Please no plagiarism and make sure you are able to access all resource on your own before you bid. One of the references must come from Flamez, B. & Sheperis, C. J. (2015) and/or Sommers-Flanagan, J., & 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’t think that you can do it like asked, then please don’t 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.

Assignment – Week 11

Final Project (10—15 pages)

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.

Section One:

Review the

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:

1. Briefly describe the presenting problem from the family’s perspective and what theoretical orientation you will use to analyze and develop a treatment plan for this case.

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.

3. Identify the client. Briefly explain if anyone else is involved and how they contribute to the problem. Explain if anyone other than the “identified client” also could be identified as a client. If so, describe who and why.

4. Identify the unique needs of each individual in the family.

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.

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.

7. Describe one intervention you might use for the child, one intervention for the adolescent, and one intervention for parents.

8. Justify your interventions with evidence-based research to support the use of the interventions you have identified.

9. Briefly describe one preventative technique that you might use to reduce the likelihood of further crisis or the perpetuation of the current crisis.

Section Two:

Review the CACREP Standards for Marriage, Couple, and Family Counseling.

• Under the “Foundations” section      titled “Counseling, Prevention, and Intervention,” select two criteria      related to child, adolescent, and family counseling that you believe are      most important for you to learn. Justify your selection and support it      using evidence-based research.
• Explain how the criteria you      selected may support your ability to intervene effectively with the family      in crisis depicted in the case study in Section One.

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.

• Explain any areas of strength      you identified as you worked on this course that impact your effectiveness      working with children, adolescents, and families.
• Explain any areas of      development you identified as you worked on this course that impact your      effectiveness working with children, adolescents, and families.
• Explain any insights you had or      conclusions you drew as you worked on this course regarding your interest      in becoming a marriage, couple, and family counselor that works with      children and adolescents.

Bottom of Form

Required Resources

Readings

· Flamez, B. & Sheperis, C. J. (2015). Diagnosing and treating children and adolescents: A guide for clinical and school settings. Hoboken, NJ: John Wiley & Sons, Inc.

• Chapter 5 “Autism Spectrum Disorder”
• Ali, M. M., Salleh, N. M.      (2008). Similar of different? Examining views on exceptionality among      individuals with and without special needs. International Journal of Diversity in Organizations,      Communities, and Nations, 7(6), 335–342.
  Retrieved from the Walden Library databases.
• Estell, D. B., Farmer, T. W.,      Irvin, M. J., Crowther, A., Akos, P., & Boudah, D. J. (2009). . Journal of Child and      Family Studies, 18(2), 136–150.
  © 2009 by HUMAN SCIENCES PRESS. Reprinted by permission of      HUMAN SCIENCES PRESS via the Copyright Clearance Center.
• Orfus, M., & Howe, N.      (2008). Stress appraisal and coping in siblings of children with special      needs. Exceptionality Education Canada, 18(3),      166–181.
  Retrieved from the Walden Library databases.
• Xiong, N., Yang, L., Yu, Y.,      Hou, J., Li, J., Li, Y., Liu, H., Zhang, Y., & Jiao, Z. (2011). . Research in      Developmental Disabilities: A Multidisciplinary Journal, 32(1),      306–311.
  © 2011 by ELSEVIER SCIENCE & TECHNOLOGY JOURNALS.      Reprinted by permission of ELSEVIER SCIENCE & TECHNOLOGY JOURNALS via      the Copyright Clearance Center.
• DSM-5 Bridge Document:

Optional Resources

• Rose, C. A., Espelage, D. L.,      Aragon, S. R., & Elliot, J. (2011). Bullying and victimization among      students in special education and general education curricula. Exceptionality Education International, 21(3),      2–14.
  Retrieved from the Walden Library databases.
• Roskam, I., Zech, E., Nils, F.,      & Nader-Grosbois, N. (2008). School reorientation of children with      disabilities: A stressful life event challenging parental cognitive and      behavioral adjustment. Journal of Counseling & Development, 86(2),      132–142.
  Retrieved from the Walden Library databases.
• Woods, A. G., Mahdavi, E.,      & Ryan, J. P. (2013). Treating clients with Asperger’s and      autism. Child & Adolescent Psychiatry &      Mental Health, 7(1), 1–8.
  Retrieved from the Walden Library databases.ADDITIONAL INSTRUCTIONS FOR THE CLASS

  Discussion Questions (DQ)

  • Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
  • Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
  • One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
  • I encourage you to incorporate the readings from the week (as applicable) into your responses.

  Weekly Participation

  • Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
  • In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
  • Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
  • Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

  APA Format and Writing Quality

  • Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
  • Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
  • I highly recommend using the APA Publication Manual, 6th edition.

  Use of Direct Quotes

  • I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
  • As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
  • It is best to paraphrase content and cite your source.

   

  LopesWrite Policy

  • For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
  • Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
  • Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
  • Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

  Late Policy

  • The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
  • Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
  • If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
  • I do not accept assignments that are two or more weeks late unless we have worked out an extension.
  • As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

  Communication

  • Communication is so very important. There are multiple ways to communicate with me: 
    • Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
    • Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.