Get this or a similar paper done in as fast as 4 hours, 24/7.
NB: We do not sell prewritten papers. All essays are written from scratch according to are specific needs and instructions
PART 1 is due tonight
Part 1 Based on this week’s assigned reading, describe t
PART 1 is due tonight
Part 1 Based on this week’s assigned reading, describe the history of counseling for how it applies to who you are now, a counselor in training. Use specific examples from this week’s reading.
Identify a historical event from this week’s reading that has shaped how you now view the counseling field.
Reading for part 1
http://www.cacrep.org/wp-content/uploads/2012/07/Counseling-Students-Deserve-a-Strong-Identity-May-2011.pdf
https://www.counseling.org/errors/not-found. Book : Introduction to Professional Counseling
Varunee Faii Sangganjanavanich and Cynthia Reynolds
Mark Pope
Counseling is about helping. From the little boy who is being bullied in the school playground by an older, bigger classmate, to the couple who are having great difficulty in dealing with their inability to conceive a child, to the 75-year-old man who sits by the window of his apartment wondering if anyone will come visit him today, to the single mother of four who has just lost her job, to the teenage girl who has just found out that she is pregnant, to the 20-something young man who has just realized that he is in the wrong gendered body, to the 50-year-old who drinks several cocktails every night because he is so stressed by his work and unable to sleep, to the family of four who are living on $16,000 a year, who consistently don’t have enough food, and parents who go hungry in order to ensure that their children have enough, and who “dumpster dive” for their next meal. Counseling is about helping people in each of these situations (and so many more).
The roots of counseling lie in the traditional practices of indigenous healers around the globe, including qigong and acupuncture (Chen, 2003), shamanism (Moodley, 2005), animism from Africa (Vontress, 1991), Bhutavidya (Rao, 1986), native healing in the United States (Garrett & Garrett, 1996), ayurvedic practice (Ramachandra Rao, 1990), meditation (Suzuki, 1960), and so much more. Entire books have been written on this (Ehrenwald, 1976; Moodley & West, 2005; Sheikh & Sheikh, 1989) and many of these traditional methods are still practiced even today in different parts of our planet.
Counseling, as a profession, is only 100 years or so old, but helping those who are troubled by the problems of everyday life is much older. As Paul Pedersen, one of the elders of the multicultural counseling movement, stated, “The functions of counseling have been practiced for thousands of years and are not merely an invention of the last century or two” (Pedersen, 2005, p. xi). In this chapter, the term counseling will be used in its broadest sense. In this view, counseling includes and is, therefore, also synonymous with psychotherapy and even the generic terms caregiving and helping. You will learn historical perspectives and values of the counseling profession. You will also be introduced to current trends and issues in the counseling profession. Reflection exercises including case studies will enhance your learning about the development of the profession.
Part 1a- please use the same links & books for pat 2
In your journal, address the following:
• Explain why the counseling field aligns with your personal philosophy.
• Justify your choice to enter the counseling field. Use evidence from this week’s assigned reading to support your response.
• Describe whether the ACA Code of Ethics PDF shaped your personal choice to enter the field of counseling.
• Assess personal characteristics that will be an asset to you in the counseling profession.
• Identify an event from the timeline in the Concept Two Overview, addressing how it aligns with or influences your personal philosophy.
Part 2- book Counseling Individuals Through the Lifespan
Wong, Hall, Justice, and Hernandez
Sage
Second Edition
2021
Reading for part 2- Overview: You will be submitting this worksheet at the end of Week Two. You should have notes within each column and plan on adding to it throughout the course. This worksheet does not need to go into great detail, but it should have a brief notes within the last three columns. (The first four columns may have just a word or phrase.) You can add to the chart throughout the course. By the end of Week One, you should have the following theories filled in to keep you on track.
• Ecological Systems Theory
• Psychoanalytic Theory
• Behaviorism Theory
You will receive feedback on this worksheet and continue to add to it as you learn more about how these developmental theories apply to different aspects of the lifespan. This is also an excellent tool to use as you study for your licensing exam.
Theory
Identifying Characteristics
Associated Theorists
Continuity or Discontinuity
Nature or Nurture
What are the ethical, legal, and cultural concerns?
Describe how this theory applies to different aspects of the lifespan.
How can this theory be applied in the counseling field?
Ecological Systems Theory
Psychoanalytic Theory
Behaviorism Theory
Ecological Systems Theory
Theories of development classified as ecological theories emphasize environmental factors. Urie Bronfenbrenner (1917 to 2005) created one ecological theory that has important implications for understanding lifespan development. Bronfenbrenner, a Russian American, developed the ecological systems theory of human development, which posits that a child’s development occurs within a complex system of relationships, including parent-child interactions (the microsystem); the extended family, school, and neighborhood (the mesosystem); and the general society and culture (the exosystem). All in all, the theory posited five environmental systems significant for understanding human development: microsystem, mesosystem, exosystem, macrosystem, and chronosystem. Table 2.4 provides descriptions of these systems, and Figure 2.1 highlights their dynamic interactive nature. As you review Table 2.4, consider how specific forms of each system can interfere with one’s optimal development. Consider, for example, the impact of living in poverty, with an abusive family, or in a war-torn culture/society on development. As you reflect on each of these systems, consider the implications for a counselor’s intervention and prevention services.
The ecological systems theory developed by Bronfenbrenner has influenced the thinking of developmental psychologists and other psychologists around the world. This theory has significantly impacted the field of child and youth care. The umbrella, cube, and ecological onion models, which are widely used by professionals in child and youth care to organize ideas and information and to facilitate planning, are based on Bronfenbrenner’s theory (Oswalt, 2008). Guided Practice Exercise 2.1 (“A Collision of Cultures”) allows you to view a case through the lens of Bronfenbrenner’s ecological systems theory.
System
Description
Microsystem
The microsystem refers to the immediate surroundings of the individual and consists of the interactions in his or her immediate surroundings. It is the setting in which a person lives; family, peer groups, neighborhood, and school life are all included in the microsystem.
It is in the microsystem that the most direct interactions with social agents take place, with parents, peers, and teachers, for example. The individual is not merely a passive recipient of experiences in these settings but someone who helps to construct the social settings.
Mesosystem
The mesosystem connects with the structure of the microsystem. The relationship can be seen between school life, the neighborhood, and the family. The child’s environment links the child with his or her immediate surroundings.
Some common examples are the connections between family experiences and school experiences, school experiences and church experiences, and family experiences and peer experiences.
A result of mesosystem interactions could be that children whose parents have rejected them may have difficulty developing positive relations with their friends or peers.
Exosystem
The exosystem is the outer shell surrounding both the mesosystem and the microsystem. The inner level of the exosystem is affected by the support of the macrosystem. Bronfenbrenner describes the exosystem as being made up of social settings that do not contain the developing person but affect experiences in his or her immediate settings (Berk, 2007).
The exosystem includes other people and places that the child may not interact with often but still have a large effect on the child, such as parents’ workplaces, extended family members, neighborhoods, and so on. For example, a wife or child’s experience at home may be influenced by the husband’s experiences at work. The father might receive a promotion that requires more travel, which might increase conflict with the wife and affect patterns of interaction with the child.
Macrosystem
The macrosystem influences the individual directly, but the individual has less influence in determining settings. The macrosystem includes aspects of culture and the relative freedoms permitted by the national government, cultural values, the economy, wars, and so on. The macrosystem also describes the culture in which individuals live, including socioeconomic status, poverty, and ethnicity.
Chronosystem
The chronosystem refers to the patterning of environmental events and transitions over the life of an individual as well as sociohistorical circumstances. For example, divorce is one transition.
Researchers have found that the negative effects of divorce on children often peak in the first year after the divorce. Two years after the divorce, family interaction is less chaotic and more stable. An example of sociohistorical circumstances would be the increasing opportunities in the last decades for women to pursue a career.
Behaviorism Theory
Whereas Erikson introduced the importance of social context to development, the behavioral theory (at least in its classical form) placed nearly sole emphasis on the impact of environment, experience, and learning about the unfolding development of the human condition.
John B. Watson (1878 to 1985), deemed the father of American behaviorism, emphasized the role of environment in the shaping of human development, as reflected in the following statement:
Give me a dozen healthy infants, well-formed, and my specified world to bring them up in and I will guarantee to take anyone at random and train him to become any specialist I might select . . . doctor, lawyer, artist, merchant-chief . . . and, yes, even beggar-man and thief, regardless of his talents, penchants, tendencies, abilities, vocations, and race of his ancestors. (Watson, 1998, p. 82)
That is quite a guarantee and highlights the value and focus that this behaviorist placed on the role of environment, experience, and learning in the creation of the human condition.
Two main themes or forms of behavioral theory explain how environment has such a formational impact. One theme proffered by B. F. Skinner (1904 to 1990) suggested that behavior was formed or shaped as a result of the consequences experienced. His operant conditioning model argued that behavior followed by a rewarding stimulus would be more likely to recur and endure than that followed by a punishing consequence (Cohen, 1987; Skinner, 1974). Thus, an infant who experiences the comfort of being picked up and cradled after crying is more likely to employ crying behavior in the future. Or an individual who has experienced ridicule after initiation of social contact may soon employ withdrawal and isolation as a developmental coping style.
The influence of behaviorism on the field of human development has been diminishing in recent years, due to its commitment to the thesis that behavior is explained without reference to nonbehavioral and inner mental (cognitive, representational, or interpretative) activity. Over the years, many scholars and researchers have pointed out that the manifestation and characteristics of human behavior do not solely depend on an individual’s reinforcement history. Many critics argue that behaviorism is a one-dimensional approach to understanding human behavior. Behaviorism focuses on what is observable and measurable, but there are other important contributors to human behavior, such as one’s feelings, moods, thoughts, and emotions. Further, behaviorism does not account for other types of learning, especially learning that occurs without the use of reinforcement and punishment. Behaviorists believe that much of human behavior and learning ability is attributed to the effects of external factors that serve as reinforcers or punishers. However, many critics point out that not everything can be explained by outside influence. Behaviorism provides only a partial account of human behavior and does not consider or explain important factors that can be objectively assessed (e.g., emotions, expectations, and higher-level motivation). This theory may compromise further research from another perspective that could uncover important factors that contribute to human development.
Psychoanalytic Theories
While much attention has been given to the psychoanalytic position on issues such as determinism, instinctual drives, and the unconscious, the early works of psychoanalytic theorists, especially founder, Sigmund Freud (1856 to 1939), highlighted the essential role played by early childhood experiences. Freud’s position was that a person’s psychological responses and behaviors were reflections of instinctual biological drives. Freud postulated that objects or means for satisfying our instinctual drive for pleasure shifted throughout our early years of development, moving from the mouth and oral stimulation, to the anus and the experience of control, and eventually to the genitals and the inclusion of sex role behaviors and identification (see Table 2.1). Freud posited that it was during our childhood, our first 6 years, that we developed ways to resolve conflicts between the desire for pleasure and the demands, often repressive, encountered. For Freud, it was this dynamic process of conflict resolution that he believed shaped one’s development and later lifestyle (Freud, 1962). While contemporary psychoanalytic theorists have modified many of the tenets originally presented by Freud, emphasis on the importance of early childhood experiences, especially experience in and with relationships, continues to play a pivotal role in their understanding of adult choices and behavior. Table 2.1 demonstrates Freud’s psychosexual stages of development from age 1 to 18 years and their implications for human development and growth.
Table 2.1 Freud’s Psychosexual Stages of Development
Stage
Age
Characteristics
Oral stage
Birth to 1 year
An infant’s primary interaction with the world is through the mouth. The mouth is vital for eating, and the infant derives pleasure from oral stimulation through gratifying activities such as tasting and sucking. If this pleasure is unmet, the child may develop an oral fixation later in life, examples of which include thumb-sucking, smoking, fingernail biting, and overeating.
Anal stage
1 to 3 years
With the development of new cells and the control provided by those cells (sphincters), the focus shifts from oral stimulation to controlling bladder and bowel movements. Toilet training is a primary issue for children and parents. Too much pressure can result in an excessive need for order or cleanliness later in life, while too little pressure from parents can lead to messy or destructive behavior later in life.
Phallic stage
3 to 6 years
At this point in development, the focus of the id’s instinctual energies shifts to the genitals. It is during this period that children develop an attraction to the opposite-sex parent. It is also at this period that children adopt the values and characteristics of the same-sex parent and form the superego.
Latent stage
6 to 11 years
During this stage, children develop social skills, values, and relationships with peers and adults outside of the family.
Genital stage
11 to 18 years
During this stage, people develop a strong interest in the opposite sex, and the onset of puberty causes the libido to become active once again. If development has been successful to this point, the individual will continue to develop into a well-balanced person.
Get this or a similar paper done in as fast as 4 hours, 24/7.
NB: We do not sell prewritten papers. All essays are written from scratch according to are specific needs and instructions
Leave a Reply