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Category: Clinical & Abnormal Psychology

  • [Solved] WK 6 Anthro Discussion

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    Please use one of the case studies below and/or find an outside source this week (as you normally do) exploring forensic anthropology's use in examining cases of child abuse, war trophies, prehistoric skeletal remains, etc. After reviewing the case study, evidence, and findings n link below, provide…

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    Please use one of the case studies below and/or find an outside source this week (as you normally do) exploring forensic anthropology's use in examining cases of child abuse, war trophies, prehistoric skeletal remains, etc.

    After reviewing the case study, evidence, and findings n link below, provide a summary that includes:

    1) What type of trauma was identified and how was it identified?

    2) When did the trauma occur and how was the timing of the trauma determined?

    3) Discuss one or two other characteristics that may be associated with this particular type of trauma using the corresponding Byers textbook (Chapter 12: Projectile trauma; Chapter 13: Blunt trauma; Chapter 14: Sharp and miscellaneous trauma).

    [Identifying and Interpreting Domestic Violence in Archaeological Human Remains: A Critical Review of the Evidence](http://onlinelibrary.wiley.com/doi/10.1002/oa.2461/full)

  • [Solved] Week 3: Forensics and DNA evidenceWeek 3: Forensics and DNA evidence

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    In 250 words or more. Click link on 1 and 2 to answer the questions 1) Work through the [University of Utah's Gel Electrophoresis Virtual Lab](http://learn.genetics.utah.edu/content/labs/gel/) 2) Select the follow-up article titled ["Can DNA Demand a Verdict?"](http://learn.genetics.utah.edu/content…

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    Assignment Prompt & Instructions

    In 250 words or more. Click link on 1 and 2 to answer the questions

    1) Work through the [University of Utah's Gel Electrophoresis Virtual Lab](http://learn.genetics.utah.edu/content/labs/gel/)

    2) Select the follow-up article titled ["Can DNA Demand a Verdict?"](http://learn.genetics.utah.edu/content/science/forensics/)

    3) What did you learn from the virtual lab? Were you familiar with gel electrophoresis and this protocol?

    4) Provide one outside source about  **JonBenét Ramsey** DNA and forensic investigations. Discuss why DNA evidence was not able to be used in the  **JonBenét Ramsey** murder investigation.

  • [Solved] VNL

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    For the case below, discuss the following: 1. Assessment and Diagnosis 2. Legal and Ethical Issues 3. Cultural Issues 4. Treatment Plan 5. Collaboration, Referrals and Community Resources **Case analysis must be specific to the person(s) and situations presented in the case.** **APA format. 10 schol…

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    Assignment Prompt & Instructions

    For the case below, discuss the following:

    1. Assessment and Diagnosis
    2. Legal and Ethical Issues
    3. Cultural Issues
    4. Treatment Plan
    5. Collaboration, Referrals and Community Resources

    **Case analysis must be specific to the person(s) and situations presented in the case.**

    **APA format. 10 scholarly references within 3 years. References and citation must match and be verifiable. 8 pages Include a title and reference page.**

    ### **Case:**

    Daniel is a 38-year-old, successful attorney. He owns his own home, is single, socially active, eats well and exercises regularly. At age 19, Daniel came out to his Irish Catholic family as being gay and tells you that they accept him for who he is. Daniel’s partner, Joseph, gave him an ultimatum to seek counseling as a contingency for the relationship to continue. He claims to drink alcohol and use cocaine three to four times a week, daily marijuana, as well as a “cocktail” of other substances available. He described a pattern that revolved around weekend partying with friends. He tended to drink a “few” cocktails and about “four to five glasses of wine” during the evening. Without the alcohol, Daniel could easily say “no” to other substances at these gatherings, but once he starts drinking, “if someone has coke, I use.” He goes on to describe this leads him to do anything he has to, to score more cocaine.

    Since Daniel has started using cocaine regularly, he has lost weight, has trouble sleeping, is moody and impulsive in his decisions. He admits to sleeping with random men without protection.

    While his law practice continues to succeed, his own effectiveness has decreased. He no longer exercises, declines social invitations, isolates, and is beginning to wonder if life is worth living. While he loves his partner, he does not want his partner to find out about his indiscretions with other men. While not overtly suicidal, he wonders if using drugs is his “ticket out.”

    Daniel agrees to have Joseph attend the second counseling session, but he reminds you about confidentiality and the legal ramifications if you disclose any information without his written consent. He is adamant that you do not tell Joseph about his sexual indiscretions. He also tells you not to believe Joseph if he tells you that Daniel has become violent and has struck him.

  • [Solved] Sum2501

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    **files (1)** – ## Sum2025.docx **## Sum2025.docx** **Part 1:** **1A: Discussion #1- 10 pts (130-145 words). What are some of the social norms that counselors need to take into consideration while working with multicultural issues associated with older people? Why are these significant/relevant? Als…

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    Assignment Prompt & Instructions

    **files (1)**

    – ## Sum2025.docx

    **## Sum2025.docx**

    **Part 1:**

    **1A: Discussion #1- 10 pts (130-145 words). What are some of the social norms that counselors need to take into consideration while working with multicultural issues associated with older people? Why are these significant/relevant? Also, respond to at least two other classmates' posts. Provide evidence of content knowledge and critical thought. These should be well thought out and comprehensive.**

    **1B: Respond to two students: (45-60 words)**
    **Student 1: T.B.**

    There are a lot of culturally relevant social norms that counselors need to consider when working with older populations. One that immediately comes to mind is privacy and possible discomfort with disclosing personal information. Some older adults might view the fairly standard questions a counselor might ask as being invasive or too personal and a counselor needs to be sensitive to that when asking these questions.

    Another think that I also think of as it comes up a lot at work is literacy and education. Older adults may have a limited education regarding counseling and they may have a low "emotional literacy" meaning that younger individuals have grown up with more readily available and disclosed mental health services. Counseling and therapy, while it still has some stigma, has not been nearly as stigmatized as it may have been for older populations, this stigma may limit an individual's interaction with the practices and discussions surrounding counseling.

    **Student 2: S.C.**

    A counselor’s comprehension of both social norms and cultural implications impacts the efficacy of treatment. Social norms that counselors need to develop awareness and understanding of include status, roles, expectations, issues of respect, views of death, appropriate communication styles, and spirituality (Kampfe, 2015). The introduction of cultural practices does not simply add more to the list of a client’s social norms; It changes the language with which the client communicates with others and receives information. Some cultural expectations for a provider-client relationship are to be friendly, open, and to include casual conversation, while others require more distinct rules and formal communication. Should either cultural expectation be met with the opposite treatment, the client is likely to experience discomfort and the development of the therapeutic alliance may be slower paced than originally expected. It should be noted that comprehension of social norms and cultural implications does not equate to knowing typical defining features of a named culture, such as generalized understandings or stereotypes of the culture. Culture is a part of a person and should be handled similarly to how belief systems are incorporated in counseling. Counselors attempt to adopt the perspective and worldview of the client to better navigate treatment from that position, which also requires excluding worldviews of those that are not the client. This implies that a client may have differing beliefs from their parents, though they are part of the same culture. As with any client, counseling older adults requires cultural competency and knowledge of societal norms that are applicable to the client. With older adults specifically, there is distinct positioning in society and within cultures that cannot be ignored. Our textbook discusses the status of older adults varying from being of highest value to being without value, simply based on age (Kampfe, 2015). This impacts a client’s self-perception (Kampfe , 2015) and perceived power to change the client’s own life, which undoubtedly directs the treatment process in counseling.

    Kampfe, C.M., (2015).
    _Counseling Older People: Opportunities and Challenges_. American Counseling Association.

    **Part 2: Cultural Awareness Exercise (Who Am 12)**
    **The purpose of this exercise is to help you understand your own culture and how it might influence your interactions with older people of other cultures.**

    1. Write a one- to three-page description of your own culture. Focus on your own culture's meanings, customs, rules of communication, conception of time, spirituality, traditions, understanding of healing, and collectivism versus individualism. Include your culture's view of older people (status, roles, expectations, respect) and the kinds of things that happen to older people that might be unique to your culture.
    2. Consider how these aspects of your culture might, in some ways, influence your response to, and understanding of, older people of another culture.
    3. List strategies that you can use to help you become more aware of your own culture and of the cultures of the older consumers you will likely serve.
    4. If you have the opportunity, discuss the results of this activity with fellow counselors, friends, family, or people from other cultures.

    **Background about me**

    I identify as an African American middle-class man from the Southern United States. My culture is strongly influenced by family, faith, community, and respect for others. Growing up in the South, I learned the importance of hospitality, strong family connections, and treating elders with respect. Family gatherings, church involvement, shared meals, and community support are common parts of my cultural experience. Communication in my culture is often warm, expressive, and relationship-focused. Storytelling, humor, and personal connections are valued.

    **## Sum2025.docx**

    **Part 1:**

    **1A: Discussion #1- 10 pts (130-145 words). What are some of the social norms that counselors need to take into consideration while working with multicultural issues associated with older people? Why are these significant/relevant? Also, respond to at least two other classmates' posts. Provide evidence of content knowledge and critical thought. These should be well thought out and comprehensive.**

    **1B: Respond to two students: (45-60 words)**
    **Student 1: T.B.**

    There are a lot of culturally relevant social norms that counselors need to consider when working with older populations. One that immediately comes to mind is privacy and possible discomfort with disclosing personal information. Some older adults might view the fairly standard questions a counselor might ask as being invasive or too personal and a counselor needs to be sensitive to that when asking these questions.

    Another think that I also think of as it comes up a lot at work is literacy and education. Older adults may have a limited education regarding counseling and they may have a low "emotional literacy" meaning that younger individuals have grown up with more readily available and disclosed mental health services. Counseling and therapy, while it still has some stigma, has not been nearly as stigmatized as it may have been for older populations, this stigma may limit an individual's interaction with the practices and discussions surrounding counseling.

    **Student 2: S.C.**

    A counselor’s comprehension of both social norms and cultural implications impacts the efficacy of treatment. Social norms that counselors need to develop awareness and understanding of include status, roles, expectations, issues of respect, views of death, appropriate communication styles, and spirituality (Kampfe, 2015). The introduction of cultural practices does not simply add more to the list of a client’s social norms; It changes the language with which the client communicates with others and receives information. Some cultural expectations for a provider-client relationship are to be friendly, open, and to include casual conversation, while others require more distinct rules and formal communication. Should either cultural expectation be met with the opposite treatment, the client is likely to experience discomfort and the development of the therapeutic alliance may be slower paced than originally expected. It should be noted that comprehension of social norms and cultural implications does not equate to knowing typical defining features of a named culture, such as generalized understandings or stereotypes of the culture. Culture is a part of a person and should be handled similarly to how belief systems are incorporated in counseling. Counselors attempt to adopt the perspective and worldview of the client to better navigate treatment from that position, which also requires excluding worldviews of those that are not the client. This implies that a client may have differing beliefs from their parents, though they are part of the same culture. As with any client, counseling older adults requires cultural competency and knowledge of societal norms that are applicable to the client. With older adults specifically, there is distinct positioning in society and within cultures that cannot be ignored. Our textbook discusses the status of older adults varying from being of highest value to being without value, simply based on age (Kampfe, 2015). This impacts a client’s self-perception (Kampfe , 2015) and perceived power to change the client’s own life, which undoubtedly directs the treatment process in counseling.

    Kampfe, C.M., (2015).
    _Counseling Older People: Opportunities and Challenges_. American Counseling Association.

    **Part 2: Cultural Awareness Exercise (Who Am 12)**
    **The purpose of this exercise is to help you understand your own culture and how it might influence your interactions with older people of other cultures.**

    1. Write a one- to three-page description of your own culture. Focus on your own culture's meanings, customs, rules of communication, conception of time, spirituality, traditions, understanding of healing, and collectivism versus individualism. Include your culture's view of older people (status, roles, expectations, respect) and the kinds of things that happen to older people that might be unique to your culture.
    2. Consider how these aspects of your culture might, in some ways, influence your response to, and understanding of, older people of another culture.
    3. List strategies that you can use to help you become more aware of your own culture and of the cultures of the older consumers you will likely serve.
    4. If you have the opportunity, discuss the results of this activity with fellow counselors, friends, family, or people from other cultures.

    **Background about me**

    I identify as an African American middle-class man from the Southern United States. My culture is strongly influenced by family, faith, community, and respect for others. Growing up in the South, I learned the importance of hospitality, strong family connections, and treating elders with respect. Family gatherings, church involvement, shared meals, and community support are common parts of my cultural experience. Communication in my culture is often warm, expressive, and relationship-focused. Storytelling, humor, and personal connections are valued.

  • [Solved] Prof Double R

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    RESPOND TO THE STUDENT POST Marislen post One question from the **Careers Survey** that I would change is **"How important is salary when choosing a career?"** I think this question is too broad because most people consider more than just salary when deciding on a career. Things like work-life balan…

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    RESPOND TO THE STUDENT POST

    Marislen post

    One question from the **Careers Survey** that I would change is **"How important is salary when choosing a career?"** I think this question is too broad because most people consider more than just salary when deciding on a career. Things like work-life balance, job security, personal interests, and opportunities for growth can also influence a person's decision. I would revise the question to say: **"How important is salary compared to other factors, such as work-life balance, job security, personal interests, and opportunities for advancement, when choosing a career?"** I would keep the answer choices on a scale from **Not at all important** to **Extremely important**. Adding more context would help respondents think about salary as one part of a larger career decision instead of the only factor being considered.

    I would make this change because good survey questions should be clear and measure what the researcher is trying to study. The original question could reduce validity because different people may interpret the word _important_ differently based on their personal experiences and priorities. By adding context, the revised question reduces ambiguity and makes it easier for respondents to understand what is being asked (Privitera, 2022). The original question uses an **ordinal level of measurement** because the answer choices can be ranked from low importance to high importance, but the distance between the categories is not equal. My revision would not change the level of measurement because the responses would still be ranked in order. Appropriate survey construction is also related to the programmatic theme of **ethics** because researchers have a responsibility to ask fair and unbiased questions. If survey questions are unclear, the results may not accurately represent what participants think, which could lead to misleading conclusions. Well-designed surveys help researchers collect more accurate and trustworthy data. Have you ever taken a survey where a question seemed confusing or could have been interpreted in more than one way?

    KRYSTA POST

    One question I would change is Question 3, which asks, “Have you ever engaged in discriminatory behavior toward another individual? (Yes/No).” I would change it to: “How often have you made a decision that may have unfairly affected someone else?” with answer choices like Never, Rarely, Sometimes, Often, and Very Often. I would change this because the original question is too direct and people may not answer honestly. It also uses the word “discriminatory,” which people may interpret differently. This can lower the accuracy of the results because it may not measure what it is supposed to measure. The revised version is easier to answer and may lead to more honest responses. The original question is nominal because it only has “Yes” or “No” answers with no order. My revised version is ordinal because the answers are in a clear order from Never to Very Often, even though the exact difference between them is not equal. I feel that good survey design is connected to ethics because researchers should ask fair, clear questions that do not pressure people or lead them to answer in a certain way. This helps make the results more honest and respectful to participants.

  • [Solved] Assessment

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    Can someone help me with this **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.harvar…

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    Can someone help me with this

    **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] 6 pg suicide

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    Due 6/6 5 pm EST 6 pg not including title and reference page Follow instruction and each section on length of page

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    Due 6/6  5 pm EST

    6 pg not including title and reference page

    Follow instruction and each section on length of page

  • [Solved] Why are we looking forward to week _9?

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    Why am I looking forward to week _9?

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    Why am I looking forward to week _9?

  • [Solved] Test bank 1

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    **files (1)** – ## TestBankSubmission1.docx **## TestBankSubmission1.docx** Test Bank Submission #1 10 pts. Create and submit via canvas a total of 8 test bank questions for Chapters 1 and 2 and assigned article for reading _(Behind the Book: Counseling Older People: Opportunities and Challenges)._ …

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    **files (1)**

    – ## TestBankSubmission1.docx

    **## TestBankSubmission1.docx**

    Test Bank Submission #1

    10 pts.

    Create and submit via canvas a total of 8 test bank questions for Chapters 1 and 2 and assigned article for reading
    _(Behind the Book: Counseling Older People: Opportunities and Challenges)._ 6 of the questions (3 questions from chapter 1 and 3 questions from chapter 2) should be in multiple choice format (include four answer choices). Two questions should be in the form of short answer (1 open ended questions from chapter 1 and 1 open ended ended question from chapter 2) (8 questions in all). On each multiple choice question identify the correct answer with an asterix (*) to the right of the answer choice. Also provide an answer to the short answer question in paragraph form.

    These questions will be compiled and used as a study guide for the midterm and final exams.

    \_\_\____________________________________________________________________________

    Example…

    Be sure to include your name, assignment name, and course as a heading on each submission.

    Example….

    Your Name

    ECED 6420- Counseling Older Adults

    Test Bank Questions- Chapters 1 & 2

    Format multiple choice questions using the following example:

    1. A test which is accurate in predicting applicants’ success in a certain job would best be described as having high _______________.

    1. Face validity

    2. Concurrent validity *

    3. Temporal validity

    4. Content validity

    **## TestBankSubmission1.docx**

    Test Bank Submission #1

    10 pts.

    Create and submit via canvas a total of 8 test bank questions for Chapters 1 and 2 and assigned article for reading
    _(Behind the Book: Counseling Older People: Opportunities and Challenges)._ 6 of the questions (3 questions from chapter 1 and 3 questions from chapter 2) should be in multiple choice format (include four answer choices). Two questions should be in the form of short answer (1 open ended questions from chapter 1 and 1 open ended ended question from chapter 2) (8 questions in all). On each multiple choice question identify the correct answer with an asterix (*) to the right of the answer choice. Also provide an answer to the short answer question in paragraph form.

    These questions will be compiled and used as a study guide for the midterm and final exams.

    \_\_\____________________________________________________________________________

    Example…

    Be sure to include your name, assignment name, and course as a heading on each submission.

    Example….

    Your Name

    ECED 6420- Counseling Older Adults

    Test Bank Questions- Chapters 1 & 2

    Format multiple choice questions using the following example:

    1. A test which is accurate in predicting applicants’ success in a certain job would best be described as having high _______________.

    1. Face validity

    2. Concurrent validity *

    3. Temporal validity

    4. Content validity

  • [Solved] SumWek1

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    **files (1)** – ## SumWek1.docx **## SumWek1.docx** **Week 1: Chapter 1 (word 165-225) No references Textbook only** Based on your reading of chapter 1 & knowing the historical development of professional counseling, what perspectives, attributes or other characteristics are unique to professional c…

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    **files (1)**

    – ## SumWek1.docx

    **## SumWek1.docx**

    **Week 1: Chapter 1 (word 165-225) No references Textbook only**

    Based on your reading of chapter 1 & knowing the historical development of professional counseling, what perspectives, attributes or other characteristics are unique to professional counselors as opposed to other mental health professionals (such as family therapist, clinical social workers, psychiatrists, or psychologists, life coaching, etc.)?

    Respond to two student: 45-65 words

    Student 1: R.N

    One of the most unique characteristics of professional counselors is their focus on the wellness and developmental model rather than primarily emphasizing diagnosis and pathology. Professional counselors view clients from a strengths-based perspective and focus on helping individuals achieve personal growth, wellness, and improved functioning throughout the lifespan.

    Another distinguishing characteristic is the emphasis on client empowerment and self-determination. Rather than telling clients what to do, counselors help clients develop insight, coping skills, and confidence to make their own decisions. This approach promotes autonomy and long-term personal growth.

    Professional counselors also place a strong emphasis on prevention and early intervention. While other mental health professionals may focus primarily on treating existing disorders, counselors work to prevent problems from worsening and to enhance overall well-being.

    Additionally, counselors view clients holistically by considering emotional, social, cultural, developmental, and environmental factors that influence mental health. This comprehensive perspective helps counselors address the whole person rather than focusing solely on symptoms or diagnoses.

    Although family therapists, social workers, psychologists, psychiatrists, and life coaches each provide valuable services, professional counselors are uniquely distinguished by their wellness orientation, developmental focus, commitment to client empowerment, and holistic approach to helping individuals achieve their personal and mental health goals.

    Student 2: G.B

    The historical development of professional counseling highlights a key characteristic: a strong dedication to a developmental, wellness-based, and prevention-oriented approach. Unlike psychiatry and clinical psychology, which traditionally focused on the biomedical and pathological aspects—like diagnosing, medicating, and treating severe mental illnesses—counseling had different roots. It sprang from early-twentieth-century movements in vocational guidance and humanism. Because of this background, counselors see clients holistically instead of just as collections of symptoms.

    The fundamental belief in professional counseling is that people naturally have inner strengths and potential for growth. When clients face psychological challenges, counselors often see these as reactions to life transitions, developmental stages, or stressors, not always as serious illnesses.

    This distinctive viewpoint leads to practical differences between counselors and other helping professionals like social workers, family therapists, and life coaches. Social workers mainly zero in on environmental systems and resources, while marriage and family therapists look at relationship dynamics. Counselors, however, concentrate on empowering individuals, educating them psychoeducationally, and fostering overall well-being throughout their lives.

    Also, while life coaches aim to help clients reach goals without focusing on any existing mental health issues, counselors combine the ability to diagnose and treat mental health problems with encouraging wellness. They've got the training and licenses to handle things clinically, yet they avoid strict doctor-patient roles, opting instead for a cooperative and culturally sensitive stance.

    In sum, professional counselors skillfully balance clinical skills with a client-centered approach to boost everyday wellness, bridging treatment and prevention effectively.

    **2Week 1: Chapter 2 (130-165 words) No references Textbook only**

    Through Chapter 2, you studied about ethical and legal issues in professional counseling. What are the critical roles of ethics and law in counseling and mental health services?

    Respond to two students:

    Student 1: RN

    Ethics and law play critical roles in counseling and mental health services by protecting clients and guiding professional behavior. Ethics provide standards for professional conduct, helping counselors make decisions that promote client welfare, maintain confidentiality, respect client autonomy, and avoid harm. Laws establish the minimum standards of practice that counselors must follow and provide legal protection for both clients and professionals.

    Together, ethics and laws help ensure that counseling services are delivered responsibly, competently, and fairly. They promote trust in the counseling relationship, protect client rights, and provide a framework for addressing ethical dilemmas and legal issues that may arise in practice.

    Student 2: GB

    The key roles of ethics and law in counseling are to safeguard clients, guide therapists, and keep the trust in the profession high. Even though they collaborate to maintain this order, ethics and laws have distinct characteristics. Ethics consist of the moral standards set by counseling organizations to help professionals do their job well and compassionately. Laws, on the other hand, are governmental requirements that are strictly enforced, with consequences for non-compliance.

    These tools combine to offer guidance to counselors in tough or unclear scenarios. In the mental health field, there are four primary functions of ethics and laws:

    First off, they watch over client safety and rights – like the crucial rule of confidentiality, where personal information is protected, except in threatening circumstances. Next, they ensure counselors stick to treatments they’re qualified for. Then, by clearly defining limits, they prevent relationships from getting too close or inappropriate. Lastly, they equip counselors with steps to take during crises, guiding them on protecting clients while obeying the law.

    So, ethics and laws are super important – helping both clients and therapists stay on track.

    **## SumWek1.docx**

    **Week 1: Chapter 1 (word 165-225) No references Textbook only**

    Based on your reading of chapter 1 & knowing the historical development of professional counseling, what perspectives, attributes or other characteristics are unique to professional counselors as opposed to other mental health professionals (such as family therapist, clinical social workers, psychiatrists, or psychologists, life coaching, etc.)?

    Respond to two student: 45-65 words

    Student 1: R.N

    One of the most unique characteristics of professional counselors is their focus on the wellness and developmental model rather than primarily emphasizing diagnosis and pathology. Professional counselors view clients from a strengths-based perspective and focus on helping individuals achieve personal growth, wellness, and improved functioning throughout the lifespan.

    Another distinguishing characteristic is the emphasis on client empowerment and self-determination. Rather than telling clients what to do, counselors help clients develop insight, coping skills, and confidence to make their own decisions. This approach promotes autonomy and long-term personal growth.

    Professional counselors also place a strong emphasis on prevention and early intervention. While other mental health professionals may focus primarily on treating existing disorders, counselors work to prevent problems from worsening and to enhance overall well-being.

    Additionally, counselors view clients holistically by considering emotional, social, cultural, developmental, and environmental factors that influence mental health. This comprehensive perspective helps counselors address the whole person rather than focusing solely on symptoms or diagnoses.

    Although family therapists, social workers, psychologists, psychiatrists, and life coaches each provide valuable services, professional counselors are uniquely distinguished by their wellness orientation, developmental focus, commitment to client empowerment, and holistic approach to helping individuals achieve their personal and mental health goals.

    Student 2: G.B

    The historical development of professional counseling highlights a key characteristic: a strong dedication to a developmental, wellness-based, and prevention-oriented approach. Unlike psychiatry and clinical psychology, which traditionally focused on the biomedical and pathological aspects—like diagnosing, medicating, and treating severe mental illnesses—counseling had different roots. It sprang from early-twentieth-century movements in vocational guidance and humanism. Because of this background, counselors see clients holistically instead of just as collections of symptoms.

    The fundamental belief in professional counseling is that people naturally have inner strengths and potential for growth. When clients face psychological challenges, counselors often see these as reactions to life transitions, developmental stages, or stressors, not always as serious illnesses.

    This distinctive viewpoint leads to practical differences between counselors and other helping professionals like social workers, family therapists, and life coaches. Social workers mainly zero in on environmental systems and resources, while marriage and family therapists look at relationship dynamics. Counselors, however, concentrate on empowering individuals, educating them psychoeducationally, and fostering overall well-being throughout their lives.

    Also, while life coaches aim to help clients reach goals without focusing on any existing mental health issues, counselors combine the ability to diagnose and treat mental health problems with encouraging wellness. They've got the training and licenses to handle things clinically, yet they avoid strict doctor-patient roles, opting instead for a cooperative and culturally sensitive stance.

    In sum, professional counselors skillfully balance clinical skills with a client-centered approach to boost everyday wellness, bridging treatment and prevention effectively.

    **2Week 1: Chapter 2 (130-165 words) No references Textbook only**

    Through Chapter 2, you studied about ethical and legal issues in professional counseling. What are the critical roles of ethics and law in counseling and mental health services?

    Respond to two students:

    Student 1: RN

    Ethics and law play critical roles in counseling and mental health services by protecting clients and guiding professional behavior. Ethics provide standards for professional conduct, helping counselors make decisions that promote client welfare, maintain confidentiality, respect client autonomy, and avoid harm. Laws establish the minimum standards of practice that counselors must follow and provide legal protection for both clients and professionals.

    Together, ethics and laws help ensure that counseling services are delivered responsibly, competently, and fairly. They promote trust in the counseling relationship, protect client rights, and provide a framework for addressing ethical dilemmas and legal issues that may arise in practice.

    Student 2: GB

    The key roles of ethics and law in counseling are to safeguard clients, guide therapists, and keep the trust in the profession high. Even though they collaborate to maintain this order, ethics and laws have distinct characteristics. Ethics consist of the moral standards set by counseling organizations to help professionals do their job well and compassionately. Laws, on the other hand, are governmental requirements that are strictly enforced, with consequences for non-compliance.

    These tools combine to offer guidance to counselors in tough or unclear scenarios. In the mental health field, there are four primary functions of ethics and laws:

    First off, they watch over client safety and rights – like the crucial rule of confidentiality, where personal information is protected, except in threatening circumstances. Next, they ensure counselors stick to treatments they’re qualified for. Then, by clearly defining limits, they prevent relationships from getting too close or inappropriate. Lastly, they equip counselors with steps to take during crises, guiding them on protecting clients while obeying the law.

    So, ethics and laws are super important – helping both clients and therapists stay on track.