Identify the causes of miscommunication between Managers and staff in an office setting. What problem will this project solve? What opportunity can be achieved?

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Communication gap between management and staff.

Brief Summary of the Project:
The objective of this project is to identify the causes of miscommunication between Managers and staff in an office setting.

Anticipated Learning Outcome:
How to overcome the barriers to effective communication.

What problem will this project solve? What opportunity can be achieved?
This project will solve how a person’s communication skills affect both personal and organizational effectiveness. This opportunity can be achieved by investigating the line of efforts that the lack of communication would have in an office setting and providing recommendations on improving communication between managers and staff.

Demonstrate critical thinking about the range of cultural diversity concepts by drawing case examples from “The Autobiography of Malcolm X.”

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Social Work & Malcolm X

Demonstrate critical thinking about the range of cultural diversity concepts by drawing case examples from “The Autobiography of Malcolm X.”

NOT A BOOK REPORT

Use case examples from this autobiography for the following Social Work Competency Behaviors from the Council of Social Work Education (CSWE):

1.) Present themselves as learners and engage clients and clients and constituencies as experts of their own experiences. (Taken from Competency 2: Engage in Diversity and Difference in Practice)
2.) Engage in practices that advance social, economic, and environmental justice. (Take from Competency 3: Advance Human Rights and Social, Economic, and Environmental Justice)
3.) Use empathy, reflection, and interpersonal skills to effectively engage diverse clients and constituencies. (Taken from Competency 6: Engage with Individuals, Families, Groups, Organizations, and Communities)

Under the “Comments” section, write 1-2 paragraphs summing up your presentation’s strengths and weaknesses, and note how you could improve it were you to give it again in the future.

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ENGLISH

Now that you’ve both read about presentations and given one, it’s time to look back and review what we’ve accomplished!

First, download this document, which is a copy of the Oral Presentation Evaluation form from your reading from last week (Sexy Technical Writing, Section 2.12) that has been modified to better suite your Week 10 presentation.

Week10_OralPresentation_ReviewForm.docx Download Week10_OralPresentation_ReviewForm.docx

Once you have the document open, watch or review your presentation in it’s entirety, and complete the survey. Be honest, but also give yourself credit where credit is due (in other words, try to be unbiased.) Under the “Comments” section, write 1-2 paragraphs summing up your presentation’s strengths and weaknesses, and note how you could improve it were you to give it again in the future.

Once you’ve completed the evaluation, submit it via this page to complete the assignment.

Reference:

McMurray, D., & Race, C. (2018). Oral Presentations. Sexy Technical Writing. Retrieved from
https://softchalkcloud.com/lesson/serve/XpeRv2NLIfUu8w/html

 

Critically reflect on the different approach of what has happened to you and what is wrong with you?

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Personal information

Critically reflect on the different approach of what has happened to you and what is wrong with you?

Write three short essays (each a draft of a different portion or section of the expository essay. Write the thesis statement and the thesis statement paragraph as part of short essay 03. Combine the edited short essays into a draft of your expository essay and expand the draft to write the final version of your expository essay.

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History of Work in America – Semester Expository Essay

I. OVERVIEW
A scholarly expository essay is a structured, informative, logical argument (thesis) of your viewpoints and your opponents’ thoughts on a given topic. The scholarly expository essay is about arguing your ideas, presenting your AND your opponents’ ideas, and offering a critical analysis of points of view. It is not about overwhelming the reader with facts or regurgitating what you have read. The expository essay is about your interpretation of the arguments found in various sources about your topic.
An expository essay is a logical argument, not a violent or negative disagreement, but a reasonable statement supported by logic and evidence. It is your thoughtful, reasoned, relatively balanced, analytically argumentative interpretation of your topic. You use logic and evidence to prove your thesis, which is an elegant or sophisticated statement of your opinion or viewpoint. Construct a clear, succinct, unmistakable thesis statement that forces you to answer within the statement itself the “why?” or the “how come?” to the way you think about your topic. If you have no idea on how to write an expository essay, especially on how to construct the thesis statement, then contact the instructor. Contact the instructor and/or a reference librarian if you need to know the background to your topic. The expository essay assignments involve the following.
-Write three short essays (each a draft of a different portion or section of the expository essay. See also details in each short essay guide.
-Write the thesis statement and the thesis statement paragraph as part of short essay 03.
-Combine the edited short essays into a draft of your expository essay and expand the draft to write the final version of your expository essay.

II. OBJECTIVES
Thesis Statement and Thesis Statement Paragraph
A scholarly expository essay has a thesis statement. A thesis statement is your argument supported by logic and evidence.
The thesis statement (in the discipline of history) is comprised of one sentence that presents your central idea that is debatable. It expresses a viewpoint on a topic about which reasonable, well-meaning people might disagree. A thesis statement allows the essayist to explore various sides of the topic, including opposing ideas. It also informs the
reader what to expect in the essay. Roughly defined, a thesis statement is a sentence that contains two elements: your opinion on the topic and your reason that explains why you think the way you do about your topic. Both elements of the thesis statement must contain the same idea or theme. Make certain that your thesis statement is clear, unambiguous, concise, and precise. A well-constructed thesis statement paragraph frames and supports a thesis. The thesis statement paragraph is comprised of thematic sentences that support and logically flow toward the thesis statement. A thematic sentence presents a main idea that connects to the thesis statement, and it is explored in detail in the body of the essay. Make the thesis statement the last sentence in the first or second paragraph of the expository essay. See the Common Writing Style Problems Guide for details about the thesis statement.

Writing Style Authority
Your instructor’s authority for writing style and thesis is Nancy Packer and John Timpane, Writing Worth Reading, third (or later) edition.
Authorized Dictionaries and Encyclopedias
The instructor’s authority on spelling, definition, usage, and etymology is the latest edition of:
The American Heritage Dictionary of the English Language (https://ahdictionary.com/) or
The Oxford English Dictionary (https://libraries.psu.edu/databases) available on the library’s databases page.
Never cite Wikipedia, an encyclopedia on the World Wide Web, because Wikipedia does not provide peer review of its entries.

Inclusion of Opposing Viewpoints
Discuss both your ideas AND your opponents’ ideas. The argument in a scholarly expository essay must explore different sides, including their strengths and weaknesses, of the topic. Your job is to present major sides of the debate or controversy fairly and honestly while you present your interpretation of the topic. You cannot make the essay one-sided. You should find flaws in your opponents’ argument or premises and be logical in explaining your thesis. Be honest in stating that your viewpoint has weaknesses. For example, if you are for a periodic increase in the minimum wage, then you must be honest in carefully presenting different anti-periodic increase in the minimum wage and anti-minimum wage views while carefully explaining why your views are worthwhile.

Use endnotes, NOT footnotes, NOT parenthetical references. You must cite various sources to support your argument. Documentation must be thorough enough to give the reader a clear idea of the evidence for specific claims. Have as many cited sources as needed above the required minimum number of sources to support your essay. An endnote may contain more than one title of a cited source. If appropriate, use the assigned readings for the course and other sources, for example, books, journals, newspapers, classroom discussion, messages, lecture notes, websites, and so forth.

All cited sources must conform to the Chicago style of documentation. See the Endnotes Guide for details.

Research
You increase your chances of writing a high quality, scholarly expository essay when you engage in good, in-depth research. More importantly, you will increase your chances of writing a high quality, scholarly expository essay when you choose a topic that you love, that truly excites you. Always think about your topic. Continue to look at your topic from different angles. Play mind games with your topic. Always be critical about your argument. Be very careful when searching the Internet. You must exercise critical thought when looking at various websites because some websites, which appear so well written in conveying ideas and facts, are truly disreputable. As for interpretations, you must learn to be judicious in your assessment of the information. Use the library. Reference librarians are ready to assist you. They will work with you to find material from high quality sources that in some cases are not on the Internet. They also have a good idea about which websites are effective for your topic. You must have an outline of how to approach your research topic before consulting with a reference librarian. But do not wait until the last month of the semester to talk to a reference librarian because the reference librarian will be assisting many students from numerous courses.

III. BASIC GUIDELINES
The expository research essay has standard margins, type size twelve, and Times New Roman or Calibri font, preferably double-spaced. (The one and one-half spacing is fine as well.)
Your instructor does not count the cover page, charts, tables, illustrations or the endnotes toward the minimum number of pages of text in the essay.
The range of the number of pages for the expository essay is a minimum of ten full pages of text and a maximum of twenty full pages of text.
You need to cite a minimum of twelve titles of sources of any combination of books, articles from journals, magazines, and newspapers, and other formats. If your sources are from the Internet, then you must include the URL (the website address) in the endnotes. You may cite encyclopedias and dictionaries in your endnotes, but encyclopedias and dictionaries do not count toward the number of cited sources in your endnotes

Think about and describe this challenging learning experience. Analyze this experience from a developmental perspective using concepts you learn in this course, and explain how you would handle that challenging learning experience at your current age, again from a developmental perspective using concepts from this course.

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REFLECTION PAPER: STEP-BY-STEP INSTRUCTIONS

Some basic information
You will also be required to write a 2- to 3-page reflection paper that evaluates your own development. Specifically, you will write about a time when you had to handle some kind of challenge in learning something at school during your childhood.

For this reflection paper, you will need to
1. Think about and describe this challenging learning experience,
2. Analyze this experience from a developmental perspective using concepts you learn in this course, and
3. Explain how you would handle that challenging learning experience at your current age, again from a developmental perspective using concepts from this course.

Your final reflection paper will be 2-3 double-spaced pages. To help you write this paper, you will receive a template for an outline, which you will fill out with details; this outline—worth up to 25 points—will be submitted two weeks prior to the final paper’s deadline, and you will receive feedback from me. The final version of this paper—which should include revisions based on my feedback on your outline—is worth 75 points.
No direct quotes of any sources are to be used in the paper, and when your paper is uploaded on Canvas, your paper must have a TurnItIn similarity index that is less than 25%. Any paper with a similarity index greater than 25% will receive an automatic 0. A detailed scoring rubric is on Canvas.
On the due dates indicated in the schedule below, the outline and the final version of the paper must be submitted on Canvas. The outline and the final version of the reflection paper will be penalized 10% for each day that it is late. No papers will be accepted for credit more than 3 days beyond the due date, unless you have made prior arrangements with me.

STEP 1: IDENTIFY A CHALLENGING LEARNING EXPERIENCE FROM CHILDHOOD

Your first step will be to think about a time when you had to handle some kind of challenge in learning something at school during your childhood.
Here are some real-life examples you can consider:
• When you were learning to write the alphabet, were there letters that were just really hard to remember how to write?
o For example, remembering which direction the letter S went in? Or remembering how many horizontal lines were in the letter E?
• If you moved to a different country during childhood and had to learn a new language, did you face challenges in learning the new language?
• When you had to learn about fractions and decimals in math, did you have a hard time understanding how fractions were related to whole numbers?
• When you started to see letters—like x and y—in math problems were you incredibly confused?
• In P.E./gym class, did you face challenges in learning how to do certain exercises?
o For example, learning how to climb a rope? Or how to do a long-jump? Or how to dribble a soccer ball or basketball ball?

STEP 2: DESCRIBE THAT CHALLENGING LEARNING EXPERIENCE
Once you have identified a challenging learning experience from your childhood, describe that experience. In describing your experience, make sure to answer the following questions:
• When did the experience happen? How old were you when this happened?
• Why was the experience challenging? In what ways was it challenging?
• Did you ever overcome the challenge? If so, how? If not, why?

Here’s my example (this covers Steps 1 & 2):
When I was in high school, I took Spanish as a foreign language, and I had an incredibly challenging time learning Spanish subjunctives in my junior year of high school. I really struggled throughout that whole year to understand Spanish subjunctives, and—as silly as this may sound—I was really frustrated by this. I had always loved learning grammar and languages, so it was emotionally difficult for me to acknowledge that I was struggling to learn something, especially because all of my friends seemed to understand subjunctives with ease! It wasn’t until after my final exam in that class that Spanish subjunctives finally clicked because I had finally figured out what the English equivalent of Spanish subjunctives were.

STEP 3: THINK OF THREE RELEVANT DEVELOPMENTAL CONCEPTS
Now that you have identified and described your challenging learning experience, start connecting that experience to developmental concepts you’ve learned in class. First consider when in your development that experience occurred: infancy/toddlerhood (approx. ages 1-2 years), early childhood (approx. ages 3-6 years), middle childhood (approx. ages 7-11 years), or adolescence (approx. ages 12-18 years). My example occurred during high school (around age 16 years), so I would want to think about adolescence. Next consider the domain(s) of development that you think are most relevant for your experience: physical development, cognitive development, or social/emotional development. My example was about a struggle with learning language, so I would want to talk about cognitive development. Moreover, because I was frustrated with myself for not understanding something when all of my friends understood it, I would also want to talk about social/emotional development. Now that you’ve figured out when in development and what domains of development are most relevant for your experience, think about three, specific developmental concepts that might be most related to your experience. For example, I might want to talk about adolescent social comparison, academic competence, and self-esteem in my paper.

STEP 4: ANALYZE YOUR EXPERIENCE USING THOSE DEVELOPMENTAL CONCEPTS
Now that you have identified developmental concepts that are related to your challenging learning experience, analyze your challenging learning experience by using those three developmental concepts that you identified in Step 3.
In analyzing your experience from a developmental perspective, make sure to talk about all three developmental concepts and answer the following questions:
• Given when in development your experience occurred, why do you think you handled the challenge in the way that you did?
• For each of the three developmental concepts you identified, why do you think that those concepts contributed to the challenging experience?
o For example, did any of those developmental concepts help you overcome the challenge? Or did any of those developmental concepts hinder you from overcoming the challenge?

In my example, I might talk about how adolescent social comparison got in the way of trying to overcome my learning challenge. If I had spent less time comparing myself to my friends—and instead, asked them for help—I might have learned Spanish subjunctives sooner!

STEP 5: THINK ABOUT HOW YOU WOULD HANDLE THE EXPERIENCE NOW
Now that you have analyzed your challenging learning experience from a developmental perspective, think about how you would handle that experience at your current age. For this part of the paper, you’ll need to think about the developmental trajectories of the three developmental concepts you selected in Step 3. In other words, think about where you currently are in development—emerging adulthood, adulthood, or late adulthood—and think about how those developmental concepts you selected will have changed with age.

STEP 6: START THE WRITING PROCESS BY FILLING IN THE OUTLINE BELOW
Now you’re ready to start the writing process! The outline below will get you started on the outline worksheet that you need to turn in. (This outline is also provided as its own document on Canvas.) Although you are encouraged to tailor your paper to your particular perspectives, the following outline/structure will provide a framework for your paper:

I. Paragraph 1: Introduction
a. In 4-5 sentences, introduce your challenging learning experience
i. When did this happen? How old were you?
ii. What did you struggle to learn?
iii. Why was it challenging?
iv. Did you overcome the challenge?
1. If so, how?
2. If not, why?

b. The last sentence of this paragraph will be your thesis statement (i.e., the focus of your paper)
i. What is your paper going to be about?
ii. State what the three developmental concepts you will discuss are
iii. Write your thesis statement

II. Paragraph 2: Analysis of your experience using [developmental concept 1]
a. Define [developmental concept 1]
b. Explain how [developmental concept 1] is related to your challenging learning experience
i. Be specific about how this concept contributed to your challenging experience

III. Paragraph 3: Analysis of your experience using [developmental concept 2]
a. Define [developmental concept 2]
b. Explain how [developmental concept 2] is related to your challenging learning experience
i. Be specific about how this concept contributed to your challenging experience

IV. Paragraph 4: Analysis of your experience using [developmental concept 3]

a. Define [developmental concept 3]
b. Explain how [developmental concept 3] is related to your challenging learning experience
i. Be specific about how this concept contributed to your challenging experience
V. Paragraph 5: Analysis of how you would handle the experience now
a. Identify what developmental stage you are currently in (i.e., emerging adulthood, adulthood, late adulthood)
b. For [developmental concept 1], explain how this concept will have changed with age since the time you had your challenging learning experience
c. For [developmental concept 2], explain how this concept will have changed with age since the time you had your challenging learning experience
d. For [developmental concept 3], explain how this concept will have changed with age since the time you had your challenging learning experience
e. Explain how your own development will have changed the way that you would handle the challenging experience now

VI. Paragraph 6: Conclusion
a. Provide a one-paragraph summary that restates the main points of your paper
NOTE: You do not need to have headings for your sections, or any kind of reference page (because your only source should be your textbook).

Other notes
A good paper will:
• Be about 3, double-spaced pages (each paragraph should be about half of a double- spaced page)
• Be free from grammatical and spelling errors (Use Grammarly!!!!!)
• Not use any quotes (unless you’re quoting yourself or your own thoughts)
• Have an organization and flow that generally follows the outline above

Some General Writing Tips:
• Do not confuse “affect” (verb: e.g., corporal punishment affects children) with “effect” (noun: e.g., the effect of corporal punishment on children)
• Make sure that every single sentence makes sense. If you don’t understand what you are trying to say, the reader won’t either. Always err on the side of writing shorter, simpler sentences if you think that a sentence doesn’t make sense.
• Watch the length of your paragraphs. They should not be too short or too long. If they last for a page or more, they are too long.

Write an essay exploring how brands can successfully benefit and engage with the Metaverse by using innovative technologies like Virtual production.

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Benefit of Metaverse

Write an essay exploring how brands can successfully benefit and engage with the by using innovative technologies like Virtual production.

Develop a business editorial that presents your position on a timely business issue. Support your position with credible references on your topic of interest.

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Business Editorial On A Timely Business

Learning Objectives
• Apply decision-making techniques.
• Determine factors affecting decision implementation.
• Evaluate resources and actions required for implementation.
• Evaluate ethical implications of a decision.
• Evaluate decision-making outcomes and processes.

Prompt
Develop a business editorial that presents your position on a timely business issue. Support your position with credible references on your topic of interest.

Instructions
Your paper should be written using APA style and include, at minimum, the following:
• A clear statement of the issue
• A thorough discussion of each of the premises
• Credible, supporting evidence for each of the premises
• Response to each of the counterarguments, including evidence
• A strong, logical connection between the premises and the conclusion
• Thorough research and documentation
• Writing that presents a compelling argument
• At least 5 different citations, 3 of which are from the APUS Library
• Approximately 3 to 5 pages

Be certain to carefully research your position using at least 4 credible sources properly incorporating. Follow APA format.

Based on the table, what calculations must you make to determine GNP from GDP? What is national income (NI)? What does NI measure? Which was higher in this year, GNP or NI? By how much? What calculations must you make to determine NI from GNP? NI is composed of a number of categories. What category makes up the largest portion of NI? What calculations must you make to determine Personal Income from National Income?

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DATA EXERCISE #1

Due at the end of week 3

Format of the Project:

The Data Exercise must be posted to the LEO Student Assignments as a Attachments are limited to a maximum two files in doc, docx., xls. xlsx., or rtf. formats. OTHER FORMATS ARE NOT ACCEPTABLE, will not be reviewed or graded.

Note that hand-written and scanned works, pdf. files, jpg. files, as well as files posted in google drive, will not be accepted or graded.

Note that starting from the Fall 2020 semester the UMGC moved to the 7th Edition of the APA Style. The links to the 7th Edition of the APA Style methodology are posted in Content – Course Resources – Writing Resources.

No more than 20% of the text of the project should be made up of quotes.

Please note that Use of the 7th Edition APA Citation Methodology is required for all parts of the assignment.

Written projects:

  1. Must be typed, double-spaced, in 12-point Times New Roman or Arial font, with one-inch margins
  2. Must have the title page in APA-7th style
  3. Must have in-text citations in APA-7th edition style
  4. Must have reference list in APA-7th edition style. Please note that you must reference the data you are using for the project
  5. Must be prepared using word processing software (Microsoft Word preferred)

Data exercise #1 Assignment

Consists of two parts.

Part 1: Expenditures Approach to Calculating GDP (weight 45% of the assignment grade)

BEA estimates the nation’s GDP for each year and each quarter. But new GDP statistics are released every month. Why? Because for each quarter, BEA estimates GDP three times. The advance estimate, coming about a month after the quarter’s end, is an early look based on the best information available at that time. The second estimate and third estimate each incorporate additional source data that weren’t available the month before, improving accuracy.( www.bea.gov).

BEA publishes estimates of levels at annual rates (for most series) for ease of comparisons with related and historical data. For example, in its February 2, 2004 personal income and outlays release, BEA estimated that personal income for December 2003 was $9,335.8 billion at an annual rate. This is easily compared to BEA’s estimates of personal income for the fourth quarter of 2003 ($9,312.6 billion, at an annual rate) and for the entire year of 2003 ($9,187.4 billion).(www.bea.gov).

Published

January 13, 2006

Complete the following exercise

Visit the Bureau of Economic Analysis website at www.bea.gov. From the drop-down menu under “Data”, click on “by Economics Account”.

Then click on “National”> “Gross Domestic Product > and “Full Release and Tables”. (To find “Full Release and Tables” you need to scroll down the page to the section “Current Release”.

Use table 3 (Gross Domestic Product: Level and Change from Preceding Period). Tables are located at the end of the Release, so you need to scroll all the way down to the tables.

The left columns are nominal GDP (and its components) and the right half represents real GDP (chained 2012 dollars).

  1. Create the table that contains the following information for the last available Please note that using the data for previous years and/or previous estimates will produce grade zero for this part of the project.

You need this information from both parts of the table 3- (nominal GDP (and its components) from left columns and real GDP (chained 2012 dollars) from the right part of the table 3). Omit the intermediate lines found in Table 3 on the web site.

 

  • Gross domestic product
  • Personal consumption expenditures
  • Gross private domestic investment
  • Net exports of goods and services
  • Government consumption expenditures and gross investment

 

  1. b) Calculate the percentage (the proportion) of each category in nominal GDP and in real GDP.

Using Nominal GDP:

[Personal consumption expenditures / Nominal GDP]*100%

[Gross private domestic investment / Nominal GDP]*100%

[Net exports of goods and services / Nominal GDP]*100%

[Government consumption expenditures and gross investment/ Nominal GDP]*100%

 

And using Real GDP:

[Personal consumption expenditures / Real GDP]*100%

[Gross private domestic investment / Real]*100%

[Net exports of goods and services / Real GDP]*100%

[Government consumption expenditures and gross investment/ Real GDP]*100%

 Present the information that you received (a) and (b) as a table(s) in your project.

  1. Write a report (2 pages double – spaced), which contains an analysis of the results you received.

In this report consider, but do not be limited to the following:

  1. Why was the nominal GDP greater than the real GDP? By how much?
  2. GDP is composed of a number of categories. What category makes up the largest portion of GDP? What category makes up the smallest portion of GDP?
  3. What is “Gross private domestic investment”? What does gross private domestic investment measure?
  4. What is “Net exports of goods and services”? Why it is negative?
  5. In the left part of the table 3 (nominal GDP) find the category “National defense”. How much was the National defense for the last quarter? Calculate percentage of National defense out of “Government consumption expenditures and gross investment”. Calculate percentage of National defense out of GDP.
  6. Please analyze and discuss the significance of the data that you received for this Data exercise.
  7. Reflect on what you have learned from this exercise.

 

Part 2: Income Approach to Calculating GDP (weight 45% of the assignment grade)

Complete the following exercise:

Go to http://www.bea.gov/

Visit the Bureau of Economic Analysis website at www.bea.gov. From the drop-down menu under “Data”, click on “by Economics Account”. Then click on “National”, “Gross Domestic Product, and “Full Release and Tables”. Use table 7 (Relation of Gross Domestic Product, Gross National Product, and National Income) and table 8 (Personal Income and its Disposition).

  1. Create the table that contains the following information for the last quarter where data required for this exercise is available.

 

Please note that using the data for previous years and/or previous estimates will produce grade zero for this part of the project.

Omit the intermediate lines found in Tables 7 and 8 on the web site.

  • Gross domestic product
  • Gross national product
  • Net national product (you should calculate it as Gross national product minus Consumption of fixed capital)
  • National income
  • Personal income
  • Personal Disposable Income
  • Personal Savings

 Present the information that you received in your project.

  1. Write a report in your own words(2 pages, double-spaced), which contains the analysis of the results you received. In this report consider, but do not be limited to the following:
  2. What is the difference between gross domestic product (GDP) and gross national product (GNP)? What is the difference in what GDP measures compared to GNP?
  1. Based on the table, what calculations must you make to determine GNP from GDP?
  2. What is national income (NI)? What does NI measure?
  3. Which was higher in this year, GNP or NI? By how much?
  4. What calculations must you make to determine NI from GNP?
  5. NI is composed of a number of categories. What category makes up the largest portion of NI?
  6. What calculations must you make to determine Personal Income from National Income?
  7. What calculations must you make to determine Personal Disposable Income and Personal Savings?
  8. Please analyze and discuss the significance of the data that you received for this Data exercise.
  9. Reflect on what you have learned from this exercise.

PRESENTATION OF THE DATA EXERCISE AND USE OF APA CITATION METHODOLOGY (10%) of the project grade):

  • Organization, format, and presentation of paper including the title page, introduction, body, and summary. Begin each section with a subheading; use the subheadings described in the assignment (3% of the project grade).
  • Use of tables, figures, and other graphics to summarize and support analysis presented in the paper. All tables and charts should have the numbering system: “Table 1”, a substantive title, and a reference to the source of the information. (3% of the project grade).
  • Research sources and significance of research information and data, and use of APA citation methodology (4% of the project grade).

What guidelines would you particularly emphasize as you counsel hurting people? What suggestions from the course materials would you want to apply to this hurting client? Why did you choose those suggestions as most important?

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Counseling those who are hurting

Paper detalis:

Your human services counseling clients will come to you suffering at one level or another. The Learn materials from the last two modules discuss the concept of suffering and factors guiding how to counsel those who are suffering. In fact, a careful analysis of the Learn materials indicates numerous concepts and principles that could apply in counseling those who are hurting.

As you counsel your hurting clients, what you say to them will be guided by your own beliefs about the role of suffering in human experience (part of your own “theoretical map” as discussed in the lecture). Considering the numerous points that were made in the course, make a list of at least 5 concepts (“questions to ask myself as I counsel those who are suffering. . . “) that you found particularly helpful, insightful, unique, or had not thought about before. What guidelines would you particularly emphasize as you counsel hurting people? The five concepts you list should be based on the course materials, so make sure you cite the source you use.
Then consider the following scenario. What suggestions from the course materials would you want to apply to this hurting client? Why did you choose those suggestions as most important?

Scenario
You work primarily for an adoption agency but on some evenings, you volunteer your time at your church’s free counseling clinic. Your client in that setting, Jamie, was recently divorced, and expresses that she “has no direction” in life. She feels very rejected and alone. She often cries in session and in her latest session, lashed out at you, her therapist, since she was “not feeling better.” She questioned whether you were really helping her since she is still “feeling all this pain.” She left asking, “Why can’t you help remove this needless suffering?”