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PART 1- DUE TONIGHT
Book for part 1- Counseling Individual through the lifespan
PART 1- DUE TONIGHT
Book for part 1- Counseling Individual through the lifespan 2nd edition Daniel W Wong Kimberly R Hall Lucy W What lifespan theory would you use to discuss Annie’s difficult transition to the United States? As a counselor or teacher, would you intervene? What would you consider abnormal and normal behavior that Annie is demonstrating? TO READ- illustration 7-1 below Middle school years are often considered a difficult time for children. Middle school is also one of the most common places for bullying to occur. Studies indicate that around 30% of students experienced more than occasional involvement as a bully and/or victim of bullying. Reasons for this problem include transitioning from a smaller school to a larger school; having certain expectations regarding learning and taking on new responsibilities; making new friends and forming new groups of friends; and experiencing the onset of puberty, which creates body, mood, and behavior changes.
Bullying increases at the end of elementary school, peaks in middle school, and slows down in high school. This makes prevention and intervention during the middle school years crucial. The Safe Schools Initiative Report also suggested that 71% of the attackers were victims of bullying and 10% of the attackers who were receiving treatment for their diagnosed mental illness failed to comply to take their prescribed psychiatric medications (Vossekuil, Fein, Reddy, Borum, & Modzeleski, 2004). In regard to bullying, 87% of school shooting perpetrators left behind evidence that they were victims of severe bullying.
A recent study based on a survey of more than 15,000 American high school students found that victims of bullying are nearly twice as likely to carry guns and other weapons at school. An estimated 200,000 victims of bullying bring weapons to school over the course of a month, according to the authors’ analysis of data from the Centers for Disease Control’s 2011 Youth Risk Surveillance System Survey. That’s a substantial portion of the estimated 750,000 high school students who bring weapons to school every month (CDC, 2020a).
Often, bullying occurs within the same demographic groups. Since differences in physical characteristics, such as hair and skin color, along with school factors like academic performance and ability, serve as targets for bullying, one might assume that there would be an increased occurrence of bullying across ethnic groups. Research suggests that the majority of bullying often occurs in interracial environments (e.g., Goldwebber, Waasdorp, & Bradshaw, 2013; Sung Hong et al., 2014; Wang, 2014). As a counselor, it is important to recognize that intraracial bullying often occurs in schools and develop a zero-tolerance policy for verbal bullying in your school that is adequately enforced. In addition, the counselors could provide prevention activities, such as groups for students, classroom guidance activities, and workshops for parents.
While the form that bullying takes appears to vary according to gender, with females more likely to use gossip and rumors as coercive strategies and males more likely to exhibit physical aggression, the impact is, or can be, just as damaging for the perpetrators as it is for the victims.
The implications of bullying in school and counseling intervention methods will be further discussed in Chapter 8.
FriendshipFriendship in middle childhood fosters self-efficacy development, social development, and social awareness and helps children understand how to work with other members of society (Jacobson & Brudsal, 2012). Selman and Schultz (1990) explained friendship development as taking place in approximated stages. During middle childhood, children can move between stages 0, 1, and 2. There are a total of five stages, each defined by the approximate age of children in that group, the forms that their shared experience takes while in that stage, the social perspective-taking tendencies of that stage, and their interpersonal negotiation strategies. Table 7.2 outlines the different stages of friendship and levels of perspective-taking skills.
Table 7.2 Selman’s Stages of Friendship and Levels of Perspective-Taking Skills
Stage
Approximate Age
Forms of Shared Experience
Social Perspective-Taking
Interpersonal Negotiation Strategies
0
3 to 6 years
Unreflective imitation or enmeshment
Undifferentiated/egocentric
Physical force; impulsive fight or flight
1
5 to 9 years
Unreflective sharing of expressive enthusiasm
Differentiated/subjective
One-way, unilateral power; orders or obedience
2
8 to 12 years
Reflective sharing of similar perceptions or experiences
Reciprocal/self-reflective
Cooperative exchange; reciprocity; persuasion or deference
3
10 to 15 years
Empathic sharing of beliefs and values
Mutual/third person
Mutual compromise
4
Late teen/adulthood
Interdependent sharing of vulnerabilities and self
Intimate/in-depth/societal
Collaborative integration of relationship dynamics
Source: Adopted from Selman (1980).While having friends is important for all children, the nature of friendships seems to differ according to gender. Boys, for example, tend to prefer larger and loosely organized friendship circles, whereas girls seem to prefer fewer, more exclusive friendships.
Friendship is crucial to the developmental process in middle childhood. Bowker, Rubin, Burgess, Booth-LaForce, and Rose-Krasnor (2006) investigated the importance of best-friend relationships during middle childhood. Although some children have the same best friend throughout middle childhood, others have numerous best friends. Research suggests that it is not necessarily the stability of one consistent best friend that is always important but the stability of having a friend or buddy during this developmental period. Results of this study went on to suggest that having different best friends instead of the same best friend can lead to higher levels of positive adjustment and that the loss of a best friend without their being replaced by a new best friend can lead to increased difficulties with adjustment during middle childhood (Bowker et al., 2006).
The presence of friendships, regardless of quantity or exclusivity, tends to increase self-esteem, promotes adjustment, and reduces social anxiety. Similarly, the absence of friendships in middle childhood can result in problem behaviors, low academic achievement, and emotional difficulties within students. Research has shown that peer rejection and neglect during middle childhood can result in short-term and long-term behavioral and emotional problems (Hoglund, Lalonde, & Leadbeater, 2008).
Effects of Social AnxietyThere is also a strong link between friendship quality and risk for social anxiety. Unfortunately, these implications have been found to be stronger for females during middle childhood. For example, negative friendship qualities such as conflict and betrayal place children at higher risk for the development of social anxiety (Greco & Morris, 2005).
Whereas social anxiety could be the result of negative friendship, research also shows that social anxiety contributes to the lack of positive relationships. For example, those with social anxiety often lack the social skills necessary for engagement (Greco & Morris, 2005). Further, the tendency toward avoidance and withdrawal, which are hallmark indicators of social anxiety, may hinder the development of crucial social skills during middle childhood due to lack of exposure. Case Illustration 7.1 will assist you in gaining the knowledge you will need to work with these clients.
Case Illustration 7.1 Adjusting to a New School
Annie moved with her family from China to the United States when she was 7 years old. Her family emigrated so that they could be close to other family members and for the educational opportunities for their children. Once Annie’s family moved, her parents found employment very quickly, and Annie had to go to school. Currently, Annie is in the third grade, and her older brother, Andrew, is in the eighth grade. Andrew is an academically advanced student and gets along with his peers very well. Annie, however, is very shy and reserved. She also has a heavy Chinese accent that is hard to comprehend. This makes her not want to answer questions in class or talk with the other students. Although the school Annie attends is very multicultural, Annie seems to get teased the most, even by the students of Chinese descent. The students make fun of her speech and the items she wears. Even though Annie has not made friends in her class, she has made friends at church. She seems to have a lot in common with her friends from church, and she wishes that she had friends like them in her class at school.
Mrs. Natsis, Annie’s teacher, assigns a group project for the week. Annie is put in a group with her classmate Jill, a leader in the class and a popular girl in school. Jill has called Annie at night to work on the project and is nice to her; however, Jill teases Annie while at school. Annie does not understand why Jill is nice to her on the phone but mean to her at school.
Mrs. Natsis begins to observe and realize that Annie is not participating in the group project. From the teacher’s perspective, she believes that Annie is “too reserved” and does not see her receiving a passing grade for the assignment. She also mentions that Annie does not participate in class by answering questions. Hoping she will help Annie do better in school, the teacher refers Annie to the school’s student support team, whose role is to evaluate students with special needs.
https://www.youtube.com/watch?v=_4ovwAdxCs0&list=PLkcL9Y5Tc7IzZSC-vCrZpUB8oubNzbwTt&index=2 PART 1A- JOURNAL https://www.bbc.com/news/magazine-25857895 https://web.archive.org/web/20180213115142/http:/www.toysnplaythings.co.uk/news/8343-argos-unveils-top-toy-predictions-for-christmas-2013/1/ https://www.kidsinthehouse.com/blogs/tracey-clayton/do-childrens-toys-influence-their-career-choices After reading the article, address how play can influence an individual’s career later in life. Refer back to your own childhood play. Did it influence your career path? If so, how? The following critical elements must be addressed: Explain how play can influence an individual’s career later in life. Describe how play influenced your personal career path. PART 2-This journal activity is an opportunity for you to reflect on last week’s group assignment. JOHNNY’S CASE In this journal, address the following: Explain how initial opinions changed, regarding ethical concerns, after the group discussion in Week Four. Describe any state laws that influenced a personal plan of action. Address any disagreements that were discussed in the Week Four group discussion or alternate approaches or plans that will work. Describe any personal agreements from the Week Four group discussion, as well as the importance of finding agreement in the field of counseling. Explain how the group’s approach aligned to a personal counseling philosophy. Analyze the laws in one state that may conflict with a personal philosophy and ethical code. Question 1 Key components: Johnny, a 35-year-old man from the middle class and Caucasian family was compelled to participate in the psychological treatment program because of his alcoholism and violence against wife and children during the time of drunkenness. His two kids – age 5 and 6 – were in the audience. Johnny’s task was to undergo substance abuse therapy. He is furious, hostile to his wife, regrets bringing children to the world, and never had a chance to breath since then because of losing his freedom, job and home. While reserving his true self in therapy visits, he tends to be more direct and candid if he is on a one-on-one friendly interaction. Relevant ethical codes: Autonomy – respecting Johnny’s decision-making power language with the security of the family being taken into account. Non-maleficence – this is maintaining the wellness status of Johnny and his family, as well as, the community. Beneficence – in addition to the prevention of suffering, eradication of the underlying problems also plays an important role. Justices – do every endeavor to secure fairness to all the offenders while still considering mandated treatment as well as those needs of the families. Ethical decision-making model: Ethical decision-making model emphasizes on: 1.Analyze the incident – give the information on Johnny’s background, the fact what happened, his attitude. 2.Consider the relevant ethical principles – autonomy, non-maleficence, beneficence, justice. 3.Review the ethical practices – ACA code, laws subject to mandated treatment, domestic violence, and child protection. 4.Brainstorm potential strategies for appropriate response – balancing John’s ethical obligations and the well-being of the family (American Counseling Association, 2014). Historical precedence: In Nicholson v. Williams (1992), it was ruled that therapy can be required under certain conditions; other than that, this treatment can’t violate patients’ rights. The decision might be indicative in the case of Johnny’s case which is his substance abuse counseling mandate. The Adoption and Safe Families Act (1997) regulated labor in drug/domestic violence cases. According to those regulations, welfare agencies had right to take child into custody in drug/domestic violence abuse cases. The only way out is to select a path with non-maleficence and beneficence, which are ways of treatment from which Johnny can recover or if jury made up precedence where innocent behavior was treated based on precedence. These ways have been observed to effect ethical mandated treatment. Reference American Counseling Association. (2014). ACA Code of Ethics . https://www.counseling.org/docs/default-source/default-document-library/ethics/2014-aca-code-of-ethics.pdf?sfvrsn=55ab73d0_1
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