How would you explain Justin’s behavior? What are the best ways to prevent this from happening?

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Question 1

Justin has been supervising Brian for 3 months. He knows that if Brian does not succeed, the program director will not view him in a favorable light and Brian will be unlikely to progress in his career. Justin has not been a clinical supervisor for very long but he believes Brian has not done a good job. Justin feels that Brian has boundary issues, he tries to “save” clients and solve their problems immediately, and he hasn’t taken feedback willingly. There is no clear criteria for whether or not Brian “passes” clinical supervision and Justin does not want to hurt his feelings so he tells his program director that Brian did well and is ready to work with clients. How would you explain Justin’s behavior? What are the best ways to prevent this from happening?

Question 2

Jennifer has known Sara for 12 years and is now her clinical supervisor. Jennifer gives Sara a favorable evaluation but once Sara starts seeing clients on her own the program director receives complaints about her conduct during sessions. How does familiarity affect clinical supervision and evaluation? If you had to evaluate someone you’ve known for 12 years, how would you ensure an unbiased outcome?

dentify the appropriate DSM-5 diagnosis for this specific case-Explain rationale for the DSM-5 diagnosis that was selected

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Review the case study of the Freed-Smith family provided in the Resources.
For your initial post in this discussion, choose a systemic model and explain how you would apply it with this family in order to treat their 17-year-old adolescent.
Use The Family Therapy Treatment Planner, With DSM-5 Updates to complete a treatment plan.
Include the systemic model and reference the DSM-5 in your diagnosis.

1. Identify the appropriate DSM-5 diagnosis for this specific case.

2. Explain rationale for the DSM-5 diagnosis that was selected

3. Explain how one would apply the selected systemic model to this specific client problem.

4. Select an appropriate systemic model to apply to this specific case

5. Identify short and long term goals in the treatment of the identified client problem.

Bennett, E. D., Le, K., Lindahl, K., Wharton, S., & Weng Mak, T. (2017). Five out of the box techniques for encouraging teenagers to engage in counseling. VISTAS Online. Retrieved from https://www.counseling.org/docs/default-source/vistas/encouraging-teenagers.pdf?sfvrsn=4

How can workplace violence be reduced? Considering the statistics presented in the textbook (Chapter 15), what responsibility does the organization have to take action to minimize workplace violence?

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How can workplace violence be reduced? Considering the statistics presented in the textbook (Chapter 15), what responsibility does the organization have to take action to minimize workplace violence?

Analyse and reflect on observations of fieldwork placement/s in relation to the allocation of clients, case work and group work Submission.

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a) Illustrate the value and purpose of professional supervision within the placement context.
c) Demonstrate ability to work collaboratively in the field and to use judgement and initiative.
d) Evaluate learning experiences within the placement.
e) Analyse and reflect on observations of fieldwork placement/s in relation to the allocation of clients, case work and group work Submission.

Context:
As students progress through their placement experience, they will develop their counselling skills as well as their understanding of professional practice in the counselling environment. Work placement is both a new and very different experience within the course framework. It can be exciting, challenging and confronting when students experience fieldwork, workplace expectations, fitting in to a new group and extending their professional capabilities.
Students are required to keep a ‘reflective journal’ that describes and mirrors their placement experience.
Instructions:
Students are to complete a journal throughout their placement that considers their experiences and documents their learning, especially in relation to any applicable Learning Goals that were identified in the Learning Contract (Assessment 1).
Entries are to be both academic and personal and will include references/citations. There are three elements of placement that need specific focus:
1) Skills development;
2) Supervision; and
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3) The workplace/organisation and the student’s place in it
Students are to identify counselling skills used, define the skills according to the literature, and pair these with brief examples from the student’s fieldwork.
You are also expected to discuss the supervision process and speak about what was learnt and how you were able to use this to develop as a practitioner. Provide a brief description of supervision, including the number and duration of meetings. Highlight issues that emerged and improvements made. Discuss the supervisor-student relationship and comment on the impact this had on your development and how you were able to use supervision effectively to enhance your skills.
Students should also provide a brief description of the work environment and your place in it.
Describe your use of assertive communication skills and capacity to deal skilfully with workplace interactions and client encounters. Include specific examples of how you have engaged collaboratively with colleagues and what positive contributions you have made in the workplace. Reflect on what you learnt about yourself in these situations and on your emerging professional identity.
The journal should provide personal reflections of your experience. Recognising that all learning involves ups and downs, you should include times where your own effort or experience has not resulted in desired outcomes as well as when there was a positive outcome. The journal will be assessed not on the difficulties or successes themselves but rather the student’s ability to reflect on and evaluate the personal experiences in counselling work.
In summary, the Reflective Journal must include the following:
 Appropriate reflection and commentary on any applicable ‘Learning Goals’ identified in Assessment 1 to whatever extent fulfils the validation requirement
 Reflection on counselling skills used throughout the fieldwork, defining the skills according to the literature, and pairing them with brief examples from the student’s fieldwork. Include information on what changes you noticed in your skills. This can include personal responses to the experience of improving your technique.
 A brief description of supervision, including the number and duration of meetings. Highlight issues that emerged and improvements made. Discuss the supervisor-student relationship and comment on the impact this had on your development and how you were able to use supervision effectively to enhance your skills.
 A description of the work environment and your place in it, including examples of how your contribution positively impacted the workplace. Reflect on what you learnt about yourself in that situation.
 Describe the use of assertive communication skills in the workplace, the capacity to deal skilfully with workplace interactions and client encounters, and on operating in a professional manner.
 Reflection on any difficulties that may have arisen and conceptualise how these may be addressed
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IMPORTANT: Students must ensure that any references to clients are de-identified. Clients should only be mentioned to the degree that their issue or presentation in session is related to the learning being described.
Referencing:
In-text citations as well as your reference list should follow the latest APA referencing style. The APA referencing guide can be located in the Academic Writing Guide at http://library.think.edu.au/ld.php?content_id=1882254. Direct quotes and references do not contribute to the word count.
Submission Instructions:
 Prior to submission, the journal can take any form (ie handwritten notes, typed notes, voice recordings, etc). However, the final submission must be a single word processed document that contains edited and collated information from the entries that meets the length requirement and addresses the points above.
 Submit your reflective journal on Blackboard via the ‘Assessment’ link in the main navigation menu in PFP107: Professional Practice.
The Learning Facilitator will provide feedback via the Grade Centre in the LMS portal. Feedback can be viewed in My Grades
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Learning Rubric: Assessment 2
Assessment Attributes Fail (Unacceptable) 0-49% Pass (Functional) 50-64% Credit (Proficient) 65-74% Distinction (Advanced) 75 -84% High Distinction (Exceptional) 85-100% Grade Description (Grading Scheme) Fail grade will be awarded if a student is unable to demonstrate satisfactory academic performance in the subject or has failed to complete required assessment points in accordance with the subject’s required assessment points. Pass is awarded for work showing a satisfactory achievement of all learning outcomes and an adequate understanding of theory and application of skills. A consistent academic referencing system is used and sources are appropriately acknowledged. Credit is awarded for work showing a more than satisfactory achievement of all learning outcomes and a more than adequate understanding of theory and application of skills. A consistent academic referencing system is used and sources are appropriately acknowledged. Distinction is awarded for work of superior quality in achieving all learning outcomes and a superior integration and understanding of theory and application of skills. Evidence of in-depth research, reading, analysis and evaluation is demonstrated. A consistent academic referencing system is used and sources are appropriately acknowledged. High Distinction is awarded for work of outstanding quality in achieving all learning outcomes together with outstanding integration and understanding of theory and application of skills. Evidence of in‐depth research, reading, analysis, original and creative thought is demonstrated. A consistent academic referencing system is used and sources are appropriately acknowledged.
Maps to SLO d) & e)
Reflecting on professional working experience to enhance and develop clinical practices and professional identity
Does not reflect / or complete the journal throughout their placement.
Limited identification of how experience has enhanced their practice and minimal or absent reflection on professional Reflects on experiences and documents their learning, especially in relation to any applicable Learning Goals Uses adequate reflection for own learning. Able to nominate specific areas of growth and deepened understanding of Reflects on experiences clearly using both academic and personal commentary. Refers to applicable Learning Goals Considers burgeoning professional identity and Reflects on experiences clearly using both academic and personal commentary. Refers to applicable Learning Goals Uses the journaling process effectively to document and Critically reflects and analyses own professional development in relation to organisation influences and ethos. Considers how this impacts on professional practice and professional responsibility with a
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50% for this criterion
identity. Provides little or no rationale about what did or did not work.
Is unreliable and/or untimely in carrying out reflective tasks.
Blames others for inefficiencies and inaction.
theory based on practical exposure. Takes responsibility for own actions and completes reflective tasks independently on time.
ways to enhance it. Able to reflect on overall experience and what has been gained in terms of understanding the field, developing therapeutic capacity and the student’s own future direction. Work is backed up by definitions, concepts and appropriate referencing.
expand their understanding of the experience. Able to connect the experiences to theory and practice. Reflects on challenges and success and relates this to theory. Demonstrates behavioural changes incorporating the learning Able to comment on client presentations and conceptualise these according to theory, demonstrating clinical learning. Shows thoughtful consideration of professional identity with suggested areas of development. Work is backed up by a number of definitions, concepts and appropriate referencing
willingness to adapt and grow. Reflects on challenges and success and relates this to theory. Demonstrates behavioural changes incorporating the learning. Applies critical reflective practice for own learning. Takes responsibility for own actions and completes reflective tasks such as posting reflective journal entries independently on time.
Demonstrates effective resilience strategies by balancing competing priorities, managing time effectively and overcoming obstacles.
Sensitive to diverse and complex contexts.
Work is backed up by a number of relevant definitions, concepts and extensive referencing
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Maps to SLO a),
Identification of the purpose of supervision in counselling, and application of supervision in placement
20% for this criterion
Limited understanding of supervision concepts and rationale
Does not demonstrate an ability to apply supervision to the placement context
Key components of the assignment are not addressed.
Able to show a knowledge of supervision concepts
Is able to show the impact of supervision within the placement context
Often confuses assertion of personal opinion with information substantiated by evidence from the research/course materials.
Clearly shows a thorough understanding of the supervision process
Makes clear connections with supervision processes and concepts and counselling work
Supports personal opinion and information substantiated by evidence from the research/course materials.
Demonstrates a capacity to explain and apply relevant supervision concepts within the counselling setting.
Highly developed understanding of supervision theory and its application.
Makes strong connections between the supervision process and the student’s own skill development
Discriminates between assertion of personal opinion and information substantiated by robust evidence from the research/course materials and extended reading.
Well demonstrated capacity to explain and apply relevant concepts to supervision.
A sophisticated understanding and application of supervision theory and practise.
Able to make succinct and pertinent connections between supervision process and their own development and conceptualisation of client issues.
Systematically and critically discriminates between assertion of personal opinion and information substantiated by robust evidence from the research/course materials and extended reading.
Mastery of supervision concepts and application to new situations/further
learning.
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Maps to SLO c)
Provides examples of collaboration and positive contributions to the workplace
20% for this criterion
Reflection suggests inadequate collaborative practices and limited contribution to workplace processes
Reflection demonstrates some collaborative practices with colleagues, supervisors and clients Provides basic examples of positive contributions to workplace processes or tasks.
Reflection demonstrates effective collaborative practices with colleagues, supervisors and clients Provides relevant examples of positive contributions to workplace process or tasks that incorporate feedback from the supervisor or colleagues
Reflection demonstrates skillful interactions utilising assertive collaborative practices with colleagues, supervisors and clients Provides varied and regular positive contributions that address problems in workplace processes or tasks Reflection demonstrates skilful interactions at a professional level, utilising assertive collaborative practices with colleagues, supervisors and clients
Consistently provides insightful contributions that resolve problems in workplace processes or tasks
Correct citation of key resources and evidence
10% for this criterion
Demonstrates inconsistent use of good quality, credible and relevant resources to support and develop ideas.
Demonstrates use of credible and relevant resources to support and develop ideas, but these are not always explicit or well developed.
Demonstrates use of high quality, credible and relevant resources to support and develop ideas.
Demonstrates use of good quality, credible and relevant resources to support and develop arguments and statements. Shows evidence of wide scope within the organisation for sourcing evidence
Demonstrates use of high-quality, credible and relevant resources to support and develop arguments and position statements. Shows evidence of wide scope within and without the organisation for sourcing evidence

Identify two areas of your work (relating to TMA 02) that you would like your tutor to feed back on, stating briefly why you welcome feedback on these areas.

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Part 1: Essay

(90 per cent of the mark for this assignment)

Drawing on the Ordering Lives chapter and film as well as your feedback from TMA01, define ‘Making and Remaking’ and outline examples in relation to ordering.

Word limit: 750 words

Part 2: Self-reflection

(5 per cent of the mark for this assignment)

Identify two areas of your work (relating to TMA 02) that you would like your tutor to feed back on, stating briefly why you welcome feedback on these areas.

Word limit: 50 words

Part 3: Forum posting

(5 per cent of the mark for this assignment)

Write up to 100 words responding to another student’s post about their street, commenting on how it is different from and/or similar to your own street.

Word limit: 100 words

What to submit for TMA 02:

  1. Part 1: a 750-word essay (90 per cent of the mark)
  2. Part 2: a 50-word self-reflection (5 per cent of the mark)
  3. Part 3: a 100-word forum posting (5 per cent of the mark).

Parts 1 and 2 should be submitted in a single file. Part 3 should be posted on your cluster group forum and also copied and pasted into the single file to be submitted along with Parts 1 and 2.

 

Guidance

Before you complete your assignment make sure you read these guidance notes carefully so that you can follow the advice and instructions they contain.

In the following pages, you will find:

  • student notes for each part of this assignment
  • learning outcomes addressed by this assignment
  • a checklist to ensure you have done everything required for this assignment.

Student notes for Part 1

Part 1 of TMA 02 is asking you to define ‘Making and Remaking’ and then outline some examples in relation to ordering on City Road in Cardiff, drawing on what you have learnt from the DD102 Ordering Lives module materials and your work and tutor feedback from TMA 01. It is designed as a straightforward exercise to give you a chance to practice writing in your own words for an academic purpose and to reference the materials you use.

An important part of writing about examples of making and remaking is that you are ensuring that you are able to discuss what is meant by these terms. In this regard, TMA 02 has been designed to build upon the work you did in TMA 01. When you have received the feedback from your tutor on TMA 01, you should review this prior to writing TMA 02 to ensure you have a clear sense of what making and remaking means as defining them will be a part of TMA 02. Check that you understand the feedback on your definitions and on the examples you chose to illustrate the concepts – what advice did your tutor give you? It will also be helpful for you to go back to Chapter 1 ‘The life and times of the street’ to ensure that you refresh your understanding of the concepts of making and remaking and rewrite your definitions as appropriate as part of TMA02.

As well as using the feedback from your previous TMA, the assignment is specifically asking you to draw on what you have learnt about making and remaking in relation to ordering on City Road. You should provide three examples of making and remaking, with each example highlighting making and remaking as contiguous, connected processes. The main source for your essay will be Chapter 4 of Understanding Social Lives, Part 1 and the related film in Week 5. These resources explore making through a focus on the ways that people’s lives are made and remade through ordering and how ordering may impact on the making of the lives of others. Children learning to cross the road, vehicle drivers following rules or forms of ordering that are taken-for-granted are just some examples found in the module resources.

As you view the film and read the accompanying chapter, it would be useful to write some notes on where discussion focuses on making and remaking in relation to ordering and highlight some examples of these on City Road. This will help you to identify relevant examples for your essay and clearly highlight how they illustrate making and remaking as concepts.

Information sources

The main sources of information for the essay are summarised in the table below.

Information source Function
Chapter 1 of Understanding Social Lives, Part 1 This chapter introduces the street as a place to start thinking about the social sciences and introduces City Road in Cardiff as a place to start looking at the module questions of ‘How is society made and remade?’ and ‘How are differences and inequalities produced?’
‘The life and times of the street: Part 1’ and ‘The life and times of the street: Part 2’ films The films introduce City Road in Cardiff and follow Lloyd Robson as he explores different aspects of life on the street, meeting different people and looking at different activities and practices, with academics offering observations on the films from the view of the social sciences.
Chapter 4 of Understanding the Social Sciences, Part 1 and the film ‘Ordering Lives on the street’ This chapter and the accompanying film explore the different ways in which ordering can be seen on the street and the relationship between ordering and the making and remaking of society.

Writing tips

This question requires you to write a short academic essay.

You should ensure that you have worked through the skills activities on Constructing references, Writing in your own words, Avoiding plagiarism, Writing effective introductions, Writing effective conclusions, Writing effective paragraphs, and Learning from feedback, as preparation for this TMA. Although there is no one right way of approaching this essay, we suggest that several key points need to be borne in mind:

  • Before you start writing, make sure you have a clear understanding of how making and remaking are defined within the module materials, and that you have read the feedback from your tutor from TMA 01 so that you can write about these concepts and look for examples on City Road in relation to Ordering Lives.
  • The best written work is always carefully planned. Although you won’t need to produce an essay plan until TMA 03, we would recommend that you build planning your work into every piece of academic writing you produce.
  • Try to identify a clear structure for your short essay and stick to this. You only have 750 words so you should start with a brief introduction saying what your short essay will do. Once you have defined making and remaking, the essay should focus on outlining a number of examples of making and remaking on City Road in Cardiff in relation to ordering. You will not be able to cover many examples so choose three examples of the concepts to focus on. Your conclusion should then summarise the key points your essay has made about making and remaking in relation to ordering on City Road in Cardiff.
  • Another key skill that should form part of the planning and writing of every essay is referencing, and you need to reference the sources you are drawing on, both in the essay itself and in the reference list at the end of the essay.
  • Finally, remember to include a word count. Your reference list at the end of your assignment is excluded from the word count but your in-text citations are included.

Sample references for Part 1

DD102 follows Harvard referencing rules except for the use of page extents in book chapters in the reference list at the end of your essay.

In-text citations which you might include in the body of your assignment should look like this:

For book chapters: (Blakeley and Staples, 2014, p. 26)
For module videos: (The Open University, Year of module start)
For module online activities: (The Open University, Year of module start)

NB: ‘Year of module start’ refers to the year in which you begin the module so if you begin in 2020, this is the year you would insert into the reference e.g. (The Open University, 2020).

Full references which you might include in the reference list at the end of your assignment, should look like this:

  • Blakeley, G. and Staples, M. (2014) ‘The life and times of the street’, in Allen, J. and Blakeley, G. (eds) Understanding Social Lives, Part 1, Milton Keynes, The Open University.
  • Staples, M. (2014) ‘Making lives’, in Allen, J. and Blakeley, G. (eds) Understanding Social Lives, Part 1, Milton Keynes, The Open University.
  • The Open University (Year of module start) ‘Difference and inequality’ [Video], DD102 Introducing the Social Sciences. Available at https://learn2.open.ac.uk/mod/oucontent/view.php?id=796306&section=3.4 (Accessed date).
  • The Open University (Year of module start) ‘Writing effective introductions’ [Online], DD102 Introducing the Social Sciences. Available at https://learn2.open.ac.uk/mod/oucontent/view.php?id=796308&section=4 (Accessed date).

If you cite a source that is mentioned in the module materials but that you haven’t actually read yourself, this should be presented as a secondary reference. An example of an in-text citation for a secondary reference is:

For the full reference, you simply show the publication details of the source that you have read:

  • Booth (1902–03) cited in Blakeley and Staples (2014, p. 9) described …
  • Blakeley, G. and Staples, M. (2014) ‘The life and times of the street’, in Allen, J. and Blakeley, G. (eds) Understanding Social Lives, Part 1, Milton Keynes, The Open University.

In Part 1 of TMA 02 your tutor will be looking for you to:

  • briefly introduce what your essay will be doing through a clear introduction
  • show that you have understood and used the feedback you received from TMA 01 through:
    • the way you define making and remaking, using both your own words and module materials
    • offering up to three relevant examples of making and remaking in relation to ordering on City Road in Cardiff. Provide an essay that is clearly written, with a good structure, divided into paragraphs and with a conclusion at the end
    • providing references within the body of the TMA and in a reference list at the end of the essay.

Student notes for Part 2

Part 2 of TMA 02 consists of a reflective exercise which aims to continue to help you to develop as a reflective learner. Your task here is to consider which two areas of TMA 02 you would find it most useful to have your tutor provide feedback on.

Write no more than 50 words in total that identify two areas of your work (relating to TMA 02) that you would like your tutor to provide feedback on, stating briefly why you welcome feedback on these two areas.

Getting feedback from your tutor is one of the most important aspects of your study with The Open University. A number of activities have already helped you to think about how to engage effectively with this feedback. Week 4, Section 6 provided an opportunity to think further about how you learn and to do a reflective quiz in Activity 4.13, and Week 5, Section 6 invited you to think about how to get the most from your tutor feedback.

Information sources

Before tackling this part of the assignment, you will find it helpful to do the following:

  • Look back at the feedback you received for TMA 01 and reflect on what you found really useful from this feedback.
  • Think back over your preparation for, and writing of, TMA 02 and identify two areas that you would find it most helpful to have your tutor provide feedback on. You will all have particular needs but possible areas might include: referencing, how to write introductions and conclusions, how to signpost your essay, how to write effective paragraphs, how to write to the word count and how to write in your own words.

Writing tips

Your response should be written in complete sentences and structured in clear, short paragraphs. You might find it helpful to dedicate one paragraph to each area of your work you identify as requiring feedback. Please include a word count for this part of the assignment. References will not be needed for this part of the TMA.

In Part 2 of TMA 02, your tutor will be looking for you to:

  • identify two specific areas of your work (relating to TMA 02) that you would like your tutor to provide feedback on
  • state briefly why you welcome feedback on these two areas
  • keep within the word limit of 50 words.

Student notes for Part 3

Part 3 of TMA 02 will build on the forum activity you did as part of TMA 01. For this task, you are being asked to go online to your cluster group forum, which can be found on the DD102 module home page on Student Home (look in the menu at the top of the Study planner).

Once there, we would like you to go back and look at the forum postings that the students in your cluster group posted about the streets and roads that they know. Remember that the heading of the thread was something similar to ‘TMA 01 Part 3 Describing a street’ and your tutor’s name. Your task is to choose one of the postings by another student in your tutor group and then write no more than 100 words outlining the differences and/or similarities between your street and the street described by another student. Your description should then be posted into a thread, which your tutor will have labelled something similar to ‘TMA 02 Part 3 Comparing streets’ followed by your tutor’s name.

Information sources

Before tackling this part of the assignment, you will find it helpful to look at:

  • the description of your street that you posted for TMA 01 Part 3 on the cluster group forum
  • the descriptions of the streets posted by your fellow tutor group members as part of TMA 01 Part 3 on the cluster group forum.

Writing tips

Once you have posted to the forum, you have 30 minutes in which you are still able to edit your post.

There is no one right answer to the task, but what you should be aiming for is a short statement that clearly describes some differences and/or similarities between the street that you know and a street that another student has described. Are the activities that take place different or similar? For example, is one street more residential or commercial? Is one street busier than another? Is one mainly made up of flats while the other consists of houses? Given the word count of 100 words, you will not be able to cover many similarities and/or differences so think about choosing only one or two similarities and/or one or two differences to describe.

In order for your tutor to know which street you are comparing, you will need to clearly identify the post you are responding to. To do this, you must include both the name of the student and, if possible, the street they described. For example, ‘John Smith discussed Long Lane in a post on 12 March 2020. The street I am writing about is…’

Your description should be written in complete sentences and presented as a short statement. Although using the forum is generally a relaxed skill, this post is part of a TMA so you should not use ‘text’ language and you should check the grammar and spelling of your work by using the ABC link in the top menu above your message. This will get you into the good practice of running a spell check before submitting your assignments. You do not need references for this piece of work.

Your description of differences and/or similarities needs to be posted by midnight on the same day as the TMA cut off. You should also copy and paste your forum posting into the single file to be submitted to your tutor along with Parts 1 and 2 of your assignment.

In Part 3 of TMA 02, your tutor will be looking for you to:

  • write up to 100 words in a posting to your cluster group forum, describing some of the differences and/or similarities between your street and another street posted by someone else on the cluster group forum
  • communicate clearly in complete sentences
  • post your description in your cluster group forum, clearly referencing the post that you are responding to (e.g. identifying the name of the student and their street)
  • keep within the 100-word limit.

NB: up to five marks are awarded for completion of this task and your tutor will provide feedback on your post.

Learning outcomes

Each TMA is designed to help you to develop particular skills and knowledge. These are referred to as learning outcomes.

Elements of the following module learning outcomes are addressed by the different parts of TMA 02:

  • An understanding of selected concepts, theories and debates within the social sciences.
  • An awareness of inequalities, difference and diversity in contemporary societies.
  • An ability to access, and make notes on, information from a range of sources including written, audio-visual and ICT.
  • Anability to communicate information accurately and appropriately to the subject matter, purpose and context.
  • An ability to engage with feedback received from previous work and to reflect on own learning processes.

TMA 02 checklist

Have I: Yes No, where can I look for guidance?
looked at the feedback on my previous work? Your tutor will have commented on your previous TMA to provide you with some guidance about how to develop your skills for future TMAs.
read all of the guidance notes for this assignment? Read through these assignment notes to check you have followed all the advice and instructions.
written in my own words? In Week 3, Section 6 contains useful advice on how to write in your own words, while Section 7 in the same week contains useful information about how to avoid plagiarism.
referenced my sources? The following Skills activities will help you to develop and practise the skill of referencing: Week 2, Skills Activities 2.1–2.4 and Week 5, Skills Activity 5.9.

Also, remember to look at the sample references provided in the student notes for each TMA when doing your assignments.

In TMA 02, you will need to make some attempt at referencing, although this may be imperfect, in order to obtain a good pass (70–84 per cent).
checked my word count? The guidance notes tell you the word limit for each part of the TMA.

TMAs should not exceed the word limit by more than 10 per cent. It is Faculty policy that students who exceed the TMA word limit once will receive a warning and guidance from their tutor on complying with the word limit. On a second occasion, however, the TMA will be marked down by 10 marks (10 percentage points).

An answer that is shorter than the word length by more than 10 per cent is likely to be too short to have fully answered the question.
written the word count at the end of each part of my TMA? Check the word count for each part of the assignment and write that figure clearly at the end of the relevant section. Reference lists at the end of your assignment are excluded from the word count while in-text citations within your essay are included.
set out my assignment properly? Read the conventions for presenting work at the start of this Assignment Booklet.
completed each part of the TMA? TMA 02 has three separate elements – Part 1: an essay, Part 2: a self-reflection and Part 3: a forum posting. The essay and self-reflection must be submitted in one single file. The forum posting should be posted in your cluster group forum and also copied and pasted into the single file to be submitted along with the essay and self-reflection.

 

Describe this person from the viewpoint of two of the theories we’ve covered. Analyze the person’s behavior, feelings, personality from the viewpoint of the theorist.

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The paper is designed to facilitate assessment and synthesis of theories and constructs, the purpose of these analyses is to demonstrate your ability to apply knowledge gained during the course to real world individual cases.

For this case assignment, you are to choose a person (fictional or nonfictional) from a book, movie, headlines, television, etc. Choose someone your instructor is likely to know. Describe this person from the viewpoint of two of the theories we’ve covered. Analyze the person’s behavior, feelings, personality from the viewpoint of the theorist. Be consistent and thorough. Consider why this person acts as he or she does, conceptualize problems in terms of the theory, describe what kind of childhood such a person must have had. Let your imagination go as you hypothesize about what your theorist might say about this person.

What is the goal of Rational Emotive Behavior Therapy (REBT), and describe the therapeutic techniques used to achieve it.

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Respond to my classmate using the instructions listed below:

Forums are scholarly dialogs, so while sharing what you think and not just what published authors wrote, only stating opinion isn’t acceptable. Quoting of authors is not allowed in forum posts. This because your professor needs to see what you know,  not what somebody else said. You will need to, paraphrase (summarize in your own words) what you read. No popular media such as Psychology Today or .com websites,   unless   the   latter  is   required   by  your   professor  for   a  particular   forum;  Wikipedia  or  other encyclopedia sites such as Encarte; dictionaries, article abstracts or About.com type websites that do summary work for you may be used for writing forum posts

Your responses to the postings to my classmate should be relevant and substantive. Reply posts containing just a few sentences or statements of agreement or disagreement only or that stray away from the topic or repeat what another classmate has already said in his or her posts cannot  be assigned points.    You  have to  write the response like I am  speaking directly to them.

This  is   the   original   discussion   board   question:   (DO  NOT ANSWER   THIS   QUESTION)   **READING   PURPOSES

ONLY 

Forum Assignment for the Week: Explain how people acquire their belief systems. How can you identify your irrational beliefs? What is the goal of Rational Emotive Behavior Therapy (REBT), and describe the therapeutic techniques used to achieve it.

MY THREE CLASSMATE’S RESPONSE (RESPOND TO #1,2,3, PLEASE SEE  OTHER ATTACHMENT FOR AN  EXAMPLE):

Classmate One (Frances): Good Morning and happy week 3!. This week we are discussing Albert Ellis’s Rational Emotive Behavior Therapy and our belief system. How we come into our beliefs is rather simple really. Our beliefs are really just a collection of thoughts that come from an external source as we learn and begin to think on our own. Usually from our parents, caretakers, and our societal surroundings that continue to send out information regarding the understanding of life and all it has. These beliefs continue to grow and become more independent of the original learnings as we get into school and began to develop our own beliefs. Irrational thoughts happen when we find ourselves trying to live up to the thoughts and expectations of others. We sometimes think that a situation and how it is supposed to have played out in our minds and when it doesn’t it creates a negative emotion. These thoughts and emotions create an uncomfortable feeling and impost conditions on your happiness. These thoughts about ourselves and other that doesn’t really match with reality can cause us to be very unhappy and second guess every thought and every move we make. Ellis list twelve common irrational beliefs, a few are the constant need for approval, guilt and condemnation, feeling that suffering is normal and that its caused by others, avoidance, fear of incompetence, and thinking one much have perfect control over situation. This just names a few but we see the trend of irrational thinking. Rational Emotive Behavioral Therapy or REBT was created by Ellis in the 50’s after more than twenty years in practice and seeing little progress in his patients he questioned psychoanalysis. Ellis felt that people have the prospective to be self-constructive and self-defeating. REBT see this and looks at thoughts and feelings together. According to our readings this week we know that REBT people get stress relief from distraction that reduces stress because it also allows one to not see others acceptance as all that important, Engagement is activates one enjoys such as arts, sports, or other social events can help engage ones attention even if only for a while. Therapy will use methods that will satisfy the person need for acceptance, REBT looks at the irrational beliefs and its goal is to help the client learn to differentiate between must do and desires. The job of the therapist is to confront those irrational beliefs and thoughts by using methods that change the cognition by prolonging a situation to learn to deal with the irrational thoughts. REBT is a somewhat aggressive technique compared to other cognitive therapy treatments and do not spend much time going over the history of the client but instead facing the issues head on.

Resources:

Arreola, G. (2019, April 30). Identifying Your Irrational Beliefs Can Improve Your Well-Being. Retrieved from https://exploringyourmind.com/identifying-your-irrational-beliefs-can-improve-your-well-being/

Ellis, A., & Ellis, D.J. (2014). Rational emotive behavioral therapy. In D. Wedding & R.J. Corsini (Eds.), Current psychotherapies, 10th ed. (pp. 55-94). Belmont, CA: Cengage.

 

Classmate Two (Jessica):  Hello class,

According to Rational Emotive Behavior Therapy, as it was developed by Albert Ellis, one way in which people develop their belief systems is through the influence of family and community; especially at a young age.  In fact, it is believed that people, by nature, are easily influenced by their family and other social pressures during their childhood, and that these influences persist throughout the lifespan. For instance, if I child grows up in an environment that condemns him for imperfections, such as not receiving an A in every subject, he may begin to develop the irrational belief that everything he does must be perfect, and if it is not perfect he is worthless.  This would lead to emotional distress when he receives a lower grade, not because of the grade itself, but because of his irrational belief that he should be perfect.

Identifying irrational beliefs can be done by challenging them.  For instance, if an individual finds herself feeling like she is utterly unlikeable and no one would ever want to date her, she (or a therapist) can question the truthfulness of that statement.  Likely, this is due to believing that she should be more popular than she is, or that she should be liked by particular people. This, of course, is not true. Therefore, she could ask if it is true that no one could ever like her.  Of course not, she has had friends. She could also ask herself if it is true that she should be liked by everyone. Again, the answer is no; nobody is liked by everyone. By challenging these ideas and being forced to defend them, she will likely see that they are irrational and be able to work toward adjusting her beliefs and accepting what is instead of what she believes should or should not be.

The goal of Rational Emotive Behavior Therapy is to help clients develop a more realistic and tolerant perception of the world.  The way this is done, is by changing the irrational beliefs of the clients and teaching them to accept what is instead of becoming distressed by what they believe should be.  This is done through a variety of methods, including challenging those beliefs as I mentioned above, role-playing, and working to minimize demanding. Rational Emotive Behavior Therapists may also use distraction or techniques to fulfill the demands of the clients while they work toward resolving these beliefs.

Very Respectfully,

Jessica

Classmate Three (Derek): Howdy class and Professor.

Hard to believe we are already in week three.

PART ONE – BELIEF SYSTEMS

Seitz, Paloutzian, and Angel (2017) define belief as a brain function of humans that works to result in representations that have attributes of personal meaning and value that guides behavior. For me, this means beliefs are rules we follow based on how we view society and situations. We build beliefs through interaction with others, particularly as young people from those in authority. For example, I believe sex to be an activity that should only be perpetuated between husband and wife; I have built this belief by being raised by religious parents and going to church every Sunday. With this belief comes the activity of abstinence. Other beliefs come as reactions to activity. One can be the subject of gun violence and believe guns should be outlawed in the nation. 

PART TWO – IDENTIFICATION

The act of reason is absolute but not infallible (Corsini & Wedding, 2014).  An important step in identifying irrational beliefs is to understand that we as people have limitations and we must live in a way that we come to terms with this truth. When we stop living with a sense of the need for perfection, we can then utilize efforts to recognize our faulty views and correct them. This often takes psychoeducational approaches such as workshops and learning material to point out irrational positions about life. In REBT, the goal of REBT is to help patients identify their fallacies and overcome them. For patients, it is about understanding why the way they think and addressing the views that just do not make sense; it is about the promotion of a sense of peace and recognizing what is absurd.

PART THREE

The goal of this therapy is to address irrational thoughts and behaviors in an attempt to correct behaviors that will then decrease distress (American Public University, n.d.).  This is done by going through several steps, something the lesson dubs “The ABCD Model.” Here, the therapist seeks to find situations where the patient had a strong emotional response following an activity; they then establish a cause and effect model. Beliefs create emotional responses, and these responses lead to stress; the issue the therapist tries to identify. They then employ a “rapid-fire-directive-persuasive-philosophical” methodology to directly challenge the beliefs that have fueled the distress (Corsini & Wedding, 2014). By addressing these beliefs, they can promote a sense of peace for the patient, helping them understand they have limitations and changing the perfectionist views can lead to overcoming disorders, especially depression and anxiety. 

Derek

American Public University. (n.d.). Week Three Lesson. Retrieved February 17, 2020, from https://edge.apus.edu/portal/site/423560/tool/0d70ae4e-7809-465d-966e-1ddf896a77b6/ShowPage?returnView=&studentItemId=0&backPath=&errorMessage=&clearAttr=&source=&title=&sendingPage=3718555&newTopLevel=false&postedComment=false&addBefore=&itemId=15670141&path=push&addTool=-1&recheck=&id=

Corsini, R. J., & Wedding, D. (2014). Current Psychotherapies (10th ed.). Retrieved from https://bookshelf.vitalsource.com/#/books/9781285687490/cfi/0!/4/2@100:0.00

Seitz, R. J., Paloutzian, R. F., & Angel, H. F. (2016). Processes of believing: Where do they come from? What are they good for?. F1000Research, 5, 2573. https://doi.org/10.12688/f1000research.9773.2

In order TO NOT contradict in my responses to my classmates,   please   read   my   original   post   to   this discussion   board.     (DO   NOT   RESPOND   TO   THIS, THIS   IS   MY   ORGINAL   POST)   **READING PURPOSES ONLY

Human beings tend to develop structures of norms that usually define their perceptions of reality. The structures of norms that help individuals to define their sense of what reality is can be termed as belief systems (Uso-Domenech & Nescolarde-Selva, 2016). They are essential as they can enable individuals to make sense of or understand the world around them. Indeed, belief systems are usually acquired by human beings in several ways as discussed below. One of the ways people acquire their belief systems is through narratives and rituals (Seitz, Paloutzian, & Angel, 2017). Narratives and rituals are generally shaped by the history of the society or community and they can be passed to people from one generation to another. When human beings are repeatedly or continuously exposed to narrative that defines a specific community or society, they end up internalizing and integrating it to their belief systems.

Another way in which belief systems can be acquired is through the personal or individual experiences of people (Seitz et al., 2017). The personal experiences of individuals can play an essential role in the development of the same. When people repeatedly interact with information or environmental object, they become more familiar and confident leading to the acquisition of knowledge that forms an integral part of their belief system (Seitz et al., 2017). Oftentimes, the individual experiences help to create emotional loading that creates their belief systems depending on frequency at they which they interact with objects.

Irrational beliefs are usually linked to negative or positive dysfunctional emotions that cannot be based on logic, pragmatic,or empirical foundations (Mogoase, Stefan, & David, 2013). As such, they could be regarded as illogical beliefs that tend to unrealistic. An individual can identify irrational beliefs through the Rational Emotive Behavior Therapy (REBT) framework (Mogoase et al., 2013). REBT helps individuals to identify their irrational beliefs based on demandingness, awfulizing, low frustration tolerance, and global evaluation of oneself (Mogoase et al., 2013). For instance, an individual who possesses irrational beliefs can utilize demandingness to realize that they possess absolutistic demands or requirements which can be exhibited in the form of “musts” or “oughts” (Mogoase et al., 2013). As such, individuals could possess irrational beliefs by asserting that something ought, must or should occur and if it does not, then they fail to accept the outcome.

REBT aims at helping human beings to change and replace their irrational or dysfunctional beliefs that tend to inform their illogical reasoning with rational or positive beliefs that enhance self-actualization in their lives (Najafi & Lea-Baranovich, 2014). Albert Ellis who developed REBT recognized adverse role of dysfunctional beliefs that tend to shape perceptions of people about life events hence preventing them from self-actualization. They are usually based on absolute requirements or imperatives that include shoulds, musts, and oughts which create maladaptive behaviors in people.

Three main therapeutic techniques can be used to achieve REBT. One, cognitive techniques can be employed to help the clients change their irrational beliefs through asking them questions that help to raise their cognition or consciousness to debunk and enable them think in a more rational manner (Najafi & Lea-Baranovich, 2014). Second, the clients could also use emotional techniques that assist their patients to imagine or reflect themselves in different circumstances. Emotional techniques can help the clients to stop feeling guilty, accept healthy disappointments, and embrace other people unconditionally as worthwhile.

Finally, the REBT could also be achieved through behavioral techniques (Najafi & Lea-Baranovich, 2014). In this technique, the clients could be requested to perform activities that they avoid to reinforce pleasurable behaviors. Additionally, they could undertake unpleasant activities that could result in penalties if they failed to change their resistance.

References

Mogoase, C., Stefan, S., & David, D. (2013). How do we measure rational and irrational beliefs? The development of rational and irrational beliefs scale (RAIBS)-A new theory-driven measure. Journal of Evidence-Based Psychotherapies, 13(2A), 529-546.

Najafi, T., & Lea-Baranovich, D. (2014). Theoretical background, therapeutic process, therapeutic relationship, and therapeutic techniques of REBT and CT; and some parallels and dissimilarities between the two approaches. International Journal of Education and Research, 2(2), 1-12.

Uso-Domenech, L., & Nescolarde-Selva, J. (2016). What are belief systems? Foundations of Science, 21, 147-152.

Seitz, R. J., Paloutzian, R. F., & Angel, H. F. (2017). Processes of believing: Where do they come from? What are they good for? F1000Research, 5.

Collect the growth data for your economy over the required time period, present it in a column chart and analyse this data appropriately.

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Core Task: India

Write a report on the growth drivers and growth challenges of India economy covering the period 2015-2019(inclusive)

  • The growth drivers are the factors that cause growth
  • The growth challenges are the factors that inhibit growth

The aim of the report:

To develop expertise on the growth drivers and growth challenges of your selected economy so that you can offer policy recommendations to the government.

For your report you need to do the following:

  • Collect the growth data for your economy over the required time period, present it in a column chart and analyse this data appropriately
  • Explain three growth drivers and three growth challenges using theory and evidence as appropriate.
  • Make three policy recommendations to the government.

Structure:

There should be 6 sections in your report. Details regarding each section are outlined below.

  1. Introduction (Approximately 150-200 words)

Suggested Content:

▪   Statement of what your report is about and what the purpose is.

▪   Statement about why you choose your selected economy.

▪   Relevant piece of information about your selected economy.

▪   Statement about the structure of our report.

  1. Background (Approximately 200-300 words)

Suggested Content:

▪   Growth performance in your selected economy in the period prior to the period being analysed here e.g. 2010-2014.

▪   A data chart may be created and included within the text or in an appendix

    ▪  Other relevant background information about your selected economy

  1. Data Analysis (Approximately 50-100 words)

 

   Content:

▪   Column Chart of data covering the period 2015-2019(inclusive)

▪   Identification of trends in the data

▪   Identification of other relevant observations about your data

  1. Performance Analysis (Approximately 800-850 words)

 

    Content:

▪   Clear explanations of three growth drivers and three growth challenges in your selected economy, explained using theory as appropriate and supported with evidence as appropriate

One example of a challenge to economic growth may be low levels of education.

To explain this growth challenge you would need to report the information you have about this for your country including any supporting evidence that either your source provided or you collected yourself from a databank.  You would also explain why low quality education might restrict growth, using theory as appropriate.

  1. Conclusion (Approximately 100-150 words)

Content:

▪    Summary of the key points of your analysis (data, drivers and challenges)

  1. Recommendations (Approximately 100-150 words)

Content:

  • Three clear recommendations based on your analysis in the previous section. Your recommended policies should be designed to support the growth process (e.g. policies that would create possibilities for growth to happen or policies that would address some of the challenges to growth of the economy).

Theory and/or Task Resources Required for the Assessment

Theory:

The AS/AD model covered in [Lecture 13] can be used to illustrate either demand side or supply side drivers of growth and may be useful as a tool to explain challenges.

The model of economic growth covered in [Lecture 12] can be used to illustrate supply side drivers of growth and may be useful as a tool to explain challenges.

You do not need to include the same diagram more than once or repeat explanations of the same economic mechanisms.  If the same diagram and economic mechanism is relevant more than once in your report, you need to show the diagram and explain clearly the economic mechanism at play the first time that this is relevant and thereafter refer back appropriately.

 

Data Task:

You can acquire your data from the world bank databank or other similar data resource (i.e. reputable international or national organisation)

  • If you choose to use the world bank data you can acquire the data as follows:

Type ’world development indicators world bank databank’ into google and click on the first link that appears.  This will take you straight to the database.

https://databank.worldbank.org/source/world-development-indicators#

You need to select your countries, your series and your time period.

Country is the second option on the left hand panel of the screen. Click country, then select the first letter of your country from the horizontal list of letters at the top and you should find your retty easily.

You need to select your country by clicking on the square box to the left of the country name.

Then click series, click G and find GDP growth (% annual). Click on the square box beside this. This is real GDP growth as GDP at 2010 prices is used to calculate the growth rate. (You can find this information on the definition and source tab on the data file that you download once you have specified your data requirements).

Then click time and select the years 2015, 2016, 2017, 2018 and 2019. (the data for 2019 probably won’t be there so you will need to find estimates of the 2019 growth figures from a separate source and reference appropriately).

Then click apply changes and the click the download option at the top right hand corner of the screen.  This will give you a number of options regarding the type of file you will download, excel or csv would be the most popular options.

Research:

The research for this report is secondary research.  You must collect your data from a reputable data source such as the World Bank.  You may also use data collected from one of these data sources to support points in your report (For example, as suggested above you may use data that you collected from a data source to illustrate that the quality of education is low)

In addition, you will need to research the economic performance of your selected country by reading articles and reports about this.

Articles written by reputable newspapers such as the economist, the financial times or the guardian may be useful

Individual country reports about the economy produced by international and national organisations will be useful. Examples of such organisations include, the World Bank, the United Nations, the International Monetary Fund, Central Banks and research institutes such as the National Institute of Economic and Social Research in the UK.

You are required to use a minimum of 6 sources, not including your data source for the GDP data (although that does need to be included in your reference list)

Expected Word Count

The world count for this assignment is 1800 words, excluding diagrams and the reference list.  You may exceed this count by 20% or fall short of this count by 20%.

A report submitted with a wordcount that is less than 1440 or greater than 2160 will receive a penalty.

Your font size for your assignment must be Arial 12.

Harvard Style.

Discuss the various aspects of this emerging issue. Write a summary of the salient themes of the article.

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Recently, there has emerged concern about the cultural competence/responsiveness of the APA ethics code. This concern has emerged in the research literature. Discuss the various aspects of this emerging issue. Please write a summary of the salient themes of the article. Please include the reference citation for the article..

What are the general ethical duty and statutory requirements for counselors when it comes to reporting child abuse or neglect?

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Objective 2: Explain the statutory requirements for reporting suspected child abuse or neglect.
Every state has a statute that requires many professionals to report suspected child abuse and neglect and the counseling profession is one of them. In fact, counselors often report and engage in these cases, often collaborating with other government professionals, to ensure the best case scenario for children involved. However, these mutual efforts can put confidentiality, a key component to the counseling relationship, at risk. Here you will gain an awareness of what counselors can do in these cases and how often the need to protect children is much more important than ensured confidentiality, something anyone who desires to protect children can relate to. You will relate to the challenges of making such reports and potential counseling relationship stressors as well.
Learning Activity #3: Reporting Paper
 Review Chapter 9 of your Remley and Herlihy textbook.
 Write a two to three page paper explaining the general statutory requirements for reporting suspected child abuse or neglect.
 To achieve maximum points for content and analysis, the following elements need to be thoroughly addressed:
 What are the general ethical duty and statutory requirements for counselors when it comes to reporting child abuse or neglect?
 What is Ohio’s statutory for reporting child abuse or neglect? You will need to seek an outside reference here. You can search the internet for this one and/or obtain an article/book of your choice from the library (be sure to cite and reference it).
 As you know, school violence is on the rise. What are steps counselors can take to ethically report threats as well as prevent bullying and harassment of children? What might be some complications in this area?
 What if a counselor in any setting (school, private practice, agency, etc.) suspects a child is not telling the truth about being abused? What steps can the counselor take to ensure the child in question is still safe?
 Summarize your overall impressions of mandatory reporting for child abuse and neglect.
 Please use the OCU Template to ensure APA formatting is applied correctly.

 Ensure that you have cited and referenced at least two scholarly sources.
has to be 6th edition APA format
APA template

[The body of your paper uses a half-inch first line indent and is double-spaced. Use a citation for sources you use in the text of your paper. If the citation does not follow a quote you do not need a page number. If the citation is referring to a direct quote you need to include a page number for a book and journal article. If the reference is a web document you need a paragraph number for the quote] (Last Name, Year).

References

Last Name, F. M. (Year). Article title. Journal Title, Volume(Issue), Pages From – To.

Last Name, F. M. (Year). Book title. City Name, ST: Publisher Name.