIDEO_** https://canvas.liberty.edu/courses/1035064/pages/watch-its-all-about-the-toys-qualitative-data-an…

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    Assignment Prompt & Instructions

    Follow instruction

    This is part of A6- **Research Plan Overview**

    **files (3)**

    – ## VIDEO.docx

    – ## DiscussionAssignmentInstructions.doc

    – Read-CreswellPothChapters8-9.pdf

    **## VIDEO.docx**

    **_VIDEO_**

    https://canvas.liberty.edu/courses/1035064/pages/watch-its-all-about-the-toys-qualitative-data-analysis?module_item_id=103967533

    **## DiscussionAssignmentInstructions.doc**

    EDCO 747

    **Discussion Assignment Instructions**

    **Discussion Thread: Research Plan Overview: Revision**

    Post your Research Plan Overview: Revision. Carefully review your outline for clear and concise writing before you copy and paste the outline into your thread. Remember, your outline must provide you with enough information to spur detailed writing later. Submit your thread with a detailed title so your classmates can quickly decide which ones they will want to read. For example, "Studying First Grade English Language Learners" or "Studying Deployed Soldiers' Return to Their Families."

    The student will complete 7 Discussions in this course. The student will post one thread of at least 200-250 words by 11:59 p.m. (ET) on Thursday. Any sources cited must have been published within the last five years, and all references must be formatted in current APA style.

    **Read-CreswellPothChapters8-9.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/read-creswellpothchapters8-9-pdf-10564617)

    **Read-CreswellPothChapters8-9.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/read-creswellpothchapters8-9-pdf-10564617)

    **## VIDEO.docx**

    **_VIDEO_**

    https://canvas.liberty.edu/courses/1035064/pages/watch-its-all-about-the-toys-qualitative-data-analysis?module_item_id=103967533

    **## DiscussionAssignmentInstructions.doc**

    EDCO 747

    **Discussion Assignment Instructions**

    **Discussion Thread: Research Plan Overview: Revision**

    Post your Research Plan Overview: Revision. Carefully review your outline for clear and concise writing before you copy and paste the outline into your thread. Remember, your outline must provide you with enough information to spur detailed writing later. Submit your thread with a detailed title so your classmates can quickly decide which ones they will want to read. For example, "Studying First Grade English Language Learners" or "Studying Deployed Soldiers' Return to Their Families."

    The student will complete 7 Discussions in this course. The student will post one thread of at least 200-250 words by 11:59 p.m. (ET) on Thursday. Any sources cited must have been published within the last five years, and all references must be formatted in current APA style.

    **Read-CreswellPothChapters8-9.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/read-creswellpothchapters8-9-pdf-10564617)

    **## VIDEO.docx**

    **_VIDEO_**

    https://canvas.liberty.edu/courses/1035064/pages/watch-its-all-about-the-toys-qualitative-data-analysis?module_item_id=103967533

    **## DiscussionAssignmentInstructions.doc**

    EDCO 747

    **Discussion Assignment Instructions**

    **Discussion Thread: Research Plan Overview: Revision**

    Post your Research Plan Overview: Revision. Carefully review your outline for clear and concise writing before you copy and paste the outline into your thread. Remember, your outline must provide you with enough information to spur detailed writing later. Submit your thread with a detailed title so your classmates can quickly decide which ones they will want to read. For example, "Studying First Grade English Language Learners" or "Studying Deployed Soldiers' Return to Their Families."

    The student will complete 7 Discussions in this course. The student will post one thread of at least 200-250 words by 11:59 p.m. (ET) on Thursday. Any sources cited must have been published within the last five years, and all references must be formatted in current APA style.

    **Read-CreswellPothChapters8-9.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/read-creswellpothchapters8-9-pdf-10564617)

  • [Solved] D5- Responses

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Please follow the Instructions At least 100 words Any sources cited must have been published within the last five years and all references must be formatted in current APA style. – [\ \ RespondtoLori.docx](https://www.sweetstudy.com/files/respondtolori-docx "RespondtoLori.docx") – [\ \ Respondet…

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    Immediate access to the full model answer, formatted citations, and rubric breakdown.

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    Assignment Prompt & Instructions

    Please follow the Instructions

    At least 100 words

    Any sources cited must have been published within the last five years and all references must be formatted in current APA style.

    – [\
    \
    RespondtoLori.docx](https://www.sweetstudy.com/files/respondtolori-docx "RespondtoLori.docx")
    – [\
    \
    RespondetoLorelei.docx](https://www.sweetstudy.com/files/respondetolorelei-docx "RespondetoLorelei.docx")
    – [\
    \
    Speakingofresponses.docx](https://www.sweetstudy.com/files/speakingofresponses-docx "Speakingofresponses.docx")

  • [Solved] A6- Research Plan Overview

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Follow all instructions provided **files (7)** – ## VIDEO.docx – ## ResearchPlanOverviewAssignmentInstructions.docx – ## ResearchPlanOverview-RevisionGradingRubric.pdf – ## ResearchPlanOverviewTemplate.doc – 747ResearchPlan2GlobalFeedback-1.pdf – FeedbackPriorAssignment_Final-ResearchPlanOverviewAs…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    Follow all instructions provided

    **files (7)**

    – ## VIDEO.docx

    – ## ResearchPlanOverviewAssignmentInstructions.docx

    – ## ResearchPlanOverview-RevisionGradingRubric.pdf

    – ## ResearchPlanOverviewTemplate.doc

    – 747ResearchPlan2GlobalFeedback-1.pdf
    – FeedbackPriorAssignment_Final-ResearchPlanOverviewAssignmentMethods.docx
    – Read-CreswellPothChapters8-9.pdf

    **## VIDEO.docx**

    **_VIDEO_**

    https://canvas.liberty.edu/courses/1035064/pages/watch-its-all-about-the-toys-qualitative-data-analysis?module_item_id=103967533

    **## ResearchPlanOverviewAssignmentInstructions.docx**

    EDCO 747

    **Research Plan Overview Assignment Instructions**

    **Overview**

    As you progress through this course, you will be developing a
    **Research Plan Overview** in outline format. The
    **Research Plan Overview** will be submitted in three stages throughout the course, with each stage revising and building upon the previous stage. The requirements for each stage of submission are described below, and the
    **Research Plan Overview Template** and
    **Research Plan Overview Grading Rubrics** for this assignment are available through Assignment Instructions.

    **Instructions**

    In addition to using the
    **Research Plan Overview Template,** you must include both a title and reference page (done in current APA format). Additionally, you must keep the headings (all text provided in black font) the same but replace the red text with your topic’s information typed in black font. All headings and subheadings must be included in your outline. Supply all of the pertinent information that the outline requests and include the uncompleted portions of the template (Methods, Appendices, etc.) in the document you submit—just leave the uncompleted portion in
    **“red” text/font**.

    · Please utilize current APA Professional standards

    NOTE: The
    **Research Plan Overview Template** (loosely) follows the Liberty’s Department of Community Care and Counseling’s Qualitative Dissertation Template (format); however, be aware that the format can change once you, the doctoral student, become a candidate (by finishing all coursework and successfully passing the comprehensive exam) and begin working with your dissertation committee.

    **Stage 1**

    For Stage 1, you must supply the information required for the
    **Introduction (Section I)** and the
    **Review of Related Literature** **(Section II).** You will continue to build the Review of Related Literature section throughout each stage of development, so be sure to supply what the red text requires.

    **Stage 2**

    Review Stage 1 of your research plan and make revisions or edits as necessary. Then, supply the information required for the
    **Methods (Section III)** subheadings
    **A**,
    **B**,
    **C**,
    **D,** and
    **E** along with Appendices A and B as applicable to your design ONLY.

    NOTE: Subheadings F, G and H of the Methods (Section III) AND Appendices C and D are to be completed in Stage 3—NOT in Stage 2. Also, continue to build the Review of Related Literature (Section II).

    **Stage 3**

    This stage contributes the final section of the Research Plan Overview, giving you a complete outline. Review Stage 2 of your research plan and make revisions or edits as necessary. Supply the information required for the
    **Methods** section (III), subheadings
    **F**,
    **G**, and
    **H**. Also, supply the requested information for
    **Appendices C and D**. Finally, polish the Review of Related Literature section (II), adding any final elements you think are necessary.

    Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

    **## ResearchPlanOverview-RevisionGradingRubric.pdf**

    Criteria Ratings Points

    Introduction
    Section

    20 to >18 pts

    Advanced

    Introduction and
    Review of Literature
    sections clearly and
    concisely depict a
    qualitative study.

    18 to >16 pts

    Proficient

    Introduction and
    Review of
    Literature
    sections depict a
    qualitative study
    in a manner
    which is mostly
    clear and
    concise.

    16 to >15 pts

    Developing

    Introduction and
    Review of
    Literature
    sections vaguely
    depict a
    qualitative study
    in a manner
    which is
    somewhat clear
    and concise.

    15 to >0 pts

    Below
    Expectations

    Introduction and
    Review of
    Literature
    sections do not
    depict a
    qualitative study.

    0 pts

    Not
    Present

    20 pts

    Methods 20 to >18 pts

    Advanced

    Methods section is
    clearly qualitative with
    sufficient information
    for the completed
    research plan
    overview.

    18 to >16 pts

    Proficient

    Methods section
    is mostly
    qualitative with
    adequate
    information for
    the completed
    research plan
    overview.

    16 to >15 pts

    Developing

    Methods section
    is somewhat
    qualitative with
    some information
    for the completed
    research plan
    overview.

    15 to >0 pts

    Below
    Expectations

    Methods section
    is vaguely
    qualitative with
    some information
    for the completed
    research plan
    overview.

    0 pts

    Not
    Present

    20 pts

    Growing
    Understanding

    20 to >18 pts

    Advanced

    The introduction,
    review of the literature
    and methods sections
    clearly show the
    author’s growing
    understanding of
    qualitative research.
    The introduction,
    review of the literature
    and methods sections
    clearly show the
    author’s growing
    understanding of
    qualitative research.

    18 to >16 pts

    Proficient

    The introduction,
    review of the
    literature and
    methods
    sections mostly
    give evidence to
    the author’s
    growing
    understanding of
    qualitative
    research.

    16 to >15 pts

    Developing

    The introduction,
    review of the
    literature and
    methods sections
    somewhat or
    vaguely show the
    author’s growing
    understanding of
    qualitative
    research.

    15 to >0 pts

    Below
    Expectations

    The introduction,
    review of the
    literature and
    methods sections
    do not show the
    author’s growing
    understanding of
    qualitative
    research.

    0 pts

    Not
    Present

    20 pts

    Research Plan Overview: Revision Grading Rubric |
    EDCO747_B01_202630

    Criteria Ratings Points

    Appendices 10 to >9 pts

    Advanced

    Appendices include all
    details necessary,
    which can be easily
    written in the final
    Research Prospectus.

    9 to >8 pts

    Proficient

    Appendices
    include most of
    the details
    necessary, which
    can be written in
    the final
    Research
    Prospectus.

    8 to >7 pts

    Developing

    Appendices
    include some of
    the details
    necessary to be
    written in the final
    Research
    Prospectus.

    7 to >0 pts

    Below
    Expectations

    Appendices
    include few of the
    details necessary
    to be written in
    the final
    Research
    Prospectus.

    0 pts

    Not
    Present

    10 pts

    Format 10 to >9 pts

    Advanced

    All headings are
    present in the correct
    order from the
    template; red
    directions from the
    template are replaced
    with all pertinent
    outline/content
    information needed for
    this stage (Methods).

    9 to >8 pts

    Proficient

    Includes most of
    the headings in
    the correct order
    from the
    template; most of
    the red directions
    from the
    template have
    been replaced
    with pertinent
    outline/content
    information
    needed for this
    stage (Methods).

    8 to >7 pts

    Developing

    Includes some of
    the headings in
    the correct order
    from the
    template; some of
    the red directions
    from the template
    have been
    replaced with
    some pertinent
    content/outline
    information
    needed for this
    stage (Methods).

    7 to >0 pts

    Below
    Expectations

    Does not include
    the headings in
    the correct order
    from the
    template; the red
    directions from
    the template
    have not been
    replaced with
    some pertinent
    content/outline
    information
    needed for this
    stage (Methods).

    0 pts

    Not
    Present

    10 pts

    References &
    Citations

    10 to >9 pts

    Advanced

    All citations in section
    2 and on the reference
    page are appropriately
    implemented and
    formatted per current
    APA; references in-text
    match those in the
    paper.

    9 to >8 pts

    Proficient

    Most of the
    citations in
    section 2 and on
    the reference
    page are
    appropriately
    implemented and
    formatted per
    current APA;
    most references
    in-text match
    those in the
    paper.

    8 to >7 pts

    Developing

    Some of the
    citations in
    section 2 and on
    the reference
    page are
    appropriately
    implemented and
    formatted per
    current APA;
    some references
    in-text match
    those in the
    paper.

    7 to >0 pts

    Below
    Expectations

    None of the
    citations in
    section 2 and on
    the reference
    page are
    appropriately
    implemented and
    formatted per
    current APA;
    references in-text
    do not match
    those in the
    paper.

    0 pts

    No
    Marks

    10 pts

    Research Plan Overview: Revision Grading Rubric |
    EDCO747_B01_202630

    Criteria Ratings Points

    APA & Editing 10 to >9 pts

    Advanced

    All elements (including
    the title and reference
    page) of the plan are
    edited precisely for
    grammar, spelling,
    punctuation, and
    current APA formatting.

    9 to >8 pts

    Proficient

    Most elements
    (including the
    title and
    reference page)
    of the plan are
    adequately
    edited for
    grammar,
    spelling,
    punctuation, and
    current APA
    formatting.

    8 to >7 pts

    Developing

    Some/all
    elements
    (including the title
    and reference
    page) are poorly
    edited for
    grammar,
    spelling,
    punctuation, and
    current APA
    formatting.

    7 to >0 pts

    Below
    Expectations

    Most of the
    elements
    (including the title
    and reference
    page) are
    improperly edited
    for grammar,
    spelling,
    punctuation, and
    current APA
    formatting.

    0 pts

    No
    Marks

    10 pts

    Total Points: 100

    Research Plan Overview: Revision Grading Rubric |
    EDCO747_B01_202630

    **## ResearchPlanOverviewTemplate.doc**

    EDCO 747

    **Research Plan Overview Template**

    Name:

    Stage of Completion:

    I. Introduction

    A. Problem Statement

    1. What is/are the problem(s), issue(s), or topic(s)?

    a. related literature source

    b. related literature source

    2. Why is it important to study? What difference can it make?

    a. related literature source

    b. related literature source

    3. Use the phrase, “The problem is…”

    B. Purpose (focus of inquiry)

    1. What is the purpose of this study?

    2. Start with the phrase, “The purpose of this study is…”

    C. General research questions (remember that qualitative questions are usually broader and become narrowed down as you move into the actual data collection/analysis process)

    1. First question

    2. Second question

    3. Third question

    D. Research Plan

    1. How will the study be conducted? Qualitative or quantitative (has to be qualitative for this class)

    2. Explain why this method choice is the right one for your study

    II. Review of Related Literature

    A. Theoretical Framework

    1. What philosophical assumption(s) led to your choice of research? (Ontological, epistemological, axiological, rhetorical, and/or methodological.) Include citations

    2. What is your worldview or a theory that helped shape this study? (Biblical, Postpositivism, Constructivism, Moral Realism, Behaviorism, Critical Theory…the theory does not have to come from your textbook reading) Include citations

    B. Important Thinkers/experts/theorists in this field of study (At this point in time you will just find and list them. The literature review will be interwoven, like a quilt, later.)

    1. Citation (i.e., Graves, D. (2003).
    _Writing: Teachers and children at work_ (20th Anniversary ed.). Exeter, NH: Heinemann.)

    a. why (seminal book on how to write and writing issues)

    b. why (his work is cited in almost all writing textbooks and many research articles)

    2. Citation (i.e., Fulwiler, T. (1987).
    _The journal book_. Portsmouth, NH: Heinemann.)

    a. why (considered first major thinker in the world of journal writing)

    b. why (published 5 textbooks and dozens of research articles on this topic)

    C. Related Research (At this point in time you will just find and list them. This section should grow with each week as you continue to look for more information. The literature review will be interwoven, like a quilt, later.)

    1. Research article (must have a methodology section, results, etc.: i.e., Clarke, L. K. (1988). Invented versus traditional spelling in first graders’ writing: Effects on learning to spell and read.
    _Research in the Teaching of English, 22_(3), 281-309.

    a. what is it about?

    b. why important to this study? (Write key descriptors here—efficacy and writing link; teachers’ belief in students, etc. These descriptors will help you form literature review headings later and create the review of literature ‘quilt.’)

    c. and so on…

    2. Research article (i.e., Linnenbrink, E. A., & Pintrich, P. R. (2003). The role of self-efficacy beliefs in student engagement and learning in the classroom.
    _Reading & Writing Quarterly, 19_, 119-137.)

    a. what is it about?

    b. why important to this study? (Write key descriptors here—efficacy and writing link; teachers’ belief in students etc. These descriptors will help you form literature review headings later and create the review of literature ‘quilt.’)

    c. and so on…

    III. Methods

    A. Design (approach) and Rationale

    1. Which approach are you using? (Phenomenological, Case Study, Grounded Theory)

    2. Why is this approach a valid design for your study?

    B. Site

    1. Pseudonym (made up name of the site)

    2. Location (general information, i.e., “large high school in central VA”)

    3. Specific demographics

    4. Other pertinent information about the site

    C. Participants

    1. How many?

    2. How selected?

    3. Specific information (gender, age, etc.)

    D. Role of Researcher or Personal biography (the 2nd is much more detailed…you will have to decide what you believe is more pertinent to your study)

    1. Name

    2. Job

    3. Background information

    4. Anything else that will impact how you view the data and the research surroundings (i.e., I would have to put my love affair with God)

    E. Data Collection (a critical aspect of qualitative inquiry is rigorous and varied data collection techniques)

    1. Method 1(i.e., interviews)

    a. detail (i.e., principal at least 3 times)

    b. detail (i.e., parents, snowball sampling, etc.)

    2. Method 2

    a. detail

    b. detail

    3. Method 3

    a. detail

    b. detail

    F. Data Analysis

    1. 1st Technique (i.e., open coding)

    a. information about it (i.e., organizing data into…)

    b. specific information on how this process will be done

    c. why important (i.e., this process allows the researcher to…)

    2. 2nd Technique (i.e., constant comparison method of looking at data…)

    G. Trustworthiness (the reliability, dependability, and transferability information goes here)

    1. 1st Technique (i.e., member checks)

    a. information about it (i.e., having participants review and respond to…)

    b. why important (i.e., this process increases the reliability of the study because…)

    2. 2nd Technique (i.e., audit trail)

    a. information about it

    b. why important

    3. 3rd Technique (i.e., reflexivity or memoing)

    a. information about it

    b. why important

    c. and so on…

    H. Ethical Considerations

    1. potential issue and how addressed (i.e., negative results could impact school/researcher, used pseudonyms for all participants and identifiable names)

    2. potential issue and how addressed

    3. protection of data

    **References**

    List all references cited and formatted according to current APA edition guidelines

    **Appendix A Interview Questions/Guide**

    What are the general questions you will ask?

    Questions should be opened ended; no yes/no questions

    Start with an “icebreaker” to initation a conversational interview

    **Appendix B: Other Data Collection Procedures** (e.g. Focus Groups, Document Analysis, Writing Prompts, Cognitive Representations, Observations, etc.)

    In addition to interviews, how will you gather information?

    Will you use a template with time stamps (every 5 minutes mark the time)?

    If you conduct a focus group, what questions might you ask?

    Will you use photo narrative? Cognitive representations? Participant journals?

    **Appendix C Timeline and Budget**

    Be specific. Here is an example:

    August 2025—Finish coursework ($ for these items)

    September 2025—Get committee together and register for dissertation course EDCO 988 ($)

    Spring 2026—Defend proposal ($)

    Summer 2026—Submit research plan to the Institutional Review Board (IRB) for approval ($)

    And so on…

    **Appendix D Consent Form**

    Include a robust, substantive consent form; check out Liberty’s IRB Website for example(s). Do you need one for various participants? If you need one for students/minors, it is called an ‘assent form.’

    Page 1 of 4

    **747ResearchPlan2GlobalFeedback-1.pdf**

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    **FeedbackPriorAssignment_Final-ResearchPlanOverviewAssignmentMethods.docx**

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    **## VIDEO.docx**

    **_VIDEO_**

    https://canvas.liberty.edu/courses/1035064/pages/watch-its-all-about-the-toys-qualitative-data-analysis?module_item_id=103967533

    **## ResearchPlanOverviewAssignmentInstructions.docx**

    EDCO 747

    **Research Plan Overview Assignment Instructions**

    **Overview**

    As you progress through this course, you will be developing a
    **Research Plan Overview** in outline format. The
    **Research Plan Overview** will be submitted in three stages throughout the course, with each stage revising and building upon the previous stage. The requirements for each stage of submission are described below, and the
    **Research Plan Overview Template** and
    **Research Plan Overview Grading Rubrics** for this assignment are available through Assignment Instructions.

    **Instructions**

    In addition to using the
    **Research Plan Overview Template,** you must include both a title and reference page (done in current APA format). Additionally, you must keep the headings (all text provided in black font) the same but replace the red text with your topic’s information typed in black font. All headings and subheadings must be included in your outline. Supply all of the pertinent information that the outline requests and include the uncompleted portions of the template (Methods, Appendices, etc.) in the document you submit—just leave the uncompleted portion in
    **“red” text/font**.

    · Please utilize current APA Professional standards

    NOTE: The
    **Research Plan Overview Template** (loosely) follows the Liberty’s Department of Community Care and Counseling’s Qualitative Dissertation Template (format); however, be aware that the format can change once you, the doctoral student, become a candidate (by finishing all coursework and successfully passing the comprehensive exam) and begin working with your dissertation committee.

    **Stage 1**

    For Stage 1, you must supply the information required for the
    **Introduction (Section I)** and the
    **Review of Related Literature** **(Section II).** You will continue to build the Review of Related Literature section throughout each stage of development, so be sure to supply what the red text requires.

    **Stage 2**

    Review Stage 1 of your research plan and make revisions or edits as necessary. Then, supply the information required for the
    **Methods (Section III)** subheadings
    **A**,
    **B**,
    **C**,
    **D,** and
    **E** along with Appendices A and B as applicable to your design ONLY.

    NOTE: Subheadings F, G and H of the Methods (Section III) AND Appendices C and D are to be completed in Stage 3—NOT in Stage 2. Also, continue to build the Review of Related Literature (Section II).

    **Stage 3**

    This stage contributes the final section of the Research Plan Overview, giving you a complete outline. Review Stage 2 of your research plan and make revisions or edits as necessary. Supply the information required for the
    **Methods** section (III), subheadings
    **F**,
    **G**, and
    **H**. Also, supply the requested information for
    **Appendices C and D**. Finally, polish the Review of Related Literature section (II), adding any final elements you think are necessary.

    Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

    **## ResearchPlanOverview-RevisionGradingRubric.pdf**

    Criteria Ratings Points

    Introduction
    Section

    20 to >18 pts

    Advanced

    Introduction and
    Review of Literature
    sections clearly and
    concisely depict a
    qualitative study.

    18 to >16 pts

    Proficient

    Introduction and
    Review of
    Literature
    sections depict a
    qualitative study
    in a manner
    which is mostly
    clear and
    concise.

    16 to >15 pts

    Developing

    Introduction and
    Review of
    Literature
    sections vaguely
    depict a
    qualitative study
    in a manner
    which is
    somewhat clear
    and concise.

    15 to >0 pts

    Below
    Expectations

    Introduction and
    Review of
    Literature
    sections do not
    depict a
    qualitative study.

    0 pts

    Not
    Present

    20 pts

    Methods 20 to >18 pts

    Advanced

    Methods section is
    clearly qualitative with
    sufficient information
    for the completed
    research plan
    overview.

    18 to >16 pts

    Proficient

    Methods section
    is mostly
    qualitative with
    adequate
    information for
    the completed
    research plan
    overview.

    16 to >15 pts

    Developing

    Methods section
    is somewhat
    qualitative with
    some information
    for the completed
    research plan
    overview.

    15 to >0 pts

    Below
    Expectations

    Methods section
    is vaguely
    qualitative with
    some information
    for the completed
    research plan
    overview.

    0 pts

    Not
    Present

    20 pts

    Growing
    Understanding

    20 to >18 pts

    Advanced

    The introduction,
    review of the literature
    and methods sections
    clearly show the
    author’s growing
    understanding of
    qualitative research.
    The introduction,
    review of the literature
    and methods sections
    clearly show the
    author’s growing
    understanding of
    qualitative research.

    18 to >16 pts

    Proficient

    The introduction,
    review of the
    literature and
    methods
    sections mostly
    give evidence to
    the author’s
    growing
    understanding of
    qualitative
    research.

    16 to >15 pts

    Developing

    The introduction,
    review of the
    literature and
    methods sections
    somewhat or
    vaguely show the
    author’s growing
    understanding of
    qualitative
    research.

    15 to >0 pts

    Below
    Expectations

    The introduction,
    review of the
    literature and
    methods sections
    do not show the
    author’s growing
    understanding of
    qualitative
    research.

    0 pts

    Not
    Present

    20 pts

    Research Plan Overview: Revision Grading Rubric |
    EDCO747_B01_202630

    Criteria Ratings Points

    Appendices 10 to >9 pts

    Advanced

    Appendices include all
    details necessary,
    which can be easily
    written in the final
    Research Prospectus.

    9 to >8 pts

    Proficient

    Appendices
    include most of
    the details
    necessary, which
    can be written in
    the final
    Research
    Prospectus.

    8 to >7 pts

    Developing

    Appendices
    include some of
    the details
    necessary to be
    written in the final
    Research
    Prospectus.

    7 to >0 pts

    Below
    Expectations

    Appendices
    include few of the
    details necessary
    to be written in
    the final
    Research
    Prospectus.

    0 pts

    Not
    Present

    10 pts

    Format 10 to >9 pts

    Advanced

    All headings are
    present in the correct
    order from the
    template; red
    directions from the
    template are replaced
    with all pertinent
    outline/content
    information needed for
    this stage (Methods).

    9 to >8 pts

    Proficient

    Includes most of
    the headings in
    the correct order
    from the
    template; most of
    the red directions
    from the
    template have
    been replaced
    with pertinent
    outline/content
    information
    needed for this
    stage (Methods).

    8 to >7 pts

    Developing

    Includes some of
    the headings in
    the correct order
    from the
    template; some of
    the red directions
    from the template
    have been
    replaced with
    some pertinent
    content/outline
    information
    needed for this
    stage (Methods).

    7 to >0 pts

    Below
    Expectations

    Does not include
    the headings in
    the correct order
    from the
    template; the red
    directions from
    the template
    have not been
    replaced with
    some pertinent
    content/outline
    information
    needed for this
    stage (Methods).

    0 pts

    Not
    Present

    10 pts

    References &
    Citations

    10 to >9 pts

    Advanced

    All citations in section
    2 and on the reference
    page are appropriately
    implemented and
    formatted per current
    APA; references in-text
    match those in the
    paper.

    9 to >8 pts

    Proficient

    Most of the
    citations in
    section 2 and on
    the reference
    page are
    appropriately
    implemented and
    formatted per
    current APA;
    most references
    in-text match
    those in the
    paper.

    8 to >7 pts

    Developing

    Some of the
    citations in
    section 2 and on
    the reference
    page are
    appropriately
    implemented and
    formatted per
    current APA;
    some references
    in-text match
    those in the
    paper.

    7 to >0 pts

    Below
    Expectations

    None of the
    citations in
    section 2 and on
    the reference
    page are
    appropriately
    implemented and
    formatted per
    current APA;
    references in-text
    do not match
    those in the
    paper.

    0 pts

    No
    Marks

    10 pts

    Research Plan Overview: Revision Grading Rubric |
    EDCO747_B01_202630

    Criteria Ratings Points

    APA & Editing 10 to >9 pts

    Advanced

    All elements (including
    the title and reference
    page) of the plan are
    edited precisely for
    grammar, spelling,
    punctuation, and
    current APA formatting.

    9 to >8 pts

    Proficient

    Most elements
    (including the
    title and
    reference page)
    of the plan are
    adequately
    edited for
    grammar,
    spelling,
    punctuation, and
    current APA
    formatting.

    8 to >7 pts

    Developing

    Some/all
    elements
    (including the title
    and reference
    page) are poorly
    edited for
    grammar,
    spelling,
    punctuation, and
    current APA
    formatting.

    7 to >0 pts

    Below
    Expectations

    Most of the
    elements
    (including the title
    and reference
    page) are
    improperly edited
    for grammar,
    spelling,
    punctuation, and
    current APA
    formatting.

    0 pts

    No
    Marks

    10 pts

    Total Points: 100

    Research Plan Overview: Revision Grading Rubric |
    EDCO747_B01_202630

    **## ResearchPlanOverviewTemplate.doc**

    EDCO 747

    **Research Plan Overview Template**

    Name:

    Stage of Completion:

    I. Introduction

    A. Problem Statement

    1. What is/are the problem(s), issue(s), or topic(s)?

    a. related literature source

    b. related literature source

    2. Why is it important to study? What difference can it make?

    a. related literature source

    b. related literature source

    3. Use the phrase, “The problem is…”

    B. Purpose (focus of inquiry)

    1. What is the purpose of this study?

    2. Start with the phrase, “The purpose of this study is…”

    C. General research questions (remember that qualitative questions are usually broader and become narrowed down as you move into the actual data collection/analysis process)

    1. First question

    2. Second question

    3. Third question

    D. Research Plan

    1. How will the study be conducted? Qualitative or quantitative (has to be qualitative for this class)

    2. Explain why this method choice is the right one for your study

    II. Review of Related Literature

    A. Theoretical Framework

    1. What philosophical assumption(s) led to your choice of research? (Ontological, epistemological, axiological, rhetorical, and/or methodological.) Include citations

    2. What is your worldview or a theory that helped shape this study? (Biblical, Postpositivism, Constructivism, Moral Realism, Behaviorism, Critical Theory…the theory does not have to come from your textbook reading) Include citations

    B. Important Thinkers/experts/theorists in this field of study (At this point in time you will just find and list them. The literature review will be interwoven, like a quilt, later.)

    1. Citation (i.e., Graves, D. (2003).
    _Writing: Teachers and children at work_ (20th Anniversary ed.). Exeter, NH: Heinemann.)

    a. why (seminal book on how to write and writing issues)

    b. why (his work is cited in almost all writing textbooks and many research articles)

    2. Citation (i.e., Fulwiler, T. (1987).
    _The journal book_. Portsmouth, NH: Heinemann.)

    a. why (considered first major thinker in the world of journal writing)

    b. why (published 5 textbooks and dozens of research articles on this topic)

    C. Related Research (At this point in time you will just find and list them. This section should grow with each week as you continue to look for more information. The literature review will be interwoven, like a quilt, later.)

    1. Research article (must have a methodology section, results, etc.: i.e., Clarke, L. K. (1988). Invented versus traditional spelling in first graders’ writing: Effects on learning to spell and read.
    _Research in the Teaching of English, 22_(3), 281-309.

    a. what is it about?

    b. why important to this study? (Write key descriptors here—efficacy and writing link; teachers’ belief in students, etc. These descriptors will help you form literature review headings later and create the review of literature ‘quilt.’)

    c. and so on…

    2. Research article (i.e., Linnenbrink, E. A., & Pintrich, P. R. (2003). The role of self-efficacy beliefs in student engagement and learning in the classroom.
    _Reading & Writing Quarterly, 19_, 119-137.)

    a. what is it about?

    b. why important to this study? (Write key descriptors here—efficacy and writing link; teachers’ belief in students etc. These descriptors will help you form literature review headings later and create the review of literature ‘quilt.’)

    c. and so on…

    III. Methods

    A. Design (approach) and Rationale

    1. Which approach are you using? (Phenomenological, Case Study, Grounded Theory)

    2. Why is this approach a valid design for your study?

    B. Site

    1. Pseudonym (made up name of the site)

    2. Location (general information, i.e., “large high school in central VA”)

    3. Specific demographics

    4. Other pertinent information about the site

    C. Participants

    1. How many?

    2. How selected?

    3. Specific information (gender, age, etc.)

    D. Role of Researcher or Personal biography (the 2nd is much more detailed…you will have to decide what you believe is more pertinent to your study)

    1. Name

    2. Job

    3. Background information

    4. Anything else that will impact how you view the data and the research surroundings (i.e., I would have to put my love affair with God)

    E. Data Collection (a critical aspect of qualitative inquiry is rigorous and varied data collection techniques)

    1. Method 1(i.e., interviews)

    a. detail (i.e., principal at least 3 times)

    b. detail (i.e., parents, snowball sampling, etc.)

    2. Method 2

    a. detail

    b. detail

    3. Method 3

    a. detail

    b. detail

    F. Data Analysis

    1. 1st Technique (i.e., open coding)

    a. information about it (i.e., organizing data into…)

    b. specific information on how this process will be done

    c. why important (i.e., this process allows the researcher to…)

    2. 2nd Technique (i.e., constant comparison method of looking at data…)

    G. Trustworthiness (the reliability, dependability, and transferability information goes here)

    1. 1st Technique (i.e., member checks)

    a. information about it (i.e., having participants review and respond to…)

    b. why important (i.e., this process increases the reliability of the study because…)

    2. 2nd Technique (i.e., audit trail)

    a. information about it

    b. why important

    3. 3rd Technique (i.e., reflexivity or memoing)

    a. information about it

    b. why important

    c. and so on…

    H. Ethical Considerations

    1. potential issue and how addressed (i.e., negative results could impact school/researcher, used pseudonyms for all participants and identifiable names)

    2. potential issue and how addressed

    3. protection of data

    **References**

    List all references cited and formatted according to current APA edition guidelines

    **Appendix A Interview Questions/Guide**

    What are the general questions you will ask?

    Questions should be opened ended; no yes/no questions

    Start with an “icebreaker” to initation a conversational interview

    **Appendix B: Other Data Collection Procedures** (e.g. Focus Groups, Document Analysis, Writing Prompts, Cognitive Representations, Observations, etc.)

    In addition to interviews, how will you gather information?

    Will you use a template with time stamps (every 5 minutes mark the time)?

    If you conduct a focus group, what questions might you ask?

    Will you use photo narrative? Cognitive representations? Participant journals?

    **Appendix C Timeline and Budget**

    Be specific. Here is an example:

    August 2025—Finish coursework ($ for these items)

    September 2025—Get committee together and register for dissertation course EDCO 988 ($)

    Spring 2026—Defend proposal ($)

    Summer 2026—Submit research plan to the Institutional Review Board (IRB) for approval ($)

    And so on…

    **Appendix D Consent Form**

    Include a robust, substantive consent form; check out Liberty’s IRB Website for example(s). Do you need one for various participants? If you need one for students/minors, it is called an ‘assent form.’

    Page 1 of 4

    **747ResearchPlan2GlobalFeedback-1.pdf**

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    **FeedbackPriorAssignment_Final-ResearchPlanOverviewAssignmentMethods.docx**

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    **## VIDEO.docx**

    **_VIDEO_**

    https://canvas.liberty.edu/courses/1035064/pages/watch-its-all-about-the-toys-qualitative-data-analysis?module_item_id=103967533

    **## ResearchPlanOverviewAssignmentInstructions.docx**

    EDCO 747

    **Research Plan Overview Assignment Instructions**

    **Overview**

    As you progress through this course, you will be developing a
    **Research Plan Overview** in outline format. The
    **Research Plan Overview** will be submitted in three stages throughout the course, with each stage revising and building upon the previous stage. The requirements for each stage of submission are described below, and the
    **Research Plan Overview Template** and
    **Research Plan Overview Grading Rubrics** for this assignment are available through Assignment Instructions.

    **Instructions**

    In addition to using the
    **Research Plan Overview Template,** you must include both a title and reference page (done in current APA format). Additionally, you must keep the headings (all text provided in black font) the same but replace the red text with your topic’s information typed in black font. All headings and subheadings must be included in your outline. Supply all of the pertinent information that the outline requests and include the uncompleted portions of the template (Methods, Appendices, etc.) in the document you submit—just leave the uncompleted portion in
    **“red” text/font**.

    · Please utilize current APA Professional standards

    NOTE: The
    **Research Plan Overview Template** (loosely) follows the Liberty’s Department of Community Care and Counseling’s Qualitative Dissertation Template (format); however, be aware that the format can change once you, the doctoral student, become a candidate (by finishing all coursework and successfully passing the comprehensive exam) and begin working with your dissertation committee.

    **Stage 1**

    For Stage 1, you must supply the information required for the
    **Introduction (Section I)** and the
    **Review of Related Literature** **(Section II).** You will continue to build the Review of Related Literature section throughout each stage of development, so be sure to supply what the red text requires.

    **Stage 2**

    Review Stage 1 of your research plan and make revisions or edits as necessary. Then, supply the information required for the
    **Methods (Section III)** subheadings
    **A**,
    **B**,
    **C**,
    **D,** and
    **E** along with Appendices A and B as applicable to your design ONLY.

    NOTE: Subheadings F, G and H of the Methods (Section III) AND Appendices C and D are to be completed in Stage 3—NOT in Stage 2. Also, continue to build the Review of Related Literature (Section II).

    **Stage 3**

    This stage contributes the final section of the Research Plan Overview, giving you a complete outline. Review Stage 2 of your research plan and make revisions or edits as necessary. Supply the information required for the
    **Methods** section (III), subheadings
    **F**,
    **G**, and
    **H**. Also, supply the requested information for
    **Appendices C and D**. Finally, polish the Review of Related Literature section (II), adding any final elements you think are necessary.

    Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

    **## ResearchPlanOverview-RevisionGradingRubric.pdf**

    Criteria Ratings Points

    Introduction
    Section

    20 to >18 pts

    Advanced

    Introduction and
    Review of Literature
    sections clearly and
    concisely depict a
    qualitative study.

    18 to >16 pts

    Proficient

    Introduction and
    Review of
    Literature
    sections depict a
    qualitative study
    in a manner
    which is mostly
    clear and
    concise.

    16 to >15 pts

    Developing

    Introduction and
    Review of
    Literature
    sections vaguely
    depict a
    qualitative study
    in a manner
    which is
    somewhat clear
    and concise.

    15 to >0 pts

    Below
    Expectations

    Introduction and
    Review of
    Literature
    sections do not
    depict a
    qualitative study.

    0 pts

    Not
    Present

    20 pts

    Methods 20 to >18 pts

    Advanced

    Methods section is
    clearly qualitative with
    sufficient information
    for the completed
    research plan
    overview.

    18 to >16 pts

    Proficient

    Methods section
    is mostly
    qualitative with
    adequate
    information for
    the completed
    research plan
    overview.

    16 to >15 pts

    Developing

    Methods section
    is somewhat
    qualitative with
    some information
    for the completed
    research plan
    overview.

    15 to >0 pts

    Below
    Expectations

    Methods section
    is vaguely
    qualitative with
    some information
    for the completed
    research plan
    overview.

    0 pts

    Not
    Present

    20 pts

    Growing
    Understanding

    20 to >18 pts

    Advanced

    The introduction,
    review of the literature
    and methods sections
    clearly show the
    author’s growing
    understanding of
    qualitative research.
    The introduction,
    review of the literature
    and methods sections
    clearly show the
    author’s growing
    understanding of
    qualitative research.

    18 to >16 pts

    Proficient

    The introduction,
    review of the
    literature and
    methods
    sections mostly
    give evidence to
    the author’s
    growing
    understanding of
    qualitative
    research.

    16 to >15 pts

    Developing

    The introduction,
    review of the
    literature and
    methods sections
    somewhat or
    vaguely show the
    author’s growing
    understanding of
    qualitative
    research.

    15 to >0 pts

    Below
    Expectations

    The introduction,
    review of the
    literature and
    methods sections
    do not show the
    author’s growing
    understanding of
    qualitative
    research.

    0 pts

    Not
    Present

    20 pts

    Research Plan Overview: Revision Grading Rubric |
    EDCO747_B01_202630

    Criteria Ratings Points

    Appendices 10 to >9 pts

    Advanced

    Appendices include all
    details necessary,
    which can be easily
    written in the final
    Research Prospectus.

    9 to >8 pts

    Proficient

    Appendices
    include most of
    the details
    necessary, which
    can be written in
    the final
    Research
    Prospectus.

    8 to >7 pts

    Developing

    Appendices
    include some of
    the details
    necessary to be
    written in the final
    Research
    Prospectus.

    7 to >0 pts

    Below
    Expectations

    Appendices
    include few of the
    details necessary
    to be written in
    the final
    Research
    Prospectus.

    0 pts

    Not
    Present

    10 pts

    Format 10 to >9 pts

    Advanced

    All headings are
    present in the correct
    order from the
    template; red
    directions from the
    template are replaced
    with all pertinent
    outline/content
    information needed for
    this stage (Methods).

    9 to >8 pts

    Proficient

    Includes most of
    the headings in
    the correct order
    from the
    template; most of
    the red directions
    from the
    template have
    been replaced
    with pertinent
    outline/content
    information
    needed for this
    stage (Methods).

    8 to >7 pts

    Developing

    Includes some of
    the headings in
    the correct order
    from the
    template; some of
    the red directions
    from the template
    have been
    replaced with
    some pertinent
    content/outline
    information
    needed for this
    stage (Methods).

    7 to >0 pts

    Below
    Expectations

    Does not include
    the headings in
    the correct order
    from the
    template; the red
    directions from
    the template
    have not been
    replaced with
    some pertinent
    content/outline
    information
    needed for this
    stage (Methods).

    0 pts

    Not
    Present

    10 pts

    References &
    Citations

    10 to >9 pts

    Advanced

    All citations in section
    2 and on the reference
    page are appropriately
    implemented and
    formatted per current
    APA; references in-text
    match those in the
    paper.

    9 to >8 pts

    Proficient

    Most of the
    citations in
    section 2 and on
    the reference
    page are
    appropriately
    implemented and
    formatted per
    current APA;
    most references
    in-text match
    those in the
    paper.

    8 to >7 pts

    Developing

    Some of the
    citations in
    section 2 and on
    the reference
    page are
    appropriately
    implemented and
    formatted per
    current APA;
    some references
    in-text match
    those in the
    paper.

    7 to >0 pts

    Below
    Expectations

    None of the
    citations in
    section 2 and on
    the reference
    page are
    appropriately
    implemented and
    formatted per
    current APA;
    references in-text
    do not match
    those in the
    paper.

    0 pts

    No
    Marks

    10 pts

    Research Plan Overview: Revision Grading Rubric |
    EDCO747_B01_202630

    Criteria Ratings Points

    APA & Editing 10 to >9 pts

    Advanced

    All elements (including
    the title and reference
    page) of the plan are
    edited precisely for
    grammar, spelling,
    punctuation, and
    current APA formatting.

    9 to >8 pts

    Proficient

    Most elements
    (including the
    title and
    reference page)
    of the plan are
    adequately
    edited for
    grammar,
    spelling,
    punctuation, and
    current APA
    formatting.

    8 to >7 pts

    Developing

    Some/all
    elements
    (including the title
    and reference
    page) are poorly
    edited for
    grammar,
    spelling,
    punctuation, and
    current APA
    formatting.

    7 to >0 pts

    Below
    Expectations

    Most of the
    elements
    (including the title
    and reference
    page) are
    improperly edited
    for grammar,
    spelling,
    punctuation, and
    current APA
    formatting.

    0 pts

    No
    Marks

    10 pts

    Total Points: 100

    Research Plan Overview: Revision Grading Rubric |
    EDCO747_B01_202630

    **## ResearchPlanOverviewTemplate.doc**

    EDCO 747

    **Research Plan Overview Template**

    Name:

    Stage of Completion:

    I. Introduction

    A. Problem Statement

    1. What is/are the problem(s), issue(s), or topic(s)?

    a. related literature source

    b. related literature source

    2. Why is it important to study? What difference can it make?

    a. related literature source

    b. related literature source

    3. Use the phrase, “The problem is…”

    B. Purpose (focus of inquiry)

    1. What is the purpose of this study?

    2. Start with the phrase, “The purpose of this study is…”

    C. General research questions (remember that qualitative questions are usually broader and become narrowed down as you move into the actual data collection/analysis process)

    1. First question

    2. Second question

    3. Third question

    D. Research Plan

    1. How will the study be conducted? Qualitative or quantitative (has to be qualitative for this class)

    2. Explain why this method choice is the right one for your study

    II. Review of Related Literature

    A. Theoretical Framework

    1. What philosophical assumption(s) led to your choice of research? (Ontological, epistemological, axiological, rhetorical, and/or methodological.) Include citations

    2. What is your worldview or a theory that helped shape this study? (Biblical, Postpositivism, Constructivism, Moral Realism, Behaviorism, Critical Theory…the theory does not have to come from your textbook reading) Include citations

    B. Important Thinkers/experts/theorists in this field of study (At this point in time you will just find and list them. The literature review will be interwoven, like a quilt, later.)

    1. Citation (i.e., Graves, D. (2003).
    _Writing: Teachers and children at work_ (20th Anniversary ed.). Exeter, NH: Heinemann.)

    a. why (seminal book on how to write and writing issues)

    b. why (his work is cited in almost all writing textbooks and many research articles)

    2. Citation (i.e., Fulwiler, T. (1987).
    _The journal book_. Portsmouth, NH: Heinemann.)

    a. why (considered first major thinker in the world of journal writing)

    b. why (published 5 textbooks and dozens of research articles on this topic)

    C. Related Research (At this point in time you will just find and list them. This section should grow with each week as you continue to look for more information. The literature review will be interwoven, like a quilt, later.)

    1. Research article (must have a methodology section, results, etc.: i.e., Clarke, L. K. (1988). Invented versus traditional spelling in first graders’ writing: Effects on learning to spell and read.
    _Research in the Teaching of English, 22_(3), 281-309.

    a. what is it about?

    b. why important to this study? (Write key descriptors here—efficacy and writing link; teachers’ belief in students, etc. These descriptors will help you form literature review headings later and create the review of literature ‘quilt.’)

    c. and so on…

    2. Research article (i.e., Linnenbrink, E. A., & Pintrich, P. R. (2003). The role of self-efficacy beliefs in student engagement and learning in the classroom.
    _Reading & Writing Quarterly, 19_, 119-137.)

    a. what is it about?

    b. why important to this study? (Write key descriptors here—efficacy and writing link; teachers’ belief in students etc. These descriptors will help you form literature review headings later and create the review of literature ‘quilt.’)

    c. and so on…

    III. Methods

    A. Design (approach) and Rationale

    1. Which approach are you using? (Phenomenological, Case Study, Grounded Theory)

    2. Why is this approach a valid design for your study?

    B. Site

    1. Pseudonym (made up name of the site)

    2. Location (general information, i.e., “large high school in central VA”)

    3. Specific demographics

    4. Other pertinent information about the site

    C. Participants

    1. How many?

    2. How selected?

    3. Specific information (gender, age, etc.)

    D. Role of Researcher or Personal biography (the 2nd is much more detailed…you will have to decide what you believe is more pertinent to your study)

    1. Name

    2. Job

    3. Background information

    4. Anything else that will impact how you view the data and the research surroundings (i.e., I would have to put my love affair with God)

    E. Data Collection (a critical aspect of qualitative inquiry is rigorous and varied data collection techniques)

    1. Method 1(i.e., interviews)

    a. detail (i.e., principal at least 3 times)

    b. detail (i.e., parents, snowball sampling, etc.)

    2. Method 2

    a. detail

    b. detail

    3. Method 3

    a. detail

    b. detail

    F. Data Analysis

    1. 1st Technique (i.e., open coding)

    a. information about it (i.e., organizing data into…)

    b. specific information on how this process will be done

    c. why important (i.e., this process allows the researcher to…)

    2. 2nd Technique (i.e., constant comparison method of looking at data…)

    G. Trustworthiness (the reliability, dependability, and transferability information goes here)

    1. 1st Technique (i.e., member checks)

    a. information about it (i.e., having participants review and respond to…)

    b. why important (i.e., this process increases the reliability of the study because…)

    2. 2nd Technique (i.e., audit trail)

    a. information about it

    b. why important

    3. 3rd Technique (i.e., reflexivity or memoing)

    a. information about it

    b. why important

    c. and so on…

    H. Ethical Considerations

    1. potential issue and how addressed (i.e., negative results could impact school/researcher, used pseudonyms for all participants and identifiable names)

    2. potential issue and how addressed

    3. protection of data

    **References**

    List all references cited and formatted according to current APA edition guidelines

    **Appendix A Interview Questions/Guide**

    What are the general questions you will ask?

    Questions should be opened ended; no yes/no questions

    Start with an “icebreaker” to initation a conversational interview

    **Appendix B: Other Data Collection Procedures** (e.g. Focus Groups, Document Analysis, Writing Prompts, Cognitive Representations, Observations, etc.)

    In addition to interviews, how will you gather information?

    Will you use a template with time stamps (every 5 minutes mark the time)?

    If you conduct a focus group, what questions might you ask?

    Will you use photo narrative? Cognitive representations? Participant journals?

    **Appendix C Timeline and Budget**

    Be specific. Here is an example:

    August 2025—Finish coursework ($ for these items)

    September 2025—Get committee together and register for dissertation course EDCO 988 ($)

    Spring 2026—Defend proposal ($)

    Summer 2026—Submit research plan to the Institutional Review Board (IRB) for approval ($)

    And so on…

    **Appendix D Consent Form**

    Include a robust, substantive consent form; check out Liberty’s IRB Website for example(s). Do you need one for various participants? If you need one for students/minors, it is called an ‘assent form.’

    Page 1 of 4

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  • [Solved] Discussion 5 (1)

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    Executive Solution Overview

    **files (1)** – ## Document1.docx **## Document1.docx** Initial question: **Group 2:** · Please discuss the role of serotonin in anxiety. · Also, why are SSRIs the first-line treatment for anxiety? · **Posts are a minimum of 250 words, scholarly written, APA formatted (with some exceptions due to li…

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    Assignment Prompt & Instructions

    **files (1)**

    – ## Document1.docx

    **## Document1.docx**

    Initial question:
    **Group 2:**

    · Please discuss the role of serotonin in anxiety.

    · Also, why are SSRIs the first-line treatment for anxiety?

    ·
    **Posts are a minimum of 250 words, scholarly written, APA formatted (with some exceptions due to limitations in the D2L editor), and a minimum of 2 references (which may include the course textbook).**

    Students’ response: In this week’s module, we discuss anxiety disorders, which are among the most prevalent psychiatric conditions, and the role of serotonin in anxiety and the use of SSRIs as first-line treatment (Gabbard, 2014). Anxiety disorders are linked to significant impairment in daily functioning, and neurobiological research has identified serotonin (5-hydroxytryptamine [5-HT]) as a key neurotransmitter that regulates mood, fear, stress responses, and anxiety. Serotonin is produced primarily in the brainstem's raphe nuclei and projects throughout the central nervous system, influencing emotional processing and behavioral responses (Stahl, 2021).

    Serotonin plays a key role in modulating activity in brain regions involved in anxiety, including the amygdala, hippocampus, and prefrontal cortex. Dysregulation of serotonergic neurotransmission may contribute to the excessive fear responses, heightened vigilance, and persistent worry that characterize anxiety disorders. Lower serotonin activity has been linked to increased anxiety symptoms, whereas improved serotonergic functioning is associated with reduced anxiety and enhanced emotional regulation (Stahl, 2021).

    Selective serotonin reuptake inhibitors (SSRIs) are the first-line pharmacological treatment for most anxiety disorders, including generalized anxiety disorder (GAD), panic disorder, social anxiety disorder, and posttraumatic stress disorder (PTSD). SSRIs block the serotonin transporter, increasing the availability of serotonin in the synaptic cleft. Over time, these changes lead to neuroadaptive processes that improve mood stability and reduce anxiety symptoms (Bandelow et al., 2022).

    SSRIs are recommended as first-line therapy for several reasons. First, they have demonstrated efficacy across multiple anxiety disorders and are supported by extensive clinical research (Gabbard, 2014). Second, they have a favorable safety profile compared with older antidepressants and benzodiazepines. Unlike benzodiazepines, SSRIs do not cause dependence, tolerance, or significant cognitive impairment. Additionally, SSRIs are generally well tolerated and suitable for long-term management of chronic anxiety conditions (Bandelow et al., 2022).

    Although patients may experience transient side effects such as gastrointestinal upset, headache, insomnia, or sexual dysfunction, these effects are often manageable and may diminish over time (Gabbard, 2014). It is important to inform patients that therapeutic benefits may take several weeks to emerge, as symptom improvement typically occurs after neurochemical and receptor adaptations develop. Therefore, adherence to treatment and ongoing monitoring are essential to successful anxiety management.

    In conclusion, serotonin plays a central role in the neurobiology of anxiety by modulating emotional regulation and stress responses. SSRIs remain the first-line treatment for anxiety disorders because they effectively enhance serotonergic neurotransmission, demonstrate strong efficacy, and offer a favorable safety profile for long-term use.

    **References**

    Bandelow, B., Michaelis, S., & Wedekind, D. (2022). Treatment of anxiety disorders.
    _Dialogues_

    _in Clinical Neuroscience, 24_(3), 223–235.

    Gabbard, G.O. (2014).
    _Gabbard’s treatments of psychiatric disorders_ (5th ed.). American

    Psychiatric Publishing

    Stahl, S. M. (2021).
    _Stahl's essential psychopharmacology: Neuroscientific basis and practical_

    _applications_ (5th ed.). Cambridge University Press.

    **## Document1.docx**

    Initial question:
    **Group 2:**

    · Please discuss the role of serotonin in anxiety.

    · Also, why are SSRIs the first-line treatment for anxiety?

    ·
    **Posts are a minimum of 250 words, scholarly written, APA formatted (with some exceptions due to limitations in the D2L editor), and a minimum of 2 references (which may include the course textbook).**

    Students’ response: In this week’s module, we discuss anxiety disorders, which are among the most prevalent psychiatric conditions, and the role of serotonin in anxiety and the use of SSRIs as first-line treatment (Gabbard, 2014). Anxiety disorders are linked to significant impairment in daily functioning, and neurobiological research has identified serotonin (5-hydroxytryptamine [5-HT]) as a key neurotransmitter that regulates mood, fear, stress responses, and anxiety. Serotonin is produced primarily in the brainstem's raphe nuclei and projects throughout the central nervous system, influencing emotional processing and behavioral responses (Stahl, 2021).

    Serotonin plays a key role in modulating activity in brain regions involved in anxiety, including the amygdala, hippocampus, and prefrontal cortex. Dysregulation of serotonergic neurotransmission may contribute to the excessive fear responses, heightened vigilance, and persistent worry that characterize anxiety disorders. Lower serotonin activity has been linked to increased anxiety symptoms, whereas improved serotonergic functioning is associated with reduced anxiety and enhanced emotional regulation (Stahl, 2021).

    Selective serotonin reuptake inhibitors (SSRIs) are the first-line pharmacological treatment for most anxiety disorders, including generalized anxiety disorder (GAD), panic disorder, social anxiety disorder, and posttraumatic stress disorder (PTSD). SSRIs block the serotonin transporter, increasing the availability of serotonin in the synaptic cleft. Over time, these changes lead to neuroadaptive processes that improve mood stability and reduce anxiety symptoms (Bandelow et al., 2022).

    SSRIs are recommended as first-line therapy for several reasons. First, they have demonstrated efficacy across multiple anxiety disorders and are supported by extensive clinical research (Gabbard, 2014). Second, they have a favorable safety profile compared with older antidepressants and benzodiazepines. Unlike benzodiazepines, SSRIs do not cause dependence, tolerance, or significant cognitive impairment. Additionally, SSRIs are generally well tolerated and suitable for long-term management of chronic anxiety conditions (Bandelow et al., 2022).

    Although patients may experience transient side effects such as gastrointestinal upset, headache, insomnia, or sexual dysfunction, these effects are often manageable and may diminish over time (Gabbard, 2014). It is important to inform patients that therapeutic benefits may take several weeks to emerge, as symptom improvement typically occurs after neurochemical and receptor adaptations develop. Therefore, adherence to treatment and ongoing monitoring are essential to successful anxiety management.

    In conclusion, serotonin plays a central role in the neurobiology of anxiety by modulating emotional regulation and stress responses. SSRIs remain the first-line treatment for anxiety disorders because they effectively enhance serotonergic neurotransmission, demonstrate strong efficacy, and offer a favorable safety profile for long-term use.

    **References**

    Bandelow, B., Michaelis, S., & Wedekind, D. (2022). Treatment of anxiety disorders.
    _Dialogues_

    _in Clinical Neuroscience, 24_(3), 223–235.

    Gabbard, G.O. (2014).
    _Gabbard’s treatments of psychiatric disorders_ (5th ed.). American

    Psychiatric Publishing

    Stahl, S. M. (2021).
    _Stahl's essential psychopharmacology: Neuroscientific basis and practical_

    _applications_ (5th ed.). Cambridge University Press.

  • [Solved] week 3

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **files (3)** – ## Week3.docx – ## Ch06_ECED6240.pptx – Ch07_ECED6240.pptx **## Week3.docx** Book: Clinical Mental Health Counseling in Community, 5e Website: [https://plus.pearson.com/home?utm_source=ereader](https://plus.pearson.com/home?utm_source=ereader) Username: [leedee1213@gmail.com](mail…

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    Assignment Prompt & Instructions

    **files (3)**

    – ## Week3.docx

    – ## Ch06_ECED6240.pptx

    – Ch07_ECED6240.pptx

    **## Week3.docx**

    Book: Clinical Mental Health Counseling in Community, 5e

    Website:
    [https://plus.pearson.com/home?utm_source=ereader](https://plus.pearson.com/home?utm_source=ereader)

    Username:
    [leedee1213@gmail.com](mailto:leedee1213@gmail.com)

    Password: SuperSquirrel2515

    **Avoid citations**

    **American words only**

    **Book or PowerPoint as only source**

    **Part 1: Week 3: Chapter 6**

    1A. After reading chapter 6, what are your thoughts about biopsychosocial model, spirituality, wellness and prevention in counseling? Discuss how you can integrate these different approaches into your counseling.

    2A. Respond to two students: (50-65 words)

    Student 1: R.N.

    The biopsychosocial model emphasizes that health is shaped by the interaction of biological, psychological, and social factors. Chapter 6 also notes that spirituality is often overlooked in this model, even though mind–body–spirit connections have been recognized for centuries. The wellness model focuses on strengths, asking what is working and how to build on it, with the goal of improving overall quality of life rather than just treating symptoms. Prevention is highlighted as a core part of counseling, emphasizing early support, strengths, and healthy development to reduce future problems.

    To integrate these approaches, I would use a client-centered framework that builds resilience, promotes healthy lifestyle habits, and incorporates meaning-making alongside symptom reduction. This allows me to address the whole person mind, body, relationships, and, when appropriate, spirituality while supporting both wellness and prevention.

    Student 2: M.P.

    **_What are your thoughts about biopsychosocial model, spirituality, wellness and prevention in counseling?_**

    The biopsychosocial model is a holistic framework that dictates health and illness are determined by the complex interaction of biological, psychological, and social factors.

    Spirituality, the biopsychosocial modes do not focus on the spiritual component of mental health counseling. However, for hundreds of years, theologians, philosophers, physicians, and, more recently, mental health professionals have recognized the interrelationship of the mind, body, and spirit (Keyers, 2007).

    Wellness, the wellness model asks, “What is working and how do we build upon it?” The wellness model in counseling is a holistic, strength-based framework that focuses on optimizing a client’s overall quality of life rather than jus treating symptoms or illnesses.

    Prevention, one of the defining characteristics of the counseling profession is its emphasis on preventing mental health problems by building on strengths and developing resources that facilitate healthy development.

    **_Discuss how you can integrate these different approaches into your counseling._**

    This requires a client-centered approach. This approach emphasizes building resilience, promoting healthy lifestyle habits, and addressing existential meaning alongside traditional symptom reduction.

    **Part 2: Week 3: Chapter 7**

    1B. After reading chapter 7, what are the important roles of outcome evaluation and program evaluation in counseling? Discuss the importance from the perspectives of consultation and advocacy.

    2B. Respond to two students: (50-65 words)

    Student 1: M.P.

    **_What are the important roles of outcome evaluation and program evaluation in counseling? Discuss the importance from the perspectives of consultation and advocacy._**

    In counseling outcome evaluation measures the direct impact of therapy on clients (symptom reduction). Outcome evaluation is focused on the “what”: Did the counseling intervention achieve the intended changes for the client? Program evaluation assesses the broader operational success of a clinic, school, or organization (efficiency, staff training). Program evaluation is focused on the “how” and “why”. How well are the systemic operations meeting the needs of the targeted population? Together they ensure ethnic practice, drive continuous improvement, and justify funding. Both are essential for delivering high-quality, impactful, and sustainable mental health services.

    Student 2: R.N.

    Outcome evaluation and program evaluation play different but equally important roles in counseling. Outcome evaluation measures whether counseling actually helped the client whether symptoms decreased or meaningful change occurred. Program evaluation looks at how well the overall counseling program or organization is functioning, including efficiency, staff training, and whether services meet the needs of the population served. Together, they support ethical practice, continuous improvement, and justification for funding.

    From a consultation perspective, these evaluations provide the data needed to make informed recommendations about interventions and organizational functioning. From an advocacy perspective, they help counselors demonstrate effectiveness, secure resources, and support clients and communities by showing that services are impactful and necessary.

    **## Ch06_ECED6240.pptx**

    Clinical Mental Health Counseling in Community and Agency Settings

    Fifth Edition

    Chapter 6

    Holistic Approaches to Clinical Mental Health Counseling

    Copyright © 2018, 2014, 2010 Pearson Education, Inc. All Rights Reserved

    If this PowerPoint presentation contains mathematical equations, you may need to check that your computer has the following installed:

    1) Math Type Plugin

    2) Math Player (free versions available)

    3) NVDA Reader (free versions available)

    Learning Objectives

    6.1 Describe the biopsychosocial model, its components, and ways it can be used in counseling

    6.2 Understand ways spirituality can be infused into the counseling process

    6.3 Recognize the benefits of mindfulness

    6.4 Understand wellness-based counseling and wellness models used in counseling

    6.5 Discuss the importance of prevention and ways to design a stress management program

    Copyright © 2018, 2014, 2010 Pearson Education, Inc. All Rights Reserved

    Slide 2 is list of textbook LO numbers and statements

    2

    Biopsychosocial Model

    An approach to medicine and mental health that focuses on the multiple, interrelated ways biology, psychology, and social/cultural factors are conducive or detrimental to health and well-being

    Proposed in 1977 by George Engel, a cardiologist, who viewed the prevailing biomedical model as narrow, reductionist, and linear

    C A C R E P standards (2016) emphasize the importance of the B P S model to the work of clinical mental health counselors

    Copyright © 2018, 2014, 2010 Pearson Education, Inc. All Rights Reserved

    Biological Components

    Include physical, biochemical, and genetic factors that influence mental health (Kaplan & Coogan, 2005)

    C A C R E P (2016) standards include knowledge of neurological factors and foundations in standards specific to human development, clinical mental health counseling, and addiction counseling (Miller & Barrio Minton, 2016)

    A few of the more pertinent biological factors that affect mental health include neurotransmitters, the limbic system, and biogenetics

    Copyright © 2018, 2014, 2010 Pearson Education, Inc. All Rights Reserved

    Neurotransmitters

    Chemicals in the brain that account for the transmission of signals from one neuron to the next across synapses

    Produced by glands, such as the pituitary and the adrenal glands

    Messenger molecules, released from one neuron to another neuron

    They either excite or inhibit the message being sent by the brain across neurons

    Several neurotransmitters identified and known to affect mental health:

    Acetylcholine, serotonin, dopamine, norepinephrine, epinephrine, and gamma-amino butyric acid

    Copyright © 2018, 2014, 2010 Pearson Education, Inc. All Rights Reserved

    Effect of Neurotransmitters

    Dopamine

    Linked to an increase in hyperactivity and irritability

    Norepinephrine

    Modulates other transmitters and shares some similarities with dopamine

    Serotonin

    An inhibitory neurotransmitter that is closely associated with emotion and mood

    Too little serotonin can lead to depression, problems with anger control, obsessive-compulsive disorder, other emotional disorders, and suicide

    Copyright © 2018, 2014, 2010 Pearson Education, Inc. All Rights Reserved

    Limbic System

    Located on both sides and underneath the thalamus, just under the cerebrum. Includes the hypothalamus, the hippocampus, the amygdala, and several other nearby areas

    Primarily responsible for our emotional life, and has a lot to do with the formation of memories (Boeree, 2002)

    Copyright © 2018, 2014, 2010 Pearson Education, Inc. All Rights Reserved

    Genetics (1 of 2)

    Many psychiatric conditions have a genetic component that puts individuals at a higher risk for developing certain disorder, such as

    Autism disorders

    Anxiety disorders

    Bipolar disorder

    Parkinson’s disease

    Schizophrenia

    A D H D

    Copyright © 2018, 2014, 2010 Pearson Education, Inc. All Rights Reserved

    Genetics (2 of 2)

    Tourette’s syndrome

    Alcoholism

    In many cases the specific genes related to the disorders are not yet known

    Environmental factors are believed to “activate” the genes in some conditions

    Copyright © 2018, 2014, 2010 Pearson Education, Inc. All Rights Reserved

    Psychological Components

    Patterns of thinking

    Coping skills

    Judgment

    Perceptions

    Emotional intelligence

    General temperament

    Personality characteristics

    Psychological components can influence biological components and vice versa

    Copyright © 2018, 2014, 2010 Pearson Education, Inc. All Rights Reserved

    Social Components

    Family relationships

    Support systems

    Work relationships

    Broader cultural environment that intersects one’s personal and cultural identity

    Values and beliefs

    Environmental conditions

    Lifestyle factors

    Sociopolitical conditions

    Reproductive challenges

    Copyright © 2018, 2014, 2010 Pearson Education, Inc. All Rights Reserved

    BATHE

    Background (examines biological, psychological, and social factors that affect a client’s situation)

    Affect (attempts to understand a client’s emotional state)

    Trouble (explores presenting problem and additional factors)

    Handling (Assesses client’s coping style and support systems)

    Empathy (Seeks to covey the message that under the circumstances, the client’s response is understandable)

    Copyright © 2018, 2014, 2010 Pearson Education, Inc. All Rights Reserved

    Spirituality

    Majority of Americans value spirituality and religion (Cashwell & Young, 2011; Gold, 2010)

    In counseling field, there is a long tradition of including spirituality as an important dimension of human life (e.g., Viktor Frankl, Abraham Maslow, Alfred Adler, Rollo May, Carl Jung)

    However, spirituality and religion have not always been embraced by mental health professions

    During the past two decades, mental health counseling has given increased attention to spirituality (Cashwell et al., 2007)

    Copyright © 2018, 2014, 2010 Pearson Education, Inc. All Rights Reserved

    ASERVIC Definition of Spirituality

    [Spirituality is a] capacity and tendency that is innate and unique to all persons. The spiritual tendency moves the individual toward knowledge, love, meaning, peace, hope, transcendence, connectedness, compassion, wellness, and wholeness. Spirituality includes one’s capacity for creativity, growth, and the development of a value system (Summit Results, 1995, p. 30)

    Copyright © 2018, 2014, 2010 Pearson Education, Inc. All Rights Reserved

    Religion

    Religion is a social or organized means by which a person expresses spirituality (Burke et al., 2005; Young et al., 2007)

    Religiosity often conceptualized as having more organizational and behavioral components, where as spirituality is considered to be oriented toward personal experiences that may be transcendent in nature (Jackson & Bergeman, 2011)

    Copyright © 2018, 2014, 2010 Pearson Education, Inc. All Rights Reserved

    Mindfulness

    Unique approach to mental health that consists in helping clients pay attention to the here and now, in a nonjudgmental manner (Kabat-Zinn, 2005)

    Core building blocks of mindfulness:

    Intention (practicing mindfulness purposefully)

    Attention (paying attention to what is going on at the moment; focusing)

    Attitude (observing what is going on in a nonjudgmental manner (Shapiro et al., 2006)

    Involves being aware of experiences without filters or distortions, thereby allowing people to avoid being critical of themselves and others

    Copyright © 2018, 2014, 2010 Pearson Education, Inc. All Rights Reserved

    Wellness

    Myers, Sweeney, and Witmer (2000) defined wellness as

    a way of life oriented toward optimal health and well-being in which body, mind, and spirit are integrated by the individual to live life more fully within the human and natural community. Ideally, it is the optimum state of health and well-being that each individual is capable of achieving (p. 252)

    A holistic approach to counseling, which addresses biological, psychological, social, and spiritual components, includes wellness

    Wellness-based counseling is salutogenic (i.e., health enhancing)

    Copyright © 2018, 2014, 2010 Pearson Education, Inc. All Rights Reserved

    Models of Counseling-Based Wellness

    Wheel of Wellness (Myers, Sweeney, & Witmer, 2000)

    Rooted in Individual Psychology

    Five major life tasks: spirituality, self-direction, work and leisure, friendship, and love

    Spirituality, at the center of the wheel, is considered the most important component of well-being

    Indivisible Self model (I S-Wel model)

    Primary factor – global wellness

    Secondary-order factors -creative, coping, social, essential, and physical self

    Tertiary factors -17 third-order factors

    Contexts -local, institutional, global, and chronometrical

    Copyright © 2018, 2014, 2010 Pearson Education, Inc. All Rights Reserved

    Ways to Use the Indivisible Self Model in Counseling

    Introduction of the Wellness Model

    Assessment of the Wellness Components

    Development of a Personal Wellness Plan

    Evaluation and Follow-Up

    Copyright © 2018, 2014, 2010 Pearson Education, Inc. All Rights Reserved

    Prevention

    Three types of prevention (Caplan, 1964)

    Primary Prevention

    Occurs “before the fact” and refers to prevention efforts that attempt to reduce the number of new occurrences of a disorder

    Secondary Prevention

    Targeted toward people at risk of developing a mental health problem or who are exhibiting early symptoms of a disorder

    Tertiary Prevention

    Aimed at reducing the debilitating effects of an existing disorder

    Treatment, remediation, or reactive intervention

    Copyright © 2018, 2014, 2010 Pearson Education, Inc. All Rights Reserved

    Prevention Models

    Configural Equation (Bloom, 1996)

    Increasing individual strengths and decreasing individual limitations

    Increasing social supports and decreasing social stresses

    Enhancing environmental resources

    Incidence Formula (Albee & Gullotta, 1997)

    Bolstering people’s coping skills, self esteem, and support systems

    Recognizing personal power and powerlessness (Lewis et al., 2003)

    Copyright © 2018, 2014, 2010 Pearson Education, Inc. All Rights Reserved

    Stress Management

    Components of a stress management program:

    Education about the causes and consequences of stress

    Training in methods to reduce psychological and physical arousal

    General problem-solving and decision-making skills

    General cognitive skills

    Physical ways of coping with stress

    Time management

    Skills for increasing self-control and self-esteem

    Social skills (McNamara, 2000)

    Copyright © 2018, 2014, 2010 Pearson Education, Inc. All Rights Reserved

    Copyright

    Copyright © 2018, 2014, 2010 Pearson Education, Inc. All Rights Reserved

    23

    ## image2.emf

    ## image3.png

    ## image1.emf

    **Ch07_ECED6240.pptx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ch07-eced6240-pptx)

    **Ch07_ECED6240.pptx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ch07-eced6240-pptx)

    **## Week3.docx**

    Book: Clinical Mental Health Counseling in Community, 5e

    Website:
    [https://plus.pearson.com/home?utm_source=ereader](https://plus.pearson.com/home?utm_source=ereader)

    Username:
    [leedee1213@gmail.com](mailto:leedee1213@gmail.com)

    Password: SuperSquirrel2515

    **Avoid citations**

    **American words only**

    **Book or PowerPoint as only source**

    **Part 1: Week 3: Chapter 6**

    1A. After reading chapter 6, what are your thoughts about biopsychosocial model, spirituality, wellness and prevention in counseling? Discuss how you can integrate these different approaches into your counseling.

    2A. Respond to two students: (50-65 words)

    Student 1: R.N.

    The biopsychosocial model emphasizes that health is shaped by the interaction of biological, psychological, and social factors. Chapter 6 also notes that spirituality is often overlooked in this model, even though mind–body–spirit connections have been recognized for centuries. The wellness model focuses on strengths, asking what is working and how to build on it, with the goal of improving overall quality of life rather than just treating symptoms. Prevention is highlighted as a core part of counseling, emphasizing early support, strengths, and healthy development to reduce future problems.

    To integrate these approaches, I would use a client-centered framework that builds resilience, promotes healthy lifestyle habits, and incorporates meaning-making alongside symptom reduction. This allows me to address the whole person mind, body, relationships, and, when appropriate, spirituality while supporting both wellness and prevention.

    Student 2: M.P.

    **_What are your thoughts about biopsychosocial model, spirituality, wellness and prevention in counseling?_**

    The biopsychosocial model is a holistic framework that dictates health and illness are determined by the complex interaction of biological, psychological, and social factors.

    Spirituality, the biopsychosocial modes do not focus on the spiritual component of mental health counseling. However, for hundreds of years, theologians, philosophers, physicians, and, more recently, mental health professionals have recognized the interrelationship of the mind, body, and spirit (Keyers, 2007).

    Wellness, the wellness model asks, “What is working and how do we build upon it?” The wellness model in counseling is a holistic, strength-based framework that focuses on optimizing a client’s overall quality of life rather than jus treating symptoms or illnesses.

    Prevention, one of the defining characteristics of the counseling profession is its emphasis on preventing mental health problems by building on strengths and developing resources that facilitate healthy development.

    **_Discuss how you can integrate these different approaches into your counseling._**

    This requires a client-centered approach. This approach emphasizes building resilience, promoting healthy lifestyle habits, and addressing existential meaning alongside traditional symptom reduction.

    **Part 2: Week 3: Chapter 7**

    1B. After reading chapter 7, what are the important roles of outcome evaluation and program evaluation in counseling? Discuss the importance from the perspectives of consultation and advocacy.

    2B. Respond to two students: (50-65 words)

    Student 1: M.P.

    **_What are the important roles of outcome evaluation and program evaluation in counseling? Discuss the importance from the perspectives of consultation and advocacy._**

    In counseling outcome evaluation measures the direct impact of therapy on clients (symptom reduction). Outcome evaluation is focused on the “what”: Did the counseling intervention achieve the intended changes for the client? Program evaluation assesses the broader operational success of a clinic, school, or organization (efficiency, staff training). Program evaluation is focused on the “how” and “why”. How well are the systemic operations meeting the needs of the targeted population? Together they ensure ethnic practice, drive continuous improvement, and justify funding. Both are essential for delivering high-quality, impactful, and sustainable mental health services.

    Student 2: R.N.

    Outcome evaluation and program evaluation play different but equally important roles in counseling. Outcome evaluation measures whether counseling actually helped the client whether symptoms decreased or meaningful change occurred. Program evaluation looks at how well the overall counseling program or organization is functioning, including efficiency, staff training, and whether services meet the needs of the population served. Together, they support ethical practice, continuous improvement, and justification for funding.

    From a consultation perspective, these evaluations provide the data needed to make informed recommendations about interventions and organizational functioning. From an advocacy perspective, they help counselors demonstrate effectiveness, secure resources, and support clients and communities by showing that services are impactful and necessary.

    **## Ch06_ECED6240.pptx**

    Clinical Mental Health Counseling in Community and Agency Settings

    Fifth Edition

    Chapter 6

    Holistic Approaches to Clinical Mental Health Counseling

    Copyright © 2018, 2014, 2010 Pearson Education, Inc. All Rights Reserved

    If this PowerPoint presentation contains mathematical equations, you may need to check that your computer has the following installed:

    1) Math Type Plugin

    2) Math Player (free versions available)

    3) NVDA Reader (free versions available)

    Learning Objectives

    6.1 Describe the biopsychosocial model, its components, and ways it can be used in counseling

    6.2 Understand ways spirituality can be infused into the counseling process

    6.3 Recognize the benefits of mindfulness

    6.4 Understand wellness-based counseling and wellness models used in counseling

    6.5 Discuss the importance of prevention and ways to design a stress management program

    Copyright © 2018, 2014, 2010 Pearson Education, Inc. All Rights Reserved

    Slide 2 is list of textbook LO numbers and statements

    2

    Biopsychosocial Model

    An approach to medicine and mental health that focuses on the multiple, interrelated ways biology, psychology, and social/cultural factors are conducive or detrimental to health and well-being

    Proposed in 1977 by George Engel, a cardiologist, who viewed the prevailing biomedical model as narrow, reductionist, and linear

    C A C R E P standards (2016) emphasize the importance of the B P S model to the work of clinical mental health counselors

    Copyright © 2018, 2014, 2010 Pearson Education, Inc. All Rights Reserved

    Biological Components

    Include physical, biochemical, and genetic factors that influence mental health (Kaplan & Coogan, 2005)

    C A C R E P (2016) standards include knowledge of neurological factors and foundations in standards specific to human development, clinical mental health counseling, and addiction counseling (Miller & Barrio Minton, 2016)

    A few of the more pertinent biological factors that affect mental health include neurotransmitters, the limbic system, and biogenetics

    Copyright © 2018, 2014, 2010 Pearson Education, Inc. All Rights Reserved

    Neurotransmitters

    Chemicals in the brain that account for the transmission of signals from one neuron to the next across synapses

    Produced by glands, such as the pituitary and the adrenal glands

    Messenger molecules, released from one neuron to another neuron

    They either excite or inhibit the message being sent by the brain across neurons

    Several neurotransmitters identified and known to affect mental health:

    Acetylcholine, serotonin, dopamine, norepinephrine, epinephrine, and gamma-amino butyric acid

    Copyright © 2018, 2014, 2010 Pearson Education, Inc. All Rights Reserved

    Effect of Neurotransmitters

    Dopamine

    Linked to an increase in hyperactivity and irritability

    Norepinephrine

    Modulates other transmitters and shares some similarities with dopamine

    Serotonin

    An inhibitory neurotransmitter that is closely associated with emotion and mood

    Too little serotonin can lead to depression, problems with anger control, obsessive-compulsive disorder, other emotional disorders, and suicide

    Copyright © 2018, 2014, 2010 Pearson Education, Inc. All Rights Reserved

    Limbic System

    Located on both sides and underneath the thalamus, just under the cerebrum. Includes the hypothalamus, the hippocampus, the amygdala, and several other nearby areas

    Primarily responsible for our emotional life, and has a lot to do with the formation of memories (Boeree, 2002)

    Copyright © 2018, 2014, 2010 Pearson Education, Inc. All Rights Reserved

    Genetics (1 of 2)

    Many psychiatric conditions have a genetic component that puts individuals at a higher risk for developing certain disorder, such as

    Autism disorders

    Anxiety disorders

    Bipolar disorder

    Parkinson’s disease

    Schizophrenia

    A D H D

    Copyright © 2018, 2014, 2010 Pearson Education, Inc. All Rights Reserved

    Genetics (2 of 2)

    Tourette’s syndrome

    Alcoholism

    In many cases the specific genes related to the disorders are not yet known

    Environmental factors are believed to “activate” the genes in some conditions

    Copyright © 2018, 2014, 2010 Pearson Education, Inc. All Rights Reserved

    Psychological Components

    Patterns of thinking

    Coping skills

    Judgment

    Perceptions

    Emotional intelligence

    General temperament

    Personality characteristics

    Psychological components can influence biological components and vice versa

    Copyright © 2018, 2014, 2010 Pearson Education, Inc. All Rights Reserved

    Social Components

    Family relationships

    Support systems

    Work relationships

    Broader cultural environment that intersects one’s personal and cultural identity

    Values and beliefs

    Environmental conditions

    Lifestyle factors

    Sociopolitical conditions

    Reproductive challenges

    Copyright © 2018, 2014, 2010 Pearson Education, Inc. All Rights Reserved

    BATHE

    Background (examines biological, psychological, and social factors that affect a client’s situation)

    Affect (attempts to understand a client’s emotional state)

    Trouble (explores presenting problem and additional factors)

    Handling (Assesses client’s coping style and support systems)

    Empathy (Seeks to covey the message that under the circumstances, the client’s response is understandable)

    Copyright © 2018, 2014, 2010 Pearson Education, Inc. All Rights Reserved

    Spirituality

    Majority of Americans value spirituality and religion (Cashwell & Young, 2011; Gold, 2010)

    In counseling field, there is a long tradition of including spirituality as an important dimension of human life (e.g., Viktor Frankl, Abraham Maslow, Alfred Adler, Rollo May, Carl Jung)

    However, spirituality and religion have not always been embraced by mental health professions

    During the past two decades, mental health counseling has given increased attention to spirituality (Cashwell et al., 2007)

    Copyright © 2018, 2014, 2010 Pearson Education, Inc. All Rights Reserved

    ASERVIC Definition of Spirituality

    [Spirituality is a] capacity and tendency that is innate and unique to all persons. The spiritual tendency moves the individual toward knowledge, love, meaning, peace, hope, transcendence, connectedness, compassion, wellness, and wholeness. Spirituality includes one’s capacity for creativity, growth, and the development of a value system (Summit Results, 1995, p. 30)

    Copyright © 2018, 2014, 2010 Pearson Education, Inc. All Rights Reserved

    Religion

    Religion is a social or organized means by which a person expresses spirituality (Burke et al., 2005; Young et al., 2007)

    Religiosity often conceptualized as having more organizational and behavioral components, where as spirituality is considered to be oriented toward personal experiences that may be transcendent in nature (Jackson & Bergeman, 2011)

    Copyright © 2018, 2014, 2010 Pearson Education, Inc. All Rights Reserved

    Mindfulness

    Unique approach to mental health that consists in helping clients pay attention to the here and now, in a nonjudgmental manner (Kabat-Zinn, 2005)

    Core building blocks of mindfulness:

    Intention (practicing mindfulness purposefully)

    Attention (paying attention to what is going on at the moment; focusing)

    Attitude (observing what is going on in a nonjudgmental manner (Shapiro et al., 2006)

    Involves being aware of experiences without filters or distortions, thereby allowing people to avoid being critical of themselves and others

    Copyright © 2018, 2014, 2010 Pearson Education, Inc. All Rights Reserved

    Wellness

    Myers, Sweeney, and Witmer (2000) defined wellness as

    a way of life oriented toward optimal health and well-being in which body, mind, and spirit are integrated by the individual to live life more fully within the human and natural community. Ideally, it is the optimum state of health and well-being that each individual is capable of achieving (p. 252)

    A holistic approach to counseling, which addresses biological, psychological, social, and spiritual components, includes wellness

    Wellness-based counseling is salutogenic (i.e., health enhancing)

    Copyright © 2018, 2014, 2010 Pearson Education, Inc. All Rights Reserved

    Models of Counseling-Based Wellness

    Wheel of Wellness (Myers, Sweeney, & Witmer, 2000)

    Rooted in Individual Psychology

    Five major life tasks: spirituality, self-direction, work and leisure, friendship, and love

    Spirituality, at the center of the wheel, is considered the most important component of well-being

    Indivisible Self model (I S-Wel model)

    Primary factor – global wellness

    Secondary-order factors -creative, coping, social, essential, and physical self

    Tertiary factors -17 third-order factors

    Contexts -local, institutional, global, and chronometrical

    Copyright © 2018, 2014, 2010 Pearson Education, Inc. All Rights Reserved

    Ways to Use the Indivisible Self Model in Counseling

    Introduction of the Wellness Model

    Assessment of the Wellness Components

    Development of a Personal Wellness Plan

    Evaluation and Follow-Up

    Copyright © 2018, 2014, 2010 Pearson Education, Inc. All Rights Reserved

    Prevention

    Three types of prevention (Caplan, 1964)

    Primary Prevention

    Occurs “before the fact” and refers to prevention efforts that attempt to reduce the number of new occurrences of a disorder

    Secondary Prevention

    Targeted toward people at risk of developing a mental health problem or who are exhibiting early symptoms of a disorder

    Tertiary Prevention

    Aimed at reducing the debilitating effects of an existing disorder

    Treatment, remediation, or reactive intervention

    Copyright © 2018, 2014, 2010 Pearson Education, Inc. All Rights Reserved

    Prevention Models

    Configural Equation (Bloom, 1996)

    Increasing individual strengths and decreasing individual limitations

    Increasing social supports and decreasing social stresses

    Enhancing environmental resources

    Incidence Formula (Albee & Gullotta, 1997)

    Bolstering people’s coping skills, self esteem, and support systems

    Recognizing personal power and powerlessness (Lewis et al., 2003)

    Copyright © 2018, 2014, 2010 Pearson Education, Inc. All Rights Reserved

    Stress Management

    Components of a stress management program:

    Education about the causes and consequences of stress

    Training in methods to reduce psychological and physical arousal

    General problem-solving and decision-making skills

    General cognitive skills

    Physical ways of coping with stress

    Time management

    Skills for increasing self-control and self-esteem

    Social skills (McNamara, 2000)

    Copyright © 2018, 2014, 2010 Pearson Education, Inc. All Rights Reserved

    Copyright

    Copyright © 2018, 2014, 2010 Pearson Education, Inc. All Rights Reserved

    23

    ## image2.emf

    ## image3.png

    ## image1.emf

    **Ch07_ECED6240.pptx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ch07-eced6240-pptx)

    **## Week3.docx**

    Book: Clinical Mental Health Counseling in Community, 5e

    Website:
    [https://plus.pearson.com/home?utm_source=ereader](https://plus.pearson.com/home?utm_source=ereader)

    Username:
    [leedee1213@gmail.com](mailto:leedee1213@gmail.com)

    Password: SuperSquirrel2515

    **Avoid citations**

    **American words only**

    **Book or PowerPoint as only source**

    **Part 1: Week 3: Chapter 6**

    1A. After reading chapter 6, what are your thoughts about biopsychosocial model, spirituality, wellness and prevention in counseling? Discuss how you can integrate these different approaches into your counseling.

    2A. Respond to two students: (50-65 words)

    Student 1: R.N.

    The biopsychosocial model emphasizes that health is shaped by the interaction of biological, psychological, and social factors. Chapter 6 also notes that spirituality is often overlooked in this model, even though mind–body–spirit connections have been recognized for centuries. The wellness model focuses on strengths, asking what is working and how to build on it, with the goal of improving overall quality of life rather than just treating symptoms. Prevention is highlighted as a core part of counseling, emphasizing early support, strengths, and healthy development to reduce future problems.

    To integrate these approaches, I would use a client-centered framework that builds resilience, promotes healthy lifestyle habits, and incorporates meaning-making alongside symptom reduction. This allows me to address the whole person mind, body, relationships, and, when appropriate, spirituality while supporting both wellness and prevention.

    Student 2: M.P.

    **_What are your thoughts about biopsychosocial model, spirituality, wellness and prevention in counseling?_**

    The biopsychosocial model is a holistic framework that dictates health and illness are determined by the complex interaction of biological, psychological, and social factors.

    Spirituality, the biopsychosocial modes do not focus on the spiritual component of mental health counseling. However, for hundreds of years, theologians, philosophers, physicians, and, more recently, mental health professionals have recognized the interrelationship of the mind, body, and spirit (Keyers, 2007).

    Wellness, the wellness model asks, “What is working and how do we build upon it?” The wellness model in counseling is a holistic, strength-based framework that focuses on optimizing a client’s overall quality of life rather than jus treating symptoms or illnesses.

    Prevention, one of the defining characteristics of the counseling profession is its emphasis on preventing mental health problems by building on strengths and developing resources that facilitate healthy development.

    **_Discuss how you can integrate these different approaches into your counseling._**

    This requires a client-centered approach. This approach emphasizes building resilience, promoting healthy lifestyle habits, and addressing existential meaning alongside traditional symptom reduction.

    **Part 2: Week 3: Chapter 7**

    1B. After reading chapter 7, what are the important roles of outcome evaluation and program evaluation in counseling? Discuss the importance from the perspectives of consultation and advocacy.

    2B. Respond to two students: (50-65 words)

    Student 1: M.P.

    **_What are the important roles of outcome evaluation and program evaluation in counseling? Discuss the importance from the perspectives of consultation and advocacy._**

    In counseling outcome evaluation measures the direct impact of therapy on clients (symptom reduction). Outcome evaluation is focused on the “what”: Did the counseling intervention achieve the intended changes for the client? Program evaluation assesses the broader operational success of a clinic, school, or organization (efficiency, staff training). Program evaluation is focused on the “how” and “why”. How well are the systemic operations meeting the needs of the targeted population? Together they ensure ethnic practice, drive continuous improvement, and justify funding. Both are essential for delivering high-quality, impactful, and sustainable mental health services.

    Student 2: R.N.

    Outcome evaluation and program evaluation play different but equally important roles in counseling. Outcome evaluation measures whether counseling actually helped the client whether symptoms decreased or meaningful change occurred. Program evaluation looks at how well the overall counseling program or organization is functioning, including efficiency, staff training, and whether services meet the needs of the population served. Together, they support ethical practice, continuous improvement, and justification for funding.

    From a consultation perspective, these evaluations provide the data needed to make informed recommendations about interventions and organizational functioning. From an advocacy perspective, they help counselors demonstrate effectiveness, secure resources, and support clients and communities by showing that services are impactful and necessary.

    **## Ch06_ECED6240.pptx**

    Clinical Mental Health Counseling in Community and Agency Settings

    Fifth Edition

    Chapter 6

    Holistic Approaches to Clinical Mental Health Counseling

    Copyright © 2018, 2014, 2010 Pearson Education, Inc. All Rights Reserved

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    Learning Objectives

    6.1 Describe the biopsychosocial model, its components, and ways it can be used in counseling

    6.2 Understand ways spirituality can be infused into the counseling process

    6.3 Recognize the benefits of mindfulness

    6.4 Understand wellness-based counseling and wellness models used in counseling

    6.5 Discuss the importance of prevention and ways to design a stress management program

    Copyright © 2018, 2014, 2010 Pearson Education, Inc. All Rights Reserved

    Slide 2 is list of textbook LO numbers and statements

    2

    Biopsychosocial Model

    An approach to medicine and mental health that focuses on the multiple, interrelated ways biology, psychology, and social/cultural factors are conducive or detrimental to health and well-being

    Proposed in 1977 by George Engel, a cardiologist, who viewed the prevailing biomedical model as narrow, reductionist, and linear

    C A C R E P standards (2016) emphasize the importance of the B P S model to the work of clinical mental health counselors

    Copyright © 2018, 2014, 2010 Pearson Education, Inc. All Rights Reserved

    Biological Components

    Include physical, biochemical, and genetic factors that influence mental health (Kaplan & Coogan, 2005)

    C A C R E P (2016) standards include knowledge of neurological factors and foundations in standards specific to human development, clinical mental health counseling, and addiction counseling (Miller & Barrio Minton, 2016)

    A few of the more pertinent biological factors that affect mental health include neurotransmitters, the limbic system, and biogenetics

    Copyright © 2018, 2014, 2010 Pearson Education, Inc. All Rights Reserved

    Neurotransmitters

    Chemicals in the brain that account for the transmission of signals from one neuron to the next across synapses

    Produced by glands, such as the pituitary and the adrenal glands

    Messenger molecules, released from one neuron to another neuron

    They either excite or inhibit the message being sent by the brain across neurons

    Several neurotransmitters identified and known to affect mental health:

    Acetylcholine, serotonin, dopamine, norepinephrine, epinephrine, and gamma-amino butyric acid

    Copyright © 2018, 2014, 2010 Pearson Education, Inc. All Rights Reserved

    Effect of Neurotransmitters

    Dopamine

    Linked to an increase in hyperactivity and irritability

    Norepinephrine

    Modulates other transmitters and shares some similarities with dopamine

    Serotonin

    An inhibitory neurotransmitter that is closely associated with emotion and mood

    Too little serotonin can lead to depression, problems with anger control, obsessive-compulsive disorder, other emotional disorders, and suicide

    Copyright © 2018, 2014, 2010 Pearson Education, Inc. All Rights Reserved

    Limbic System

    Located on both sides and underneath the thalamus, just under the cerebrum. Includes the hypothalamus, the hippocampus, the amygdala, and several other nearby areas

    Primarily responsible for our emotional life, and has a lot to do with the formation of memories (Boeree, 2002)

    Copyright © 2018, 2014, 2010 Pearson Education, Inc. All Rights Reserved

    Genetics (1 of 2)

    Many psychiatric conditions have a genetic component that puts individuals at a higher risk for developing certain disorder, such as

    Autism disorders

    Anxiety disorders

    Bipolar disorder

    Parkinson’s disease

    Schizophrenia

    A D H D

    Copyright © 2018, 2014, 2010 Pearson Education, Inc. All Rights Reserved

    Genetics (2 of 2)

    Tourette’s syndrome

    Alcoholism

    In many cases the specific genes related to the disorders are not yet known

    Environmental factors are believed to “activate” the genes in some conditions

    Copyright © 2018, 2014, 2010 Pearson Education, Inc. All Rights Reserved

    Psychological Components

    Patterns of thinking

    Coping skills

    Judgment

    Perceptions

    Emotional intelligence

    General temperament

    Personality characteristics

    Psychological components can influence biological components and vice versa

    Copyright © 2018, 2014, 2010 Pearson Education, Inc. All Rights Reserved

    Social Components

    Family relationships

    Support systems

    Work relationships

    Broader cultural environment that intersects one’s personal and cultural identity

    Values and beliefs

    Environmental conditions

    Lifestyle factors

    Sociopolitical conditions

    Reproductive challenges

    Copyright © 2018, 2014, 2010 Pearson Education, Inc. All Rights Reserved

    BATHE

    Background (examines biological, psychological, and social factors that affect a client’s situation)

    Affect (attempts to understand a client’s emotional state)

    Trouble (explores presenting problem and additional factors)

    Handling (Assesses client’s coping style and support systems)

    Empathy (Seeks to covey the message that under the circumstances, the client’s response is understandable)

    Copyright © 2018, 2014, 2010 Pearson Education, Inc. All Rights Reserved

    Spirituality

    Majority of Americans value spirituality and religion (Cashwell & Young, 2011; Gold, 2010)

    In counseling field, there is a long tradition of including spirituality as an important dimension of human life (e.g., Viktor Frankl, Abraham Maslow, Alfred Adler, Rollo May, Carl Jung)

    However, spirituality and religion have not always been embraced by mental health professions

    During the past two decades, mental health counseling has given increased attention to spirituality (Cashwell et al., 2007)

    Copyright © 2018, 2014, 2010 Pearson Education, Inc. All Rights Reserved

    ASERVIC Definition of Spirituality

    [Spirituality is a] capacity and tendency that is innate and unique to all persons. The spiritual tendency moves the individual toward knowledge, love, meaning, peace, hope, transcendence, connectedness, compassion, wellness, and wholeness. Spirituality includes one’s capacity for creativity, growth, and the development of a value system (Summit Results, 1995, p. 30)

    Copyright © 2018, 2014, 2010 Pearson Education, Inc. All Rights Reserved

    Religion

    Religion is a social or organized means by which a person expresses spirituality (Burke et al., 2005; Young et al., 2007)

    Religiosity often conceptualized as having more organizational and behavioral components, where as spirituality is considered to be oriented toward personal experiences that may be transcendent in nature (Jackson & Bergeman, 2011)

    Copyright © 2018, 2014, 2010 Pearson Education, Inc. All Rights Reserved

    Mindfulness

    Unique approach to mental health that consists in helping clients pay attention to the here and now, in a nonjudgmental manner (Kabat-Zinn, 2005)

    Core building blocks of mindfulness:

    Intention (practicing mindfulness purposefully)

    Attention (paying attention to what is going on at the moment; focusing)

    Attitude (observing what is going on in a nonjudgmental manner (Shapiro et al., 2006)

    Involves being aware of experiences without filters or distortions, thereby allowing people to avoid being critical of themselves and others

    Copyright © 2018, 2014, 2010 Pearson Education, Inc. All Rights Reserved

    Wellness

    Myers, Sweeney, and Witmer (2000) defined wellness as

    a way of life oriented toward optimal health and well-being in which body, mind, and spirit are integrated by the individual to live life more fully within the human and natural community. Ideally, it is the optimum state of health and well-being that each individual is capable of achieving (p. 252)

    A holistic approach to counseling, which addresses biological, psychological, social, and spiritual components, includes wellness

    Wellness-based counseling is salutogenic (i.e., health enhancing)

    Copyright © 2018, 2014, 2010 Pearson Education, Inc. All Rights Reserved

    Models of Counseling-Based Wellness

    Wheel of Wellness (Myers, Sweeney, & Witmer, 2000)

    Rooted in Individual Psychology

    Five major life tasks: spirituality, self-direction, work and leisure, friendship, and love

    Spirituality, at the center of the wheel, is considered the most important component of well-being

    Indivisible Self model (I S-Wel model)

    Primary factor – global wellness

    Secondary-order factors -creative, coping, social, essential, and physical self

    Tertiary factors -17 third-order factors

    Contexts -local, institutional, global, and chronometrical

    Copyright © 2018, 2014, 2010 Pearson Education, Inc. All Rights Reserved

    Ways to Use the Indivisible Self Model in Counseling

    Introduction of the Wellness Model

    Assessment of the Wellness Components

    Development of a Personal Wellness Plan

    Evaluation and Follow-Up

    Copyright © 2018, 2014, 2010 Pearson Education, Inc. All Rights Reserved

    Prevention

    Three types of prevention (Caplan, 1964)

    Primary Prevention

    Occurs “before the fact” and refers to prevention efforts that attempt to reduce the number of new occurrences of a disorder

    Secondary Prevention

    Targeted toward people at risk of developing a mental health problem or who are exhibiting early symptoms of a disorder

    Tertiary Prevention

    Aimed at reducing the debilitating effects of an existing disorder

    Treatment, remediation, or reactive intervention

    Copyright © 2018, 2014, 2010 Pearson Education, Inc. All Rights Reserved

    Prevention Models

    Configural Equation (Bloom, 1996)

    Increasing individual strengths and decreasing individual limitations

    Increasing social supports and decreasing social stresses

    Enhancing environmental resources

    Incidence Formula (Albee & Gullotta, 1997)

    Bolstering people’s coping skills, self esteem, and support systems

    Recognizing personal power and powerlessness (Lewis et al., 2003)

    Copyright © 2018, 2014, 2010 Pearson Education, Inc. All Rights Reserved

    Stress Management

    Components of a stress management program:

    Education about the causes and consequences of stress

    Training in methods to reduce psychological and physical arousal

    General problem-solving and decision-making skills

    General cognitive skills

    Physical ways of coping with stress

    Time management

    Skills for increasing self-control and self-esteem

    Social skills (McNamara, 2000)

    Copyright © 2018, 2014, 2010 Pearson Education, Inc. All Rights Reserved

    Copyright

    Copyright © 2018, 2014, 2010 Pearson Education, Inc. All Rights Reserved

    23

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    What are some of the racial and cultural dynamics that Alice may be experiencing in the group?

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    Counseling Across Cultures
    Seventh Edition

    C H A P T E R 2 4 : G R O U P D Y N A M I C S I N A
    M U L T I C U L T U R A L W O R L D

    B Y M A R Y B . M C R A E

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    Chapter Twenty Four Objectives

    Primary Objective

     To provide a conceptual framework for
    understanding racial and cultural dynamics in
    group and organizational life

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    Introduction

     Groups are microcosms of the societies in
    which they are formed

    Many differences related to
    Attitudes

    Beliefs

    Stereotypes

    Hidden assumptions about others

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    The Group Relations Model

     Part of the Tavistock tradition of experiential
    learning

     Theoretical Framework

     Based on
    Psychoanalytic theory

    Systems theory

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    The Group Relations Model (cont.)

     Psychoanalytic Theory

     Defense mechanisms helpful for understanding
    the dynamic processes that occur
    interpersonally, in groups, and in intergroup
    relations

    Splitting

    Projection

    Projective identification

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    The Group Relations Model (cont.)

     Systems and Context

     Systems exist in social, political, and economic
    contexts that affect attitudes, beliefs,
    perceptions, and values

     A group can be examined in terms of its overall
    structure as well as its various levels of
    functioning

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    The Group Relations Model (cont.)

     Overall structure of the group

     BART (boundaries, authority, role, and task)
    Boundaries – psychological and physical spaces

    Authority – the right to do work in the service of
    the task

    Role – the individual functions of members

    Task – work that the group is supposed to be
    doing

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    The Group Relations Model (cont.)

     Experiential Learning

     Deals with “knowledge of acquaintance”

    Learning through interpersonal, group, and
    intergroup behavior

    The method values both emotion and intellect,
    providing space for direct and honest feedback

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    Racial and Cultural Group Dynamics

     Group dynamics are related to the stages of
    groups’ development

     Bion (1961) identifies three basic assumptions
    in groups
    Basic assumption dependency

    Basic assumption fight/flight

    Basic assumption pairing

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    Intergroup Dynamics

     Embedded intergroup relations theory

     Five characteristics can be observed in groups:
    Group boundaries

    Power differences

    Affective patterns

    Cognitive formations

    Distortions

    Leadership behavior
    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    Strategies for Working With Racial and
    Cultural Dynamics

     The A. K. Rice Institute for the Study of Social
    Systems (2003), competencies for leaders
    working with groups

    The capacity to maintain task and role
    boundaries

    The courage to speak what is felt to be
    unspeakable

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    Strategies for Working With Racial and
    Cultural Dynamics (cont.)

    The ability to reflect on and express one’s
    internal experience

    An understanding of how elements of one’s own
    identity and history affect one’s work

    The ability to recognize that individuals “carry”
    or express some aspect of the experience of the
    group as a whole

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    Strategies for Working With Racial and
    Cultural Dynamics (cont.)

    An understanding that the exercise of leadership
    and representation affects, and is affected by,
    group and intergroup dynamic

    An understanding of how group and
    organizational dynamics are reflections of the
    larger sociopolitical context

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    Strategies for Working With Racial and
    Cultural Dynamics (cont.)

     Here-and-Now Experience of Differences

     “How could this discussion be brought to your
    experience here, now, in this group?”

     Representation

     Some diversity in all groups

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    Conclusion

     The group relations model provides unique
    opportunities for students to learn through
    experience

     The model promotes learning through
    interpersonal, group, and intergroup behavior

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    – Counseling Across Cultures�Seventh Edition
    – Chapter Twenty Four Objectives
    – Introduction
    – The Group Relations Model
    – The Group Relations Model (cont.)
    – The Group Relations Model (cont.)
    – The Group Relations Model (cont.)
    – The Group Relations Model (cont.)
    – Racial and Cultural Group Dynamics
    – Intergroup Dynamics
    – Strategies for Working With Racial and Cultural Dynamics
    – Strategies for Working With Racial and Cultural Dynamics (cont.)
    – Strategies for Working With Racial and Cultural Dynamics (cont.)
    – Strategies for Working With Racial and Cultural Dynamics (cont.)
    – Conclusion

    **## Chapter18Presentation.pdf**

    Counseling Across Cultures
    Seventh Edition

    C H A P T E R 1 8 : T H E E C O L O G Y O F
    A C C U L T U R A T I O N : I M P L I C A T I O N S F O R

    C O U N S E L I N G A C R O S S C U L T U R E S

    B Y J A I M E E S T U A R T A N D C O L L E E N W A R D

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    Chapter Eighteen Objectives

    Primary Objective

     To provide a conceptual framework for
    understanding the acculturation experience and
    how it influences counseling

    Secondary Objective

     To help students understand the various research
    perspectives in the psychology of acculturation and
    adaptation

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    Introduction

     Acculturation

    The changes that result from continuous
    firsthand intercultural contact (Redfield, Linton,
    & Herskovits, 1936)

    A phenomenon that influences the lives of all
    people

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    Conceptualizations of Acculturation (1)

     Changes at the group level

     The social structure of the group

     The group’s economic and value base

     Changes in the psychology of the individual

     Identity

     Values

     Behavior

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    Conceptualizations of Acculturation (2)

     Unidimensional models

     Cultural adaptation goes hand in hand with a loss of
    attachment to one’s own ethnic and cultural ties

     Bidimensional model

     Two major choices: whether to have contact with
    others outside one’s group, and whether to maintain
    traditional culture

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    Conceptualizations of Acculturation (3)

     Choice places one in one acculturation category

     Assimilation
     Individuals place little value on maintaining their

    cultural heritage and choose to take on parts of
    the majority culture

     Separation
     Individuals place a high value on retaining their

    culture while avoiding interaction with other
    cultures

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    Conceptualizations of Acculturation (4)

    Integration
    Individuals retain their ethnic culture as well as

    interact with and adopt elements of the
    majority culture

    Marginalization
    Individuals neither maintain their ethnic

    culture nor participate in or adopt elements of
    the wider society

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    Conceptualizations of Acculturation (5/5)

     Acculturating groups can be distinguished on
    three dimensions:

    Mobility

    Permanence

    Voluntariness

     Adaptation outcomes
    The psychological and behavioral changes that

    take place in an individual or group

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    The Ecology of Acculturation: Implications
    for Counseling (1)

     Bronfenbrenner’s (1994) ecological theory of
    development

     Life-course development takes place across a variety
    of contexts in which the individual is in constant
    interaction with other individuals and groups

     Behavior occurs within a set of overlapping
    ecological systems that all operate together, creating
    a comprehensive set of influences on the individual

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    The Ecology of Acculturation: Implications
    for Counseling (2)

     Contextual level

    Where and under what conditions acculturation
    is taking place

    The multicultural context

    Public and private domains

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    The Ecology of Acculturation: Implications
    for Counseling (3)

     Relational level

    Who is involved in the acculturation process

    Takes place across a variety of social interaction
    contexts

    Family, community, peer group, workplace, and
    educational settings

    Social support

    The family

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    The Ecology of Acculturation: Implications
    for Counseling (4)

     Individual level

    What characteristics of the individual affect the
    management of cultural transitions

    Personal background

    Personality

     Identity

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    Acculturation and the Counselor

     Counselors’ multicultural competencies

    Culturally appropriate knowledge

    Awareness

    Skills

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    Acculturation and the Counselor (cont.)

     Intercultural counseling approaches (Tatar,
    1998)

    Counselor as a “culturally encapsulated
    assimilator”

    Counselor as “self-facilitator”

    Counselor as “specialist”

    Counselor as “translator”

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    Conclusion

     Counselors are challenged to consider cross-
    cultural contact and change from a broad
    perspective and to acknowledge the
    sociopolitical, community, institutional, and
    relational influences on both client well- being
    and the wider outcomes of the counseling
    process.

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    – Counseling Across Cultures�Seventh Edition
    – Chapter Eighteen Objectives
    – Introduction
    – Conceptualizations of Acculturation (1)
    – Conceptualizations of Acculturation (2)
    – Conceptualizations of Acculturation (3)
    – Conceptualizations of Acculturation (4)
    – Conceptualizations of Acculturation (5/5)
    – The Ecology of Acculturation: Implications for Counseling (1)
    – The Ecology of Acculturation: Implications for Counseling (2)
    – The Ecology of Acculturation: Implications for Counseling (3)
    – The Ecology of Acculturation: Implications for Counseling (4)
    – Acculturation and the Counselor
    – Acculturation and the Counselor (cont.)
    – Conclusion

    **## Chapter5Presentation.pdf**

    Counseling Across Cultures
    Seventh Edition

    C H A P T E R 5 : C O U N S E L I N G N O R T H A M E R I C A N
    I N D I G E N O U S P E O P L E S

    B Y J O H N G O N Z A L E Z & J O S E P H E . T R I M B L E

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    Chapter Five Objectives

    Primary Objective

     To describe the essential sociocultural factors that
    lead to effective strategies for counseling with
    American Indian clients

    Secondary Objectives

     To describe effective counselor characteristics

     To present a framework designed to guide counselors
    in making culturally resonant choices

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    Introduction

     Mental health and wellness are integral parts of
    the “good life” for indigenous peoples

     Healing ceremonies are performed to help
    individuals maintain or achieve wellness

     Not all indigenous people choose not to seek
    the services of traditional healers

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    Overview: Providing Counseling to American
    Indians and Alaska Natives

     Knowledge of nature and history of indigenous
    communities is essential to counseling
    effectiveness

     Barriers to working successfully with Natives

    Counselor’s lack of basic knowledge about the
    client’s ethnic and historical background

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    Overview: Providing Counseling to American
    Indians and Alaska Natives (cont.)

     The client may

    Be driven away by the counseling style

    Sense that his or her worldview is not valued

    Feel uncomfortable talking openly with a
    stranger

    Be apprehensive about the counselor’s ethnic
    background

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    Historical Loss and Grief (1/3)

     As a consequence of European contact, many
    indigenous communities continue to experience
    various degrees of individual and community
    trauma

     Historical loss include

    Massacres, disease, forced relocations, forced
    removal of children, loss of land, broken treaties,
    unemployment, extreme poverty, and racism

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    Historical Loss and Grief (2/3)

     Historical trauma contributes to

    High levels of social and individual problems

    Alcoholism, suicide, domestic violence, child
    abuse, negative career ideation

    Anxiety may be central to most mental health
    and social problems

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    Historical Loss and Grief (3/3)

     Counselors must

    Acknowledge the legitimacy of Native ways of
    knowing

    Attempt to understand intergenerational and
    cultural trauma

    Acknowledge the influence of unresolved
    historical grief

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    So You Want to Work With Native People
    (1/3)

     Counselors

    Must examine their motives for wanting to work
    in Indian and Native health settings

    Must be self-aware of their biases

    Must not make assumptions or rush into a
    treatment plan before listening carefully to the
    client

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    So You Want to Work With Native People
    (2/3)

     Counselors should consider

    Their awareness of and sensitivity to Native
    family structures

    Clients’ language preferences

    Cultural and community conflicts

    Cultural factors that influence the counseling
    relationship

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    So You Want to Work With Native People
    (3/3)

     Counselors must adjust their own values,
    beliefs, and practices to accommodate
    bicultural or cultural expectations

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    An Indian in the Room

     Indigenous persons differ from one another in
    many ways

     To determine suitable counseling techniques,
    counselors must account for

    Degree of ethnic identity and acculturation

    Residential situation

    Tribal background

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    Worldviews and Values

     Collectivistic

    Emphasize the group over the individual

    Places importance on keeping harmony and
    maintaining balance in their relationships

     Time orientation

    Things will happen when they are supposed to
    happen

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    Counseling Approaches

     The directive counseling style seems to be more
    effective

     Cognitive-behavioral approaches can be
    effective with Native clients

     Consider using strategies and techniques that
    resonate with Indian traditions

    Humor, story telling, art

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    Native Healing Approaches

     It is recommend that counselors establish
    working relationships with traditional healers

     Support the viability of traditional healing as an
    effective treatment system

     Actively refer clients to indigenous healers

     Actively work together with indigenous healers

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    Summary

     Counselors need to be adaptive and flexible

     Counselor and client should discuss racial and
    cultural differences early

     How the counselor conducts him or herself in
    the community is critical

     Culture and context are important

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    – �Counseling Across Cultures�Seventh Edition
    – Chapter Five Objectives
    – Introduction
    – Overview: Providing Counseling to American Indians and Alaska Natives
    – Overview: Providing Counseling to American Indians and Alaska Natives (cont.)
    – Historical Loss and Grief (1/3)
    – Historical Loss and Grief (2/3)
    – Historical Loss and Grief (3/3)
    – So You Want to Work With Native People (1/3)
    – So You Want to Work With Native People (2/3)
    – So You Want to Work With Native People (3/3)
    – An Indian in the Room
    – Worldviews and Values
    – Counseling Approaches
    – Native Healing Approaches
    – Summary

    **Chapter16Presentation.pdf**

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    **DISCUSSION.docx**

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    **## Chapter24Presentation.pdf**

    Counseling Across Cultures
    Seventh Edition

    C H A P T E R 2 4 : G R O U P D Y N A M I C S I N A
    M U L T I C U L T U R A L W O R L D

    B Y M A R Y B . M C R A E

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    Chapter Twenty Four Objectives

    Primary Objective

     To provide a conceptual framework for
    understanding racial and cultural dynamics in
    group and organizational life

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    Introduction

     Groups are microcosms of the societies in
    which they are formed

    Many differences related to
    Attitudes

    Beliefs

    Stereotypes

    Hidden assumptions about others

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    The Group Relations Model

     Part of the Tavistock tradition of experiential
    learning

     Theoretical Framework

     Based on
    Psychoanalytic theory

    Systems theory

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    The Group Relations Model (cont.)

     Psychoanalytic Theory

     Defense mechanisms helpful for understanding
    the dynamic processes that occur
    interpersonally, in groups, and in intergroup
    relations

    Splitting

    Projection

    Projective identification

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    The Group Relations Model (cont.)

     Systems and Context

     Systems exist in social, political, and economic
    contexts that affect attitudes, beliefs,
    perceptions, and values

     A group can be examined in terms of its overall
    structure as well as its various levels of
    functioning

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    The Group Relations Model (cont.)

     Overall structure of the group

     BART (boundaries, authority, role, and task)
    Boundaries – psychological and physical spaces

    Authority – the right to do work in the service of
    the task

    Role – the individual functions of members

    Task – work that the group is supposed to be
    doing

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    The Group Relations Model (cont.)

     Experiential Learning

     Deals with “knowledge of acquaintance”

    Learning through interpersonal, group, and
    intergroup behavior

    The method values both emotion and intellect,
    providing space for direct and honest feedback

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    Racial and Cultural Group Dynamics

     Group dynamics are related to the stages of
    groups’ development

     Bion (1961) identifies three basic assumptions
    in groups
    Basic assumption dependency

    Basic assumption fight/flight

    Basic assumption pairing

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    Intergroup Dynamics

     Embedded intergroup relations theory

     Five characteristics can be observed in groups:
    Group boundaries

    Power differences

    Affective patterns

    Cognitive formations

    Distortions

    Leadership behavior
    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    Strategies for Working With Racial and
    Cultural Dynamics

     The A. K. Rice Institute for the Study of Social
    Systems (2003), competencies for leaders
    working with groups

    The capacity to maintain task and role
    boundaries

    The courage to speak what is felt to be
    unspeakable

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    Strategies for Working With Racial and
    Cultural Dynamics (cont.)

    The ability to reflect on and express one’s
    internal experience

    An understanding of how elements of one’s own
    identity and history affect one’s work

    The ability to recognize that individuals “carry”
    or express some aspect of the experience of the
    group as a whole

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    Strategies for Working With Racial and
    Cultural Dynamics (cont.)

    An understanding that the exercise of leadership
    and representation affects, and is affected by,
    group and intergroup dynamic

    An understanding of how group and
    organizational dynamics are reflections of the
    larger sociopolitical context

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    Strategies for Working With Racial and
    Cultural Dynamics (cont.)

     Here-and-Now Experience of Differences

     “How could this discussion be brought to your
    experience here, now, in this group?”

     Representation

     Some diversity in all groups

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    Conclusion

     The group relations model provides unique
    opportunities for students to learn through
    experience

     The model promotes learning through
    interpersonal, group, and intergroup behavior

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    – Counseling Across Cultures�Seventh Edition
    – Chapter Twenty Four Objectives
    – Introduction
    – The Group Relations Model
    – The Group Relations Model (cont.)
    – The Group Relations Model (cont.)
    – The Group Relations Model (cont.)
    – The Group Relations Model (cont.)
    – Racial and Cultural Group Dynamics
    – Intergroup Dynamics
    – Strategies for Working With Racial and Cultural Dynamics
    – Strategies for Working With Racial and Cultural Dynamics (cont.)
    – Strategies for Working With Racial and Cultural Dynamics (cont.)
    – Strategies for Working With Racial and Cultural Dynamics (cont.)
    – Conclusion

    **## Chapter18Presentation.pdf**

    Counseling Across Cultures
    Seventh Edition

    C H A P T E R 1 8 : T H E E C O L O G Y O F
    A C C U L T U R A T I O N : I M P L I C A T I O N S F O R

    C O U N S E L I N G A C R O S S C U L T U R E S

    B Y J A I M E E S T U A R T A N D C O L L E E N W A R D

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    Chapter Eighteen Objectives

    Primary Objective

     To provide a conceptual framework for
    understanding the acculturation experience and
    how it influences counseling

    Secondary Objective

     To help students understand the various research
    perspectives in the psychology of acculturation and
    adaptation

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    Introduction

     Acculturation

    The changes that result from continuous
    firsthand intercultural contact (Redfield, Linton,
    & Herskovits, 1936)

    A phenomenon that influences the lives of all
    people

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    Conceptualizations of Acculturation (1)

     Changes at the group level

     The social structure of the group

     The group’s economic and value base

     Changes in the psychology of the individual

     Identity

     Values

     Behavior

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    Conceptualizations of Acculturation (2)

     Unidimensional models

     Cultural adaptation goes hand in hand with a loss of
    attachment to one’s own ethnic and cultural ties

     Bidimensional model

     Two major choices: whether to have contact with
    others outside one’s group, and whether to maintain
    traditional culture

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    Conceptualizations of Acculturation (3)

     Choice places one in one acculturation category

     Assimilation
     Individuals place little value on maintaining their

    cultural heritage and choose to take on parts of
    the majority culture

     Separation
     Individuals place a high value on retaining their

    culture while avoiding interaction with other
    cultures

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    Conceptualizations of Acculturation (4)

    Integration
    Individuals retain their ethnic culture as well as

    interact with and adopt elements of the
    majority culture

    Marginalization
    Individuals neither maintain their ethnic

    culture nor participate in or adopt elements of
    the wider society

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    Conceptualizations of Acculturation (5/5)

     Acculturating groups can be distinguished on
    three dimensions:

    Mobility

    Permanence

    Voluntariness

     Adaptation outcomes
    The psychological and behavioral changes that

    take place in an individual or group

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    The Ecology of Acculturation: Implications
    for Counseling (1)

     Bronfenbrenner’s (1994) ecological theory of
    development

     Life-course development takes place across a variety
    of contexts in which the individual is in constant
    interaction with other individuals and groups

     Behavior occurs within a set of overlapping
    ecological systems that all operate together, creating
    a comprehensive set of influences on the individual

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    The Ecology of Acculturation: Implications
    for Counseling (2)

     Contextual level

    Where and under what conditions acculturation
    is taking place

    The multicultural context

    Public and private domains

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    The Ecology of Acculturation: Implications
    for Counseling (3)

     Relational level

    Who is involved in the acculturation process

    Takes place across a variety of social interaction
    contexts

    Family, community, peer group, workplace, and
    educational settings

    Social support

    The family

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    The Ecology of Acculturation: Implications
    for Counseling (4)

     Individual level

    What characteristics of the individual affect the
    management of cultural transitions

    Personal background

    Personality

     Identity

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    Acculturation and the Counselor

     Counselors’ multicultural competencies

    Culturally appropriate knowledge

    Awareness

    Skills

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    Acculturation and the Counselor (cont.)

     Intercultural counseling approaches (Tatar,
    1998)

    Counselor as a “culturally encapsulated
    assimilator”

    Counselor as “self-facilitator”

    Counselor as “specialist”

    Counselor as “translator”

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    Conclusion

     Counselors are challenged to consider cross-
    cultural contact and change from a broad
    perspective and to acknowledge the
    sociopolitical, community, institutional, and
    relational influences on both client well- being
    and the wider outcomes of the counseling
    process.

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    – Counseling Across Cultures�Seventh Edition
    – Chapter Eighteen Objectives
    – Introduction
    – Conceptualizations of Acculturation (1)
    – Conceptualizations of Acculturation (2)
    – Conceptualizations of Acculturation (3)
    – Conceptualizations of Acculturation (4)
    – Conceptualizations of Acculturation (5/5)
    – The Ecology of Acculturation: Implications for Counseling (1)
    – The Ecology of Acculturation: Implications for Counseling (2)
    – The Ecology of Acculturation: Implications for Counseling (3)
    – The Ecology of Acculturation: Implications for Counseling (4)
    – Acculturation and the Counselor
    – Acculturation and the Counselor (cont.)
    – Conclusion

    **## Chapter5Presentation.pdf**

    Counseling Across Cultures
    Seventh Edition

    C H A P T E R 5 : C O U N S E L I N G N O R T H A M E R I C A N
    I N D I G E N O U S P E O P L E S

    B Y J O H N G O N Z A L E Z & J O S E P H E . T R I M B L E

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    Chapter Five Objectives

    Primary Objective

     To describe the essential sociocultural factors that
    lead to effective strategies for counseling with
    American Indian clients

    Secondary Objectives

     To describe effective counselor characteristics

     To present a framework designed to guide counselors
    in making culturally resonant choices

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    Introduction

     Mental health and wellness are integral parts of
    the “good life” for indigenous peoples

     Healing ceremonies are performed to help
    individuals maintain or achieve wellness

     Not all indigenous people choose not to seek
    the services of traditional healers

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    Overview: Providing Counseling to American
    Indians and Alaska Natives

     Knowledge of nature and history of indigenous
    communities is essential to counseling
    effectiveness

     Barriers to working successfully with Natives

    Counselor’s lack of basic knowledge about the
    client’s ethnic and historical background

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    Overview: Providing Counseling to American
    Indians and Alaska Natives (cont.)

     The client may

    Be driven away by the counseling style

    Sense that his or her worldview is not valued

    Feel uncomfortable talking openly with a
    stranger

    Be apprehensive about the counselor’s ethnic
    background

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    Historical Loss and Grief (1/3)

     As a consequence of European contact, many
    indigenous communities continue to experience
    various degrees of individual and community
    trauma

     Historical loss include

    Massacres, disease, forced relocations, forced
    removal of children, loss of land, broken treaties,
    unemployment, extreme poverty, and racism

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    Historical Loss and Grief (2/3)

     Historical trauma contributes to

    High levels of social and individual problems

    Alcoholism, suicide, domestic violence, child
    abuse, negative career ideation

    Anxiety may be central to most mental health
    and social problems

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    Historical Loss and Grief (3/3)

     Counselors must

    Acknowledge the legitimacy of Native ways of
    knowing

    Attempt to understand intergenerational and
    cultural trauma

    Acknowledge the influence of unresolved
    historical grief

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    So You Want to Work With Native People
    (1/3)

     Counselors

    Must examine their motives for wanting to work
    in Indian and Native health settings

    Must be self-aware of their biases

    Must not make assumptions or rush into a
    treatment plan before listening carefully to the
    client

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    So You Want to Work With Native People
    (2/3)

     Counselors should consider

    Their awareness of and sensitivity to Native
    family structures

    Clients’ language preferences

    Cultural and community conflicts

    Cultural factors that influence the counseling
    relationship

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    So You Want to Work With Native People
    (3/3)

     Counselors must adjust their own values,
    beliefs, and practices to accommodate
    bicultural or cultural expectations

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    An Indian in the Room

     Indigenous persons differ from one another in
    many ways

     To determine suitable counseling techniques,
    counselors must account for

    Degree of ethnic identity and acculturation

    Residential situation

    Tribal background

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    Worldviews and Values

     Collectivistic

    Emphasize the group over the individual

    Places importance on keeping harmony and
    maintaining balance in their relationships

     Time orientation

    Things will happen when they are supposed to
    happen

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    Counseling Approaches

     The directive counseling style seems to be more
    effective

     Cognitive-behavioral approaches can be
    effective with Native clients

     Consider using strategies and techniques that
    resonate with Indian traditions

    Humor, story telling, art

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    Native Healing Approaches

     It is recommend that counselors establish
    working relationships with traditional healers

     Support the viability of traditional healing as an
    effective treatment system

     Actively refer clients to indigenous healers

     Actively work together with indigenous healers

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    Summary

     Counselors need to be adaptive and flexible

     Counselor and client should discuss racial and
    cultural differences early

     How the counselor conducts him or herself in
    the community is critical

     Culture and context are important

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    – �Counseling Across Cultures�Seventh Edition
    – Chapter Five Objectives
    – Introduction
    – Overview: Providing Counseling to American Indians and Alaska Natives
    – Overview: Providing Counseling to American Indians and Alaska Natives (cont.)
    – Historical Loss and Grief (1/3)
    – Historical Loss and Grief (2/3)
    – Historical Loss and Grief (3/3)
    – So You Want to Work With Native People (1/3)
    – So You Want to Work With Native People (2/3)
    – So You Want to Work With Native People (3/3)
    – An Indian in the Room
    – Worldviews and Values
    – Counseling Approaches
    – Native Healing Approaches
    – Summary

    **Chapter16Presentation.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/chapter16presentation-pdf-10564417)

    **DISCUSSION.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/discussion-docx-10564425)

    **## Chapter24Presentation.pdf**

    Counseling Across Cultures
    Seventh Edition

    C H A P T E R 2 4 : G R O U P D Y N A M I C S I N A
    M U L T I C U L T U R A L W O R L D

    B Y M A R Y B . M C R A E

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    Chapter Twenty Four Objectives

    Primary Objective

     To provide a conceptual framework for
    understanding racial and cultural dynamics in
    group and organizational life

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    Introduction

     Groups are microcosms of the societies in
    which they are formed

    Many differences related to
    Attitudes

    Beliefs

    Stereotypes

    Hidden assumptions about others

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    The Group Relations Model

     Part of the Tavistock tradition of experiential
    learning

     Theoretical Framework

     Based on
    Psychoanalytic theory

    Systems theory

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    The Group Relations Model (cont.)

     Psychoanalytic Theory

     Defense mechanisms helpful for understanding
    the dynamic processes that occur
    interpersonally, in groups, and in intergroup
    relations

    Splitting

    Projection

    Projective identification

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    The Group Relations Model (cont.)

     Systems and Context

     Systems exist in social, political, and economic
    contexts that affect attitudes, beliefs,
    perceptions, and values

     A group can be examined in terms of its overall
    structure as well as its various levels of
    functioning

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    The Group Relations Model (cont.)

     Overall structure of the group

     BART (boundaries, authority, role, and task)
    Boundaries – psychological and physical spaces

    Authority – the right to do work in the service of
    the task

    Role – the individual functions of members

    Task – work that the group is supposed to be
    doing

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    The Group Relations Model (cont.)

     Experiential Learning

     Deals with “knowledge of acquaintance”

    Learning through interpersonal, group, and
    intergroup behavior

    The method values both emotion and intellect,
    providing space for direct and honest feedback

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    Racial and Cultural Group Dynamics

     Group dynamics are related to the stages of
    groups’ development

     Bion (1961) identifies three basic assumptions
    in groups
    Basic assumption dependency

    Basic assumption fight/flight

    Basic assumption pairing

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    Intergroup Dynamics

     Embedded intergroup relations theory

     Five characteristics can be observed in groups:
    Group boundaries

    Power differences

    Affective patterns

    Cognitive formations

    Distortions

    Leadership behavior
    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    Strategies for Working With Racial and
    Cultural Dynamics

     The A. K. Rice Institute for the Study of Social
    Systems (2003), competencies for leaders
    working with groups

    The capacity to maintain task and role
    boundaries

    The courage to speak what is felt to be
    unspeakable

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    Strategies for Working With Racial and
    Cultural Dynamics (cont.)

    The ability to reflect on and express one’s
    internal experience

    An understanding of how elements of one’s own
    identity and history affect one’s work

    The ability to recognize that individuals “carry”
    or express some aspect of the experience of the
    group as a whole

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    Strategies for Working With Racial and
    Cultural Dynamics (cont.)

    An understanding that the exercise of leadership
    and representation affects, and is affected by,
    group and intergroup dynamic

    An understanding of how group and
    organizational dynamics are reflections of the
    larger sociopolitical context

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    Strategies for Working With Racial and
    Cultural Dynamics (cont.)

     Here-and-Now Experience of Differences

     “How could this discussion be brought to your
    experience here, now, in this group?”

     Representation

     Some diversity in all groups

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    Conclusion

     The group relations model provides unique
    opportunities for students to learn through
    experience

     The model promotes learning through
    interpersonal, group, and intergroup behavior

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    – Counseling Across Cultures�Seventh Edition
    – Chapter Twenty Four Objectives
    – Introduction
    – The Group Relations Model
    – The Group Relations Model (cont.)
    – The Group Relations Model (cont.)
    – The Group Relations Model (cont.)
    – The Group Relations Model (cont.)
    – Racial and Cultural Group Dynamics
    – Intergroup Dynamics
    – Strategies for Working With Racial and Cultural Dynamics
    – Strategies for Working With Racial and Cultural Dynamics (cont.)
    – Strategies for Working With Racial and Cultural Dynamics (cont.)
    – Strategies for Working With Racial and Cultural Dynamics (cont.)
    – Conclusion

    **## Chapter18Presentation.pdf**

    Counseling Across Cultures
    Seventh Edition

    C H A P T E R 1 8 : T H E E C O L O G Y O F
    A C C U L T U R A T I O N : I M P L I C A T I O N S F O R

    C O U N S E L I N G A C R O S S C U L T U R E S

    B Y J A I M E E S T U A R T A N D C O L L E E N W A R D

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    Chapter Eighteen Objectives

    Primary Objective

     To provide a conceptual framework for
    understanding the acculturation experience and
    how it influences counseling

    Secondary Objective

     To help students understand the various research
    perspectives in the psychology of acculturation and
    adaptation

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    Introduction

     Acculturation

    The changes that result from continuous
    firsthand intercultural contact (Redfield, Linton,
    & Herskovits, 1936)

    A phenomenon that influences the lives of all
    people

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    Conceptualizations of Acculturation (1)

     Changes at the group level

     The social structure of the group

     The group’s economic and value base

     Changes in the psychology of the individual

     Identity

     Values

     Behavior

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    Conceptualizations of Acculturation (2)

     Unidimensional models

     Cultural adaptation goes hand in hand with a loss of
    attachment to one’s own ethnic and cultural ties

     Bidimensional model

     Two major choices: whether to have contact with
    others outside one’s group, and whether to maintain
    traditional culture

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    Conceptualizations of Acculturation (3)

     Choice places one in one acculturation category

     Assimilation
     Individuals place little value on maintaining their

    cultural heritage and choose to take on parts of
    the majority culture

     Separation
     Individuals place a high value on retaining their

    culture while avoiding interaction with other
    cultures

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    Conceptualizations of Acculturation (4)

    Integration
    Individuals retain their ethnic culture as well as

    interact with and adopt elements of the
    majority culture

    Marginalization
    Individuals neither maintain their ethnic

    culture nor participate in or adopt elements of
    the wider society

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    Conceptualizations of Acculturation (5/5)

     Acculturating groups can be distinguished on
    three dimensions:

    Mobility

    Permanence

    Voluntariness

     Adaptation outcomes
    The psychological and behavioral changes that

    take place in an individual or group

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    The Ecology of Acculturation: Implications
    for Counseling (1)

     Bronfenbrenner’s (1994) ecological theory of
    development

     Life-course development takes place across a variety
    of contexts in which the individual is in constant
    interaction with other individuals and groups

     Behavior occurs within a set of overlapping
    ecological systems that all operate together, creating
    a comprehensive set of influences on the individual

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    The Ecology of Acculturation: Implications
    for Counseling (2)

     Contextual level

    Where and under what conditions acculturation
    is taking place

    The multicultural context

    Public and private domains

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    The Ecology of Acculturation: Implications
    for Counseling (3)

     Relational level

    Who is involved in the acculturation process

    Takes place across a variety of social interaction
    contexts

    Family, community, peer group, workplace, and
    educational settings

    Social support

    The family

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    The Ecology of Acculturation: Implications
    for Counseling (4)

     Individual level

    What characteristics of the individual affect the
    management of cultural transitions

    Personal background

    Personality

     Identity

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    Acculturation and the Counselor

     Counselors’ multicultural competencies

    Culturally appropriate knowledge

    Awareness

    Skills

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    Acculturation and the Counselor (cont.)

     Intercultural counseling approaches (Tatar,
    1998)

    Counselor as a “culturally encapsulated
    assimilator”

    Counselor as “self-facilitator”

    Counselor as “specialist”

    Counselor as “translator”

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    Conclusion

     Counselors are challenged to consider cross-
    cultural contact and change from a broad
    perspective and to acknowledge the
    sociopolitical, community, institutional, and
    relational influences on both client well- being
    and the wider outcomes of the counseling
    process.

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    – Counseling Across Cultures�Seventh Edition
    – Chapter Eighteen Objectives
    – Introduction
    – Conceptualizations of Acculturation (1)
    – Conceptualizations of Acculturation (2)
    – Conceptualizations of Acculturation (3)
    – Conceptualizations of Acculturation (4)
    – Conceptualizations of Acculturation (5/5)
    – The Ecology of Acculturation: Implications for Counseling (1)
    – The Ecology of Acculturation: Implications for Counseling (2)
    – The Ecology of Acculturation: Implications for Counseling (3)
    – The Ecology of Acculturation: Implications for Counseling (4)
    – Acculturation and the Counselor
    – Acculturation and the Counselor (cont.)
    – Conclusion

    **## Chapter5Presentation.pdf**

    Counseling Across Cultures
    Seventh Edition

    C H A P T E R 5 : C O U N S E L I N G N O R T H A M E R I C A N
    I N D I G E N O U S P E O P L E S

    B Y J O H N G O N Z A L E Z & J O S E P H E . T R I M B L E

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    Chapter Five Objectives

    Primary Objective

     To describe the essential sociocultural factors that
    lead to effective strategies for counseling with
    American Indian clients

    Secondary Objectives

     To describe effective counselor characteristics

     To present a framework designed to guide counselors
    in making culturally resonant choices

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    Introduction

     Mental health and wellness are integral parts of
    the “good life” for indigenous peoples

     Healing ceremonies are performed to help
    individuals maintain or achieve wellness

     Not all indigenous people choose not to seek
    the services of traditional healers

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    Overview: Providing Counseling to American
    Indians and Alaska Natives

     Knowledge of nature and history of indigenous
    communities is essential to counseling
    effectiveness

     Barriers to working successfully with Natives

    Counselor’s lack of basic knowledge about the
    client’s ethnic and historical background

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    Overview: Providing Counseling to American
    Indians and Alaska Natives (cont.)

     The client may

    Be driven away by the counseling style

    Sense that his or her worldview is not valued

    Feel uncomfortable talking openly with a
    stranger

    Be apprehensive about the counselor’s ethnic
    background

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    Historical Loss and Grief (1/3)

     As a consequence of European contact, many
    indigenous communities continue to experience
    various degrees of individual and community
    trauma

     Historical loss include

    Massacres, disease, forced relocations, forced
    removal of children, loss of land, broken treaties,
    unemployment, extreme poverty, and racism

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    Historical Loss and Grief (2/3)

     Historical trauma contributes to

    High levels of social and individual problems

    Alcoholism, suicide, domestic violence, child
    abuse, negative career ideation

    Anxiety may be central to most mental health
    and social problems

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    Historical Loss and Grief (3/3)

     Counselors must

    Acknowledge the legitimacy of Native ways of
    knowing

    Attempt to understand intergenerational and
    cultural trauma

    Acknowledge the influence of unresolved
    historical grief

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    So You Want to Work With Native People
    (1/3)

     Counselors

    Must examine their motives for wanting to work
    in Indian and Native health settings

    Must be self-aware of their biases

    Must not make assumptions or rush into a
    treatment plan before listening carefully to the
    client

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    So You Want to Work With Native People
    (2/3)

     Counselors should consider

    Their awareness of and sensitivity to Native
    family structures

    Clients’ language preferences

    Cultural and community conflicts

    Cultural factors that influence the counseling
    relationship

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    So You Want to Work With Native People
    (3/3)

     Counselors must adjust their own values,
    beliefs, and practices to accommodate
    bicultural or cultural expectations

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    An Indian in the Room

     Indigenous persons differ from one another in
    many ways

     To determine suitable counseling techniques,
    counselors must account for

    Degree of ethnic identity and acculturation

    Residential situation

    Tribal background

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    Worldviews and Values

     Collectivistic

    Emphasize the group over the individual

    Places importance on keeping harmony and
    maintaining balance in their relationships

     Time orientation

    Things will happen when they are supposed to
    happen

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    Counseling Approaches

     The directive counseling style seems to be more
    effective

     Cognitive-behavioral approaches can be
    effective with Native clients

     Consider using strategies and techniques that
    resonate with Indian traditions

    Humor, story telling, art

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    Native Healing Approaches

     It is recommend that counselors establish
    working relationships with traditional healers

     Support the viability of traditional healing as an
    effective treatment system

     Actively refer clients to indigenous healers

     Actively work together with indigenous healers

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    Summary

     Counselors need to be adaptive and flexible

     Counselor and client should discuss racial and
    cultural differences early

     How the counselor conducts him or herself in
    the community is critical

     Culture and context are important

    Pedersen, Counseling Across Cultures, Seventh Edition © 2016 SAGE Publications

    – �Counseling Across Cultures�Seventh Edition
    – Chapter Five Objectives
    – Introduction
    – Overview: Providing Counseling to American Indians and Alaska Natives
    – Overview: Providing Counseling to American Indians and Alaska Natives (cont.)
    – Historical Loss and Grief (1/3)
    – Historical Loss and Grief (2/3)
    – Historical Loss and Grief (3/3)
    – So You Want to Work With Native People (1/3)
    – So You Want to Work With Native People (2/3)
    – So You Want to Work With Native People (3/3)
    – An Indian in the Room
    – Worldviews and Values
    – Counseling Approaches
    – Native Healing Approaches
    – Summary

    **Chapter16Presentation.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/chapter16presentation-pdf-10564417)

    **DISCUSSION.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/discussion-docx-10564425)

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    could I please have help with these assignments one is due tomorrow and the other is due Tuesday **files (2)** – ## summerclass.docx – ## FinalProject.docx **## summerclass.docx** **Weekly Research Paper**– Each week there is an assigned research paper based upon the weekly topic. This research pape…

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    could I please have help with these assignments one is due tomorrow and the other is due Tuesday

    **files (2)**

    – ## summerclass.docx

    – ## FinalProject.docx

    **## summerclass.docx**

    **Weekly Research Paper**– Each week there is an assigned research paper based upon the weekly topic. This research paper should be 2-3 pages in APA format, consistent with the current APA Publication manual (currently the 6th Edition). Remember that a research paper must have multiple resources (usually 3-4 references), of which your text may be one. This paper should reflect graduate level academic ability. Pay close attention to grammar and writing structure. This paper is due by Friday night of each week

    Due date: 6/19/26, 11:59 PM (CDT)

    In this unit students will explore the intricacies of the medical system in The United States and other countries. There are examples of abuse both on the professional side of the medical system and on the patient side of the medical system. Research examples of both professional and patient abuses in the current medical system.

    **Due 6/19/2026**

    **## FinalProject.docx**

    **Final Project – Self-Modification Project OR Book Review/Opinion Paper**–

    **_Final Project:_** The Self-Modification Project OR Book Review.
    **_Option One – Self Modification Project:_** One of the primary goals of this course is to better understand the impact that daily lifestyle and habits may have upon overall health and wellness. Consistent with this goal, each student will begin by completing a personal exploration or assessment of the challenges to personal wellness (smoking, obesity, excessive alcohol use, stress modification, etc). Based upon this initial exploration the student will have to develop a plan to modify the challenged found in this exercise and discuss how they have changed these lifestyle-challenges. The

    · format for this paper will follow three general headings (Initial Challenges to Health and Wellness, Plan of Intervention In the initial section, relevant research regarding the unhealthy behavior should be offered and supported with relevant research. In the second section, the student will develop a detailed plan to change the researched behavior. In the last section, the student will discuss the results of their plan to change the unhealthy behavior. Requirements for the paper include a minimum of 5 pages (APA Format, 7th Edition). This assignment is due NOT LATER THAN Monday the last week of the course.
    **NO LATE PAPERS WILL BE ACCEPTED**

    ·
    **_Option 2 – Book Review_**. Choose one of the books below to read and answer a moral question. Over the years, the scientists of the world have performed horrible human medical experiments in trying to research disease. Two of the books (Doctors from Hell and Japan’s Infamous Unit 731) are about medical experiments performed by either the Germans or the Japanese during World War two. The reality is that these experiments did result in a better understands of the impact of trauma and disease upon the human body. This in turn led to an improved success in medical treatment for these conditions even today. The “Moral Question” is, does the advancement in medical treatment that resulted form these experiments outweigh the human tragedy of the experiments. The third book (The Immortal Henrietta Lacks) documents the development of the HeLa cell. This is the cell that is used in medical research today, because it is continually self-replicating. It is used in cancer research predominantly, but other medical research as well. The issue is that it was harvested from Mrs. Lacks without her knowledge, and she was never compensated for the many millions of dollars that were profited from her cells. The same question… Does the advancements in medical science made possible by the HeLa cell outweigh victimizing Mrs. Lacks for the profit of the hospital? ▪ 1) The Immortal Life of Henrietta Lacks – Rebecca Scloot – (From Amazon) Her name was Henrietta Lacks, but scientists know her as HeLa. She was a poor Southern tobacco farmer who worked the same land as her slave ancestors, yet her cells—taken without her knowledge—became one of the most important tools in medicine: The first “immortal” human cells grown in culture, which are still alive today, though she has been dead for more than sixty years. HeLa cells were vital for developing the polio vaccine; uncovered secrets of cancer, viruses, and the atom bomb’s effects; helped lead to important advances like in vitro fertilization, cloning, and gene mapping; and have been bought and sold by the billions. Henrietta’s family did not learn of her “immortality” until more than twenty years after her death, when scientists investigating HeLa began using her husband and children in research without informed consent. And though the cells had launched a

    ·

    ·

    · multimillion-dollar industry that sells human biological materials, her family never saw any of the profits. As Rebecca Skloot so brilliantly shows, the story of the Lacks family—past and present—is inextricably connected to the dark history of experimentation on African Americans, the birth of bioethics, and the legal battles over whether we control the stuff we are made of.

    · ▪ 2) Doctors From Hell – Vivian Spits – (From Amazon) As a court reporter in 1946, Vivien Spitz was sent to Nuremberg, Germany, to report proceedings at the Nuremberg War Crimes Trials. Spitz applied for the job after World War II because she was half German and a Catholic and could not comprehend the horrors that were beginning to appear in the press and newsreels. At age 22, she was the youngest reporter at the trials. She was assigned to the medical case of 20 Nazi doctors and three medical assistants who had tortured and killed by experiments authorized in the name of scientific research and patriotism. This landmark trial resulted in the establishment of the Nuremberg code, which set the guidelines for medical research involving human beings.

    · ▪ 3) Japan's Infamous Unit 731 – Hal Gold – (From Amazon) Some of the cruelest deeds of Japan's war in Asia did not occur on the battlefield, but in quiet, antiseptic medical wards in obscure parts of China. Far from front lines and prying eyes, Japanese doctors and their assistants subjected human guinea pigs to gruesome medical experiments in the name of science and Japan's wartime chemical and biological warfare research. Author Hal Gold draws upon a wealth of sources to construct a portrait of the Imperial Japanese Army's most notorious medical unit, giving an overview of its history and detailing its most shocking activities. The book presents the words of former unit members themselves, taken from remarks they made at a traveling Unit 731 exhibition held in Japan in 1994-95. They recount vivid first-hand memories of what it was like to take part in horrific experiments on men, women and children, their motivations and reasons why they chose to speak about their actions all these years later.

    ·

    ·

    ·

    Either project is due NO LATER THAN Wednesday the last week of the course.
    **NO LATE PAPERS WILL BE ACCEPTED**

    _Book Review/_

    **## FinalProject.docx**

    **Final Project – Self-Modification Project OR Book Review/Opinion Paper**–

    **_Final Project:_** The Self-Modification Project OR Book Review.
    **_Option One – Self Modification Project:_** One of the primary goals of this course is to better understand the impact that daily lifestyle and habits may have upon overall health and wellness. Consistent with this goal, each student will begin by completing a personal exploration or assessment of the challenges to personal wellness (smoking, obesity, excessive alcohol use, stress modification, etc). Based upon this initial exploration the student will have to develop a plan to modify the challenged found in this exercise and discuss how they have changed these lifestyle-challenges. The

    · format for this paper will follow three general headings (Initial Challenges to Health and Wellness, Plan of Intervention In the initial section, relevant research regarding the unhealthy behavior should be offered and supported with relevant research. In the second section, the student will develop a detailed plan to change the researched behavior. In the last section, the student will discuss the results of their plan to change the unhealthy behavior. Requirements for the paper include a minimum of 5 pages (APA Format, 7th Edition). This assignment is due NOT LATER THAN Monday the last week of the course.
    **NO LATE PAPERS WILL BE ACCEPTED**

    ·
    **_Option 2 – Book Review_**. Choose one of the books below to read and answer a moral question. Over the years, the scientists of the world have performed horrible human medical experiments in trying to research disease. Two of the books (Doctors from Hell and Japan’s Infamous Unit 731) are about medical experiments performed by either the Germans or the Japanese during World War two. The reality is that these experiments did result in a better understands of the impact of trauma and disease upon the human body. This in turn led to an improved success in medical treatment for these conditions even today. The “Moral Question” is, does the advancement in medical treatment that resulted form these experiments outweigh the human tragedy of the experiments. The third book (The Immortal Henrietta Lacks) documents the development of the HeLa cell. This is the cell that is used in medical research today, because it is continually self-replicating. It is used in cancer research predominantly, but other medical research as well. The issue is that it was harvested from Mrs. Lacks without her knowledge, and she was never compensated for the many millions of dollars that were profited from her cells. The same question… Does the advancements in medical science made possible by the HeLa cell outweigh victimizing Mrs. Lacks for the profit of the hospital? ▪ 1) The Immortal Life of Henrietta Lacks – Rebecca Scloot – (From Amazon) Her name was Henrietta Lacks, but scientists know her as HeLa. She was a poor Southern tobacco farmer who worked the same land as her slave ancestors, yet her cells—taken without her knowledge—became one of the most important tools in medicine: The first “immortal” human cells grown in culture, which are still alive today, though she has been dead for more than sixty years. HeLa cells were vital for developing the polio vaccine; uncovered secrets of cancer, viruses, and the atom bomb’s effects; helped lead to important advances like in vitro fertilization, cloning, and gene mapping; and have been bought and sold by the billions. Henrietta’s family did not learn of her “immortality” until more than twenty years after her death, when scientists investigating HeLa began using her husband and children in research without informed consent. And though the cells had launched a

    ·

    ·

    · multimillion-dollar industry that sells human biological materials, her family never saw any of the profits. As Rebecca Skloot so brilliantly shows, the story of the Lacks family—past and present—is inextricably connected to the dark history of experimentation on African Americans, the birth of bioethics, and the legal battles over whether we control the stuff we are made of.

    · ▪ 2) Doctors From Hell – Vivian Spits – (From Amazon) As a court reporter in 1946, Vivien Spitz was sent to Nuremberg, Germany, to report proceedings at the Nuremberg War Crimes Trials. Spitz applied for the job after World War II because she was half German and a Catholic and could not comprehend the horrors that were beginning to appear in the press and newsreels. At age 22, she was the youngest reporter at the trials. She was assigned to the medical case of 20 Nazi doctors and three medical assistants who had tortured and killed by experiments authorized in the name of scientific research and patriotism. This landmark trial resulted in the establishment of the Nuremberg code, which set the guidelines for medical research involving human beings.

    · ▪ 3) Japan's Infamous Unit 731 – Hal Gold – (From Amazon) Some of the cruelest deeds of Japan's war in Asia did not occur on the battlefield, but in quiet, antiseptic medical wards in obscure parts of China. Far from front lines and prying eyes, Japanese doctors and their assistants subjected human guinea pigs to gruesome medical experiments in the name of science and Japan's wartime chemical and biological warfare research. Author Hal Gold draws upon a wealth of sources to construct a portrait of the Imperial Japanese Army's most notorious medical unit, giving an overview of its history and detailing its most shocking activities. The book presents the words of former unit members themselves, taken from remarks they made at a traveling Unit 731 exhibition held in Japan in 1994-95. They recount vivid first-hand memories of what it was like to take part in horrific experiments on men, women and children, their motivations and reasons why they chose to speak about their actions all these years later.

    ·

    ·

    ·

    Either project is due NO LATER THAN Wednesday the last week of the course.
    **NO LATE PAPERS WILL BE ACCEPTED**

    _Book Review/_

    **## summerclass.docx**

    **Weekly Research Paper**– Each week there is an assigned research paper based upon the weekly topic. This research paper should be 2-3 pages in APA format, consistent with the current APA Publication manual (currently the 6th Edition). Remember that a research paper must have multiple resources (usually 3-4 references), of which your text may be one. This paper should reflect graduate level academic ability. Pay close attention to grammar and writing structure. This paper is due by Friday night of each week

    Due date: 6/19/26, 11:59 PM (CDT)

    In this unit students will explore the intricacies of the medical system in The United States and other countries. There are examples of abuse both on the professional side of the medical system and on the patient side of the medical system. Research examples of both professional and patient abuses in the current medical system.

    **Due 6/19/2026**

    **## FinalProject.docx**

    **Final Project – Self-Modification Project OR Book Review/Opinion Paper**–

    **_Final Project:_** The Self-Modification Project OR Book Review.
    **_Option One – Self Modification Project:_** One of the primary goals of this course is to better understand the impact that daily lifestyle and habits may have upon overall health and wellness. Consistent with this goal, each student will begin by completing a personal exploration or assessment of the challenges to personal wellness (smoking, obesity, excessive alcohol use, stress modification, etc). Based upon this initial exploration the student will have to develop a plan to modify the challenged found in this exercise and discuss how they have changed these lifestyle-challenges. The

    · format for this paper will follow three general headings (Initial Challenges to Health and Wellness, Plan of Intervention In the initial section, relevant research regarding the unhealthy behavior should be offered and supported with relevant research. In the second section, the student will develop a detailed plan to change the researched behavior. In the last section, the student will discuss the results of their plan to change the unhealthy behavior. Requirements for the paper include a minimum of 5 pages (APA Format, 7th Edition). This assignment is due NOT LATER THAN Monday the last week of the course.
    **NO LATE PAPERS WILL BE ACCEPTED**

    ·
    **_Option 2 – Book Review_**. Choose one of the books below to read and answer a moral question. Over the years, the scientists of the world have performed horrible human medical experiments in trying to research disease. Two of the books (Doctors from Hell and Japan’s Infamous Unit 731) are about medical experiments performed by either the Germans or the Japanese during World War two. The reality is that these experiments did result in a better understands of the impact of trauma and disease upon the human body. This in turn led to an improved success in medical treatment for these conditions even today. The “Moral Question” is, does the advancement in medical treatment that resulted form these experiments outweigh the human tragedy of the experiments. The third book (The Immortal Henrietta Lacks) documents the development of the HeLa cell. This is the cell that is used in medical research today, because it is continually self-replicating. It is used in cancer research predominantly, but other medical research as well. The issue is that it was harvested from Mrs. Lacks without her knowledge, and she was never compensated for the many millions of dollars that were profited from her cells. The same question… Does the advancements in medical science made possible by the HeLa cell outweigh victimizing Mrs. Lacks for the profit of the hospital? ▪ 1) The Immortal Life of Henrietta Lacks – Rebecca Scloot – (From Amazon) Her name was Henrietta Lacks, but scientists know her as HeLa. She was a poor Southern tobacco farmer who worked the same land as her slave ancestors, yet her cells—taken without her knowledge—became one of the most important tools in medicine: The first “immortal” human cells grown in culture, which are still alive today, though she has been dead for more than sixty years. HeLa cells were vital for developing the polio vaccine; uncovered secrets of cancer, viruses, and the atom bomb’s effects; helped lead to important advances like in vitro fertilization, cloning, and gene mapping; and have been bought and sold by the billions. Henrietta’s family did not learn of her “immortality” until more than twenty years after her death, when scientists investigating HeLa began using her husband and children in research without informed consent. And though the cells had launched a

    ·

    ·

    · multimillion-dollar industry that sells human biological materials, her family never saw any of the profits. As Rebecca Skloot so brilliantly shows, the story of the Lacks family—past and present—is inextricably connected to the dark history of experimentation on African Americans, the birth of bioethics, and the legal battles over whether we control the stuff we are made of.

    · ▪ 2) Doctors From Hell – Vivian Spits – (From Amazon) As a court reporter in 1946, Vivien Spitz was sent to Nuremberg, Germany, to report proceedings at the Nuremberg War Crimes Trials. Spitz applied for the job after World War II because she was half German and a Catholic and could not comprehend the horrors that were beginning to appear in the press and newsreels. At age 22, she was the youngest reporter at the trials. She was assigned to the medical case of 20 Nazi doctors and three medical assistants who had tortured and killed by experiments authorized in the name of scientific research and patriotism. This landmark trial resulted in the establishment of the Nuremberg code, which set the guidelines for medical research involving human beings.

    · ▪ 3) Japan's Infamous Unit 731 – Hal Gold – (From Amazon) Some of the cruelest deeds of Japan's war in Asia did not occur on the battlefield, but in quiet, antiseptic medical wards in obscure parts of China. Far from front lines and prying eyes, Japanese doctors and their assistants subjected human guinea pigs to gruesome medical experiments in the name of science and Japan's wartime chemical and biological warfare research. Author Hal Gold draws upon a wealth of sources to construct a portrait of the Imperial Japanese Army's most notorious medical unit, giving an overview of its history and detailing its most shocking activities. The book presents the words of former unit members themselves, taken from remarks they made at a traveling Unit 731 exhibition held in Japan in 1994-95. They recount vivid first-hand memories of what it was like to take part in horrific experiments on men, women and children, their motivations and reasons why they chose to speak about their actions all these years later.

    ·

    ·

    ·

    Either project is due NO LATER THAN Wednesday the last week of the course.
    **NO LATE PAPERS WILL BE ACCEPTED**

    _Book Review/_

    **## summerclass.docx**

    **Weekly Research Paper**– Each week there is an assigned research paper based upon the weekly topic. This research paper should be 2-3 pages in APA format, consistent with the current APA Publication manual (currently the 6th Edition). Remember that a research paper must have multiple resources (usually 3-4 references), of which your text may be one. This paper should reflect graduate level academic ability. Pay close attention to grammar and writing structure. This paper is due by Friday night of each week

    Due date: 6/19/26, 11:59 PM (CDT)

    In this unit students will explore the intricacies of the medical system in The United States and other countries. There are examples of abuse both on the professional side of the medical system and on the patient side of the medical system. Research examples of both professional and patient abuses in the current medical system.

    **Due 6/19/2026**

    **## FinalProject.docx**

    **Final Project – Self-Modification Project OR Book Review/Opinion Paper**–

    **_Final Project:_** The Self-Modification Project OR Book Review.
    **_Option One – Self Modification Project:_** One of the primary goals of this course is to better understand the impact that daily lifestyle and habits may have upon overall health and wellness. Consistent with this goal, each student will begin by completing a personal exploration or assessment of the challenges to personal wellness (smoking, obesity, excessive alcohol use, stress modification, etc). Based upon this initial exploration the student will have to develop a plan to modify the challenged found in this exercise and discuss how they have changed these lifestyle-challenges. The

    · format for this paper will follow three general headings (Initial Challenges to Health and Wellness, Plan of Intervention In the initial section, relevant research regarding the unhealthy behavior should be offered and supported with relevant research. In the second section, the student will develop a detailed plan to change the researched behavior. In the last section, the student will discuss the results of their plan to change the unhealthy behavior. Requirements for the paper include a minimum of 5 pages (APA Format, 7th Edition). This assignment is due NOT LATER THAN Monday the last week of the course.
    **NO LATE PAPERS WILL BE ACCEPTED**

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    **_Option 2 – Book Review_**. Choose one of the books below to read and answer a moral question. Over the years, the scientists of the world have performed horrible human medical experiments in trying to research disease. Two of the books (Doctors from Hell and Japan’s Infamous Unit 731) are about medical experiments performed by either the Germans or the Japanese during World War two. The reality is that these experiments did result in a better understands of the impact of trauma and disease upon the human body. This in turn led to an improved success in medical treatment for these conditions even today. The “Moral Question” is, does the advancement in medical treatment that resulted form these experiments outweigh the human tragedy of the experiments. The third book (The Immortal Henrietta Lacks) documents the development of the HeLa cell. This is the cell that is used in medical research today, because it is continually self-replicating. It is used in cancer research predominantly, but other medical research as well. The issue is that it was harvested from Mrs. Lacks without her knowledge, and she was never compensated for the many millions of dollars that were profited from her cells. The same question… Does the advancements in medical science made possible by the HeLa cell outweigh victimizing Mrs. Lacks for the profit of the hospital? ▪ 1) The Immortal Life of Henrietta Lacks – Rebecca Scloot – (From Amazon) Her name was Henrietta Lacks, but scientists know her as HeLa. She was a poor Southern tobacco farmer who worked the same land as her slave ancestors, yet her cells—taken without her knowledge—became one of the most important tools in medicine: The first “immortal” human cells grown in culture, which are still alive today, though she has been dead for more than sixty years. HeLa cells were vital for developing the polio vaccine; uncovered secrets of cancer, viruses, and the atom bomb’s effects; helped lead to important advances like in vitro fertilization, cloning, and gene mapping; and have been bought and sold by the billions. Henrietta’s family did not learn of her “immortality” until more than twenty years after her death, when scientists investigating HeLa began using her husband and children in research without informed consent. And though the cells had launched a

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    · multimillion-dollar industry that sells human biological materials, her family never saw any of the profits. As Rebecca Skloot so brilliantly shows, the story of the Lacks family—past and present—is inextricably connected to the dark history of experimentation on African Americans, the birth of bioethics, and the legal battles over whether we control the stuff we are made of.

    · ▪ 2) Doctors From Hell – Vivian Spits – (From Amazon) As a court reporter in 1946, Vivien Spitz was sent to Nuremberg, Germany, to report proceedings at the Nuremberg War Crimes Trials. Spitz applied for the job after World War II because she was half German and a Catholic and could not comprehend the horrors that were beginning to appear in the press and newsreels. At age 22, she was the youngest reporter at the trials. She was assigned to the medical case of 20 Nazi doctors and three medical assistants who had tortured and killed by experiments authorized in the name of scientific research and patriotism. This landmark trial resulted in the establishment of the Nuremberg code, which set the guidelines for medical research involving human beings.

    · ▪ 3) Japan's Infamous Unit 731 – Hal Gold – (From Amazon) Some of the cruelest deeds of Japan's war in Asia did not occur on the battlefield, but in quiet, antiseptic medical wards in obscure parts of China. Far from front lines and prying eyes, Japanese doctors and their assistants subjected human guinea pigs to gruesome medical experiments in the name of science and Japan's wartime chemical and biological warfare research. Author Hal Gold draws upon a wealth of sources to construct a portrait of the Imperial Japanese Army's most notorious medical unit, giving an overview of its history and detailing its most shocking activities. The book presents the words of former unit members themselves, taken from remarks they made at a traveling Unit 731 exhibition held in Japan in 1994-95. They recount vivid first-hand memories of what it was like to take part in horrific experiments on men, women and children, their motivations and reasons why they chose to speak about their actions all these years later.

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    Either project is due NO LATER THAN Wednesday the last week of the course.
    **NO LATE PAPERS WILL BE ACCEPTED**

    _Book Review/_