Compared to the great potential for harm that can exist in a sexual dual relationship, how dangerous does this situation seem?

Due: March 05, 2017               Position Paper #1 –Spring 2017

 

Human Service Workers are often faced with the task of ethical decision-making. When making these decisions, they must be able to adequately support the decision that has been made. As we discussed in class this may require them to refer to their code of ethics, their agency’s policies and procedure manual, and the law. For this assignment, you will be given a case study, and you will need to respond to the questions that follow the case. When responding to the questions, you will need to refer to the text, the code of ethics, and at least one scholarly journal article beyond our course materials to help you make your decision and demonstrate support for your position. Your paper should be a minimum of 3 pages with a maximum of 5 pages, not including the title page and the reference page. You are also required to follow APA format for this assignment, double space, and utilize Times New Roman 12 point font. Paper must contain an introduction and conclusion.

 

Case Study:

Joy Green is a Psychologist with the Happy Hearts University Counseling Center. She also teaches an Introduction to Psychology class at Happy Hearts University.

Dr. Green has been treating 19 year-old Ava Jones for the past year. Ava began seeing Dr. Green after her parents were both killed in a car crash last year. Ava has worked through many layers of grief and loss, but continues to battle with depression. Feelings of abandonment and loneliness are the biggest triggers of depression for Ava and have, at times, caused suicidal ideation in her. She has recently begun to articulate these feelings of abandonment to Dr. Green, but they are a constant struggle for her. On several occasions, Ava has mentioned to Dr. Green that she would not have been able to get through this horrific ordeal without her help. She advised that she has begun to think of Dr. Green as a surrogate mother of sorts, knowing that she is the one person who is a stable source of support for her as she struggles in school, sorts out relationships with friends and boyfriends, and forges ahead with no parents and no other family members.

This semester, Dr. Green noticed that Ava has enrolled in her Introduction to Psychology class. Dr. Green initially decided that she should drop Ava from the class, fearing that she would not be able to differentiate between her role as Ava’s Psychologist and her role as Ava’s Professor. Dr. Green decided that Ava has already experienced too much loss and she began to worry about how dropping Ava from her class would affect Ava’s emotionally stability – and impact all of the hard work they have already done together. Dr. Green decided to keep Ava in her class, but brought up the issues of confidentiality and dual relationships with Ava in a session just before classes began. Ava reported that she understood the difference between Dr. Green’s roles and she stated that she would not discuss class in her treatment sessions and vice versa.

One month passed.

In treatment, Ava had done exceptionally well. It was nearing the time in treatment when Dr. Green and Ava would revisit their treatment plan and decide how, if at all, to proceed. Ava had already accomplished 5 out of 6 of her treatment goals; Dr. Green and Ava had bumped the number of sessions back from weekly to monthly; and Ava started to speak with her distant Aunt on a more regular basis, allowing her to form a connection with the only family she had left.

In class, Ava sat in the back row, never participated, and occasionally fell asleep. When it came time to grade the first set of papers, Dr. Green found herself trying to add more points to various parts of Ava’s paper – even when Ava did not deserve them. Dr. Green knew Ava’s history and her struggles in life and she wanted to make at least one part of Ava’s life easier. Dr. Green grappled with whether or not to discuss these feelings with Ava in her treatment session. She did not know if honesty with Ava would impact Ava’s role as a student or Ava’s progress in treatment, and she began to believe that honesty would actually create even more issues within their relationship. Dr. Green began to question her decision to keep Ava in her class…..the drop/add period was quickly coming to an end….but Ava’s treatment was likely coming to an end, as well…what should she do?

 

Questions:

1.      How ethical do you consider Dr. Green’s behavior based upon principles established in the Code of Ethics and ranked in the Ethical Principles Screen? Do you believe that Dr. Green should continue to see Ava as a client or keep Ava in her class or both or neither? Why or why not?

2.      How could another provider oppose your view using the Ethical Principles Screen and Code of Ethics?

3.      Compared to the great potential for harm that can exist in a sexual dual relationship, how dangerous does this situation seem?

4.      Can Dr. Green remain objective in her work with Ava when she also sees her in class? Why or why not? How might this dual relationship impact her counseling work with Ava? How might it impact her ability to objectively teach Ava in this class?

 

Remember to provide support for your responses

 

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Compared to the great potential for harm that can exist in a sexual dual relationship, how dangerous does this situation seem? was first posted on June 30, 2019 at 11:58 pm.
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A brief description of the learning environment

Ashford 5: – Week 4 – Discussion 1

Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses.

Gifted Students

Chapter 7 of our text discusses the characteristics of gifted children and a variety of effective instructional methods. For this discussion, read the article Teaching young gifted children in the regular classroom. Next, respond to the following scenario:

Imagine you spent the day observing either a preschool, elementary, or secondary classroom.  During your observation, one child exhibits behaviors typical of gifted children. 

For your post, write a vignette that describes the child and explains why you believe this child may be gifted. Your vignette should include:

  1. The child’s name, age, and grade level
  2. A brief description of the learning environment
  3. At least three academic and/or and social characteristics the child displayed during your observation that makes you believe he/she may be gifted.  Be sure to support your description with information from the “Characteristics of Gifted and Talented” section of Chapter 7 of your text as well as at least one outside scholarly resource.

Guided Response: Respond to at least two of your peers. Discuss which of the traditional teaching strategies mentioned in the text (accelerated, compacting, enrichment, independent studies) you would use with that child.  Be sure to justify your choice of strategy by using evidence from your peer’s initial response that leads you to believe this would be the best strategy for this child.  In addition, discuss what the positive outcomes of using this strategy with this child would be.

 

Ashford 5: – Week 4 – Discussion 2

Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses.

Intellectual Disabilities

An important part of your job when working with children with intellectual disabilities is the ability to modify instruction in order to best meet their educational needs.  Chapter 8 of our textbook offers many teaching ideas and strategies for meeting the academic and social needs of students with a variety of intellectual disabilities. For this discussion you will have the opportunity to put those ideas into practice.

Step One: You will research one of the following intellectual disabilities according to your last name.

Last name is Arterberry so it will need to be about Down Syndrome.

 Last Name Starts With Intellectual Disability
A – E Down Syndrome
F – J Fragile X
K – O Williams Syndrome
P – S Prader Willi Syndrome
T – Z PKU

Step Two: Choose one of the following grade levels and one of the following academic skills. Then, find a lesson plan for the grade level and academic skill you’ve chosen. Some lesson plan resources are listed, but feel free to use other sources.

 Grade Levels
Academic Skills
Lesson Plan Resources
(You may use another resource that is not listed)
Early Childhood
Elementary
Secondary
Reading
Writing
Math
Share My Lesson
Edutopia
Free Classroom Lesson Plans and Unit Plans for Teachers
Lesson Plans for Teachers

Step Three: Write a brief description of the intellectual disability that you have been assigned including typical classroom behaviors. Then, review the lesson plan you have chosen and share at least two modifications you would make to the lesson plan in order to better meet the academic needs of students with your assigned intellectual disability. In addition, discuss at least two modifications you would make to the lesson in order to include adaptive skills (social and life skills) as a part of the lesson. Your modifications should be supported by ideas from the text and one scholarly resource. Make sure to include the original lesson plan as either a link or an attachment in your initial post.

Guided Response: Respond to at least two of your peers who were assigned a different intellectual disability than you. In your peer responses, evaluate whether or not the academic and adaptive modifications your peers made to their lesson plan will be effective. Make sure to justify your thoughts with evidence. Provide at least one other academic and adaptive modification for their lesson.

Carefully review the Discussion Forum Grading Rubric for the criteria that will be used to evaluate this Discussion Thread.

 

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Create a task list for your first weeks in your role as academic coach.

Consider what you need to do to prepare for setting a Coaching Plan for a School in Transition in place.

 

Consider possible responses from the principal to your questions from Last weeks assignment.

 

Consider other information you may need to gather.

 

Create a task list for your first weeks in your role as academic coach.

 

Keep in mind the following:

  • Curriculum changes
  • Student data results
  • Scheduling
  • Teacher experience and needs
  • Building relationships

Include a timeline for completion of these tasks.

Include a statement regarding how this preparation will guide the development of your coaching plan.

Include a statement regarding how this preparation will aide in the development of professional learning communities in your school.

 

Create.a Coaching Plan Task List as a 700- to 900-word Microsoft® Word document or a 7- to 10-slide power point presentation.

 

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Main idea: True conflict resolution and reconciliation is borne first in forgiveness.

Overview

Main idea: True conflict resolution and reconciliation is borne first in forgiveness.

Dr. Henry Cloud summarizes the power of forgiveness as a way to set boundaries that “unhook” us from hurtful people and situations, freeing us to act responsibly.

While we study everything from styles, patterns, and the very nature of conflict, true conflict resolution and restoration begins when we forgive. Jesus had a lot to say about the power and importance of forgiveness. In fact, He made it clear that we are to forgive much because we have been forgiven much.

To study conflict without considering forgiveness is to leave a dangerous gap in how we process our communicative responsibility. Forgiveness is essential, but not always easy. It is here—on the subject of forgiveness—that we shift into one of the most valuable, if not the most valuable, aspect of our conversations on conflict.

 

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Main idea: True conflict resolution and reconciliation is borne first in forgiveness. was first posted on June 30, 2019 at 11:52 pm.
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