{"id":16457,"date":"2020-11-24T09:14:21","date_gmt":"2020-11-24T09:14:21","guid":{"rendered":"http:\/\/onlineclassesguru.com\/index.php\/2020\/11\/24\/preventative-technique\/"},"modified":"2020-11-24T09:14:21","modified_gmt":"2020-11-24T09:14:21","slug":"preventative-technique","status":"publish","type":"post","link":"https:\/\/onlineclassesguru.com\/index.php\/2020\/11\/24\/preventative-technique\/","title":{"rendered":"preventative technique"},"content":{"rendered":"<style type=\"text\/css\"><\/style><p>Please no plagiarism and make sure you are able to access all resource on your own before you bid. One of the references\u00a0<strong>must<\/strong>\u00a0come from Flamez, B. &amp; Sheperis, C. J. (2015) and\/or Sommers-Flanagan, J., &amp; Sommers-Flanagan, R. (2007). You need to have scholarly support for any claim of fact or recommendation regarding treatment. APA format also requires headings. Use the prompt each week to guide your heading titles and organize the content of your paper under the appropriate headings. Remember to use scholarly research from peer-reviewed articles that are current. I have also attached my final paper rubric so you can get full points. Please follow the instructions in the rubric to get full credit for the assignment. If you don\u2019t think that you can do it like asked, then please don\u2019t bid. I need you to cite any recommendations or personal opinions by evidence-based cites. I need this completed by 02\/06\/19 at 8pm.<\/p>\n<p><strong>Assignment \u2013 Week 11<\/strong><\/p>\n<p><strong>Final Project (10\u201415 pages)<\/strong><\/p>\n<p>The Final Project is a descriptive narrative divided in two sections. Section One requires you to analyze a case study of a family in crisis, to include a child, an adolescent, and a set of parents. Section Two is a self-reflection of your abilities to be an effective counselor who works with children, adolescents, and families and to insure your interventions meet CACREP standards.<\/p>\n<p>Section One:<\/p>\n<figure class=\"wp-block-image\"><img decoding=\"async\" class=\"error\" src=\"https:\/\/www.ukbestessays.com\/questions\/week-11-assignment-19116491\" alt=\"Click for more options\" data-lazy-src=\"https:\/\/www.ukbestessays.com\/questions\/week-11-assignment-19116491\" data-was-processed=\"true\" \/><\/figure>\n<p>Review the Final Project Case Study<\/p>\n<p>of a family in crisis. Each member of the family has unique issues that you must address. You must also determine the primary problems (this may include diagnostic impressions but not formal diagnoses), intervention, prevention, and education required to assist the family. Include the following:<\/p>\n<p>1. Briefly describe the presenting problem from the family\u2019s perspective and what theoretical orientation you will use to analyze and develop a treatment plan for this case.<\/p>\n<p>2. Briefly describe any underlying problems or potential psychiatric diagnoses contributing to the primary problem that should be noted as you proceed with counseling. Also, list and describe these potential problems\/diagnoses.<\/p>\n<p>3. Identify the client. Briefly explain if anyone else is involved and how they contribute to the problem. Explain if anyone other than the \u201cidentified client\u201d also could be identified as a client. If so, describe who and why.<\/p>\n<p>4. Identify the unique needs of each individual in the family.<\/p>\n<p>5. Briefly describe the culture of the family, societal expectations, gender roles, and cultural norms. Briefly explain how each of these might contribute to the problem.<\/p>\n<p>6. Briefly explain the child and adolescent culture and at least one general contributing factor to the identified issue and explain how this may or may not impact the family dynamics.<\/p>\n<p>7. Describe one intervention you might use for the child, one intervention for the adolescent, and one intervention for parents.<\/p>\n<p>8. Justify your interventions with evidence-based research to support the use of the interventions you have identified.<\/p>\n<p>9. Briefly describe one preventative technique that you might use to reduce the likelihood of further crisis or the perpetuation of the current crisis.<\/p>\n<p>Section Two:<\/p>\n<p>Review the CACREP Standards for Marriage, Couple, and Family Counseling.<\/p>\n<ul>\n<li>Under the \u201cFoundations\u201d section \u00a0\u00a0\u00a0\u00a0\u00a0titled \u201cCounseling, Prevention, and Intervention,\u201d select two criteria \u00a0\u00a0\u00a0\u00a0\u00a0related to child, adolescent, and family counseling that you believe are \u00a0\u00a0\u00a0\u00a0\u00a0most important for you to learn. Justify your selection and support it \u00a0\u00a0\u00a0\u00a0\u00a0using evidence-based research.<\/li>\n<li>Explain how the criteria you \u00a0\u00a0\u00a0\u00a0\u00a0selected may support your ability to intervene effectively with the family \u00a0\u00a0\u00a0\u00a0\u00a0in crisis depicted in the case study in Section One.<\/li>\n<\/ul>\n<p>Reflect on your journal entries throughout the course and consider what you may have learned about yourself as a future marriage, couple, and family counselor working with children, adolescents, and families. Explain any areas of strength you have identified by completing this course that impact your effectiveness working with children, adolescents, and families.<\/p>\n<ul>\n<li>Explain any areas of strength \u00a0\u00a0\u00a0\u00a0\u00a0you identified as you worked on this course that impact your effectiveness \u00a0\u00a0\u00a0\u00a0\u00a0working with children, adolescents, and families.<\/li>\n<li>Explain any areas of \u00a0\u00a0\u00a0\u00a0\u00a0development you identified as you worked on this course that impact your \u00a0\u00a0\u00a0\u00a0\u00a0effectiveness working with children, adolescents, and families.<\/li>\n<li>Explain any insights you had or \u00a0\u00a0\u00a0\u00a0\u00a0conclusions you drew as you worked on this course regarding your interest \u00a0\u00a0\u00a0\u00a0\u00a0in becoming a marriage, couple, and family counselor that works with \u00a0\u00a0\u00a0\u00a0\u00a0children and adolescents.<\/li>\n<\/ul>\n<p>Bottom of Form<\/p>\n<p><strong>Required Resources<\/strong><\/p>\n<p><strong>Readings<\/strong><\/p>\n<p>\u00b7 Flamez, B. &amp; Sheperis, C. J. (2015).\u00a0<em>Diagnosing and treating children and adolescents: A guide for clinical and school settings.<\/em>\u00a0Hoboken, NJ: John Wiley &amp; Sons, Inc.<\/p>\n<ul>\n<li>Chapter 5 \u201cAutism Spectrum Disorder\u201d<\/li>\n<li>Ali, M. M., Salleh, N. M. \u00a0\u00a0\u00a0\u00a0\u00a0(2008). Similar of different? Examining views on exceptionality among \u00a0\u00a0\u00a0\u00a0\u00a0individuals with and without special needs.\u00a0<em>International Journal of Diversity in Organizations, \u00a0\u00a0\u00a0\u00a0\u00a0Communities, and Nations, 7<\/em>(6), 335\u2013342.<br \/>\nRetrieved from the Walden Library databases.<\/li>\n<li>Estell, D. B., Farmer, T. W., \u00a0\u00a0\u00a0\u00a0\u00a0Irvin, M. J., Crowther, A., Akos, P., &amp; Boudah, D. J. (2009). Students with exceptionalities \u00a0\u00a0\u00a0\u00a0\u00a0and the peer group context of bullying and victimization in late \u00a0\u00a0\u00a0\u00a0\u00a0elementary school .\u00a0<em>Journal of Child and \u00a0\u00a0\u00a0\u00a0\u00a0Family Studies<\/em>,\u00a0<em>18<\/em>(2), 136\u2013150.<br \/>\n\u00a9 2009 by HUMAN SCIENCES PRESS. Reprinted by permission of \u00a0\u00a0\u00a0\u00a0\u00a0HUMAN SCIENCES PRESS via the Copyright Clearance Center.<\/li>\n<li>Orfus, M., &amp; Howe, N. \u00a0\u00a0\u00a0\u00a0\u00a0(2008). Stress appraisal and coping in siblings of children with special \u00a0\u00a0\u00a0\u00a0\u00a0needs.\u00a0<em>Exceptionality Education Canada, 18<\/em>(3), \u00a0\u00a0\u00a0\u00a0\u00a0166\u2013181.<br \/>\nRetrieved from the Walden Library databases.<\/li>\n<li>Xiong, N., Yang, L., Yu, Y., \u00a0\u00a0\u00a0\u00a0\u00a0Hou, J., Li, J., Li, Y., Liu, H., Zhang, Y., &amp; Jiao, Z. (2011). Investigation of raising burden \u00a0\u00a0\u00a0\u00a0\u00a0of children with autism, physical disability and mental disability in \u00a0\u00a0\u00a0\u00a0\u00a0China .\u00a0<em>Research in \u00a0\u00a0\u00a0\u00a0\u00a0Developmental Disabilities:<\/em>\u00a0<em>A Multidisciplinary Journal<\/em>,\u00a0<em>32<\/em>(1), \u00a0\u00a0\u00a0\u00a0\u00a0306\u2013311.<br \/>\n\u00a9 2011 by ELSEVIER SCIENCE &amp; TECHNOLOGY JOURNALS. \u00a0\u00a0\u00a0\u00a0\u00a0Reprinted by permission of ELSEVIER SCIENCE &amp; TECHNOLOGY JOURNALS via \u00a0\u00a0\u00a0\u00a0\u00a0the Copyright Clearance Center.<\/li>\n<li><strong>DSM-5 Bridge<\/strong>\u00a0<strong>Document:<\/strong>\u00a0Exceptionalities<\/li>\n<\/ul>\n<p><strong>Optional Resources<\/strong><\/p>\n<ul>\n<li>Rose, C. A., Espelage, D. L., \u00a0\u00a0\u00a0\u00a0\u00a0Aragon, S. R., &amp; Elliot, J. (2011). Bullying and victimization among \u00a0\u00a0\u00a0\u00a0\u00a0students in special education and general education curricula.\u00a0<em>Exceptionality Education International, 21<\/em>(3), \u00a0\u00a0\u00a0\u00a0\u00a02\u201314.<br \/>\nRetrieved from the Walden Library databases.<\/li>\n<li>Roskam, I., Zech, E., Nils, F., \u00a0\u00a0\u00a0\u00a0\u00a0&amp; Nader-Grosbois, N. (2008). School reorientation of children with \u00a0\u00a0\u00a0\u00a0\u00a0disabilities: A stressful life event challenging parental cognitive and \u00a0\u00a0\u00a0\u00a0\u00a0behavioral adjustment.\u00a0<em>Journal of Counseling &amp; Development<\/em>,\u00a0<em>86<\/em>(2), \u00a0\u00a0\u00a0\u00a0\u00a0132\u2013142.<br \/>\nRetrieved from the Walden Library databases.<\/li>\n<li>Woods, A. G., Mahdavi, E., \u00a0\u00a0\u00a0\u00a0\u00a0&amp; Ryan, J. P. (2013). Treating clients with Asperger\u2019s and \u00a0\u00a0\u00a0\u00a0\u00a0autism.\u00a0<em>Child &amp; Adolescent Psychiatry &amp; \u00a0\u00a0\u00a0\u00a0\u00a0Mental Health, 7<\/em>(1), 1\u20138.<br \/>\nRetrieved from the Walden Library databases.<\/li>\n<\/ul>\n<ul>\n<li>Week9Sexuality_and_Substance_Abuse_Child_and_Adolescent_Counseling_Cases.doc<\/li>\n<li>Week9Sexuality_and_Substance_Abuse_Treatment_Plan_Guidelines.doc<\/li>\n<li>Week3Fears_and_Phobias_Child_and_Adolescent_Counseling_Cases.doc<\/li>\n<li>Week4DisruptiveBehaviorsBlamingChildResponse.docx<\/li>\n<li>Week7Mood_and_Self_Harm_Child_and_Adolescent_Counseling_Cases.doc<\/li>\n<li>Week7Mood_and_Self_Harm_Suicide_Assessment_Procedures_Documentation_and_Risk_Factors.doc<\/li>\n<li>Week3Fears_and_Phobias_Treatment_Plan_Guidelines.doc<\/li>\n<li>Week7Mood_and_Self_Harm_Child_and_Adolescent_Suicide_Risk_Factors_and_Warning_Signs.doc<\/li>\n<li>Week9ReevesEtAl2010.pdf<\/li>\n<li>Week8CopelandLinderEtAl2010.pdf<\/li>\n<li>Week10DSM5-Bridge_eatingDisordersAndBodyImage.pdf<\/li>\n<li>Week11DSM5-Bridge_Exceptionalities.pdf<\/li>\n<li>Week11XiongEtAl2011.pdf<\/li>\n<li>Week5DSM5-Bridge_traumaStressAndAdjustment.pdf<\/li>\n<li>Week6Stover.pdf<\/li>\n<li>Week9DSM5-Bridge_sexSexualityAndSubstanceAbuse.pdf<\/li>\n<li>Week7DSM5-Bridge_moodDisordersAndSelfHarm.pdf<\/li>\n<li>Week6DSM5-Bridge_traumaStressAndAdjustment.pdf<\/li>\n<li>Week4DSM5-Bridge_disruptiveBehaviors.pdf<\/li>\n<li>Week3DSM5-Bridge_fearsAndPhobias.pdf<\/li>\n<li>Week7Gutierrez2006.pdf<\/li>\n<li>Week10RaichEtAl2010.pdf<\/li>\n<li>Week10GellerDunn2011.pdf<\/li>\n<li>Week11EstellEtAl2009.pdf<\/li>\n<li>Week8HowardEtAl2010.pdf<\/li>\n<li>Week9Horn2006.pdf<\/li>\n<li>Week8Liu2011.pdf<\/li>\n<li>Week5KellerEtAl2009.pdf<\/li>\n<li>Week6Fears_and_Phobias_Child_and_Adolescent_Counseling_Cases.doc<\/li>\n<li>Week6Pynoos2009.pdf<\/li>\n<li>Week7Pirruccello2010.pdf<\/li>\n<li>Week6GilRubin2005.pdf<\/li>\n<li>6346Wk11FinalProject.docx<\/li>\n<li>Week112016-Standards-with-Glossary-5.3.2018.pdf<\/li>\n<li>final_project_case_study.doc<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><center><a href=\"http:\/\/onlineclassesguru.com\/orders\/ordernow\"><img decoding=\"async\" src=\"https:\/\/encrypted-tbn0.gstatic.com\/images?q=tbn:ANd9GcTyj99p60XCLyLk1htB7-1neRt8-2QdnenNlQ&usqp=CAU\"target=\"_http:\/\/onlineclassesguru.com\/orders\/ordernow\"\/><\/center><p>","protected":false},"excerpt":{"rendered":"<p>Please no plagiarism and make sure you are able to access all resource on your own before you bid. One of the references\u00a0must\u00a0come from Flamez, B. &amp; Sheperis, C. J. (2015) and\/or Sommers-Flanagan, J., &amp; Sommers-Flanagan, R. (2007). You need to have scholarly support for any claim of fact or recommendation regarding treatment. APA format&#8230;<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[],"tags":[],"class_list":["post-16457","post","type-post","status-publish","format-standard","hentry"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v17.0 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>preventative technique - onlineclassesguru<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"http:\/\/onlineclassesguru.com\/index.php\/2020\/11\/24\/preventative-technique\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"preventative technique - onlineclassesguru\" \/>\n<meta property=\"og:description\" content=\"Please no plagiarism and make sure you are able to access all resource on your own before you bid. 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