In week 3 you conducted a lit erature revi ew using the course competencies as a guide in choosing the articles. For this week you will take that information and incorporate it into a final p aper. The p aper is not just the l iterature rev iew; it is a culmination of what you have learned over the course and as in week 3 use the course competencies as a guide to developing your p aper. attached is week 3 literature review.

1. Major concepts of biological psychology.
2. Biological systems and operations (e.g., vision, hearing, cognition, immunity, and nervousness).
3. Connection between bodily systems.
4. Chemical and electrical influences on bodily operations.
5. Biological systems on mental health and daily patterns (e.g., the sleep-wake cycle).
6. Influence of external sources of stress on the regulation or dysregulation of bodily systems.
7. Impact of biology on learning.
8. Historical influences on contemporary aspects of culture resulting in identified mental health phenomena.
9. Modern influences on biological psychology through an exploration of the literature and culture.

Your p aper should adhere to the following g uidelines: For the main sections, it should have:

• A title p age
• An abstract (not more than 2 50 wo rds)
• An introduction
• A literature review
• Discussion or conclusions
• References

Introduction: This should be one to two p ages in length. The introduction provides a brief overview of what will be covered and the purpose of the research p aper.

Literature review: The literature review is taken in part from what you wrote in Week 3. The literature review is not a copy of that material. Rather, it is a synthesis of the material you found into a cohesive review of the literature on your chosen topic.

Discussion and conclusions: The difference between a great r esearch p aper and a marginal one is the depth and originality of the discussion and conclusions section. This is where you bring together what you learned from the literature review (as well as through the course) in your concluding remarks regarding your topic. The discussion and conclusions section should be one to two p ages in length.

Submission Details:

• Reference page: Remember to follow the APA format and style.

The Session Long Project (SLP) is a progressive assignment that involves assessing a health behavior; researching and identifying an evidence-based model or best practice strategies to best address the health behavior; creating a plan (i.e., program or an intervention) and outlining implementation procedures; and suggesting appropriate evaluation tools to measure effectiveness of the proposed program or intervention. This will be developed in phases throughout the session. The task and assignment expectations for each segment of the project will be explained in each module.

 

• Drinking and drug use among young adults.

You will be writing your Module 1-4 SLP assignments based on the one topic you have chosen from the list above.

For Module 1, conduct a literature search utilizing peer-reviewed journal articles, books, professional organization articles, government Web sites, etc.

The following items will be assessed in particular:

1. Identify one topic and a target population (from the SLP topics above) to focus on. Describe your target population and the health behavior(s) that relate to the topic you have chosen.
2. Based on your literature search, assess and provide background information on the health behaviors. Include statistics to explain the scope of the problem.
3. Provide an explanation as to why it is important to address the health behavior you have chosen.
4. What benefits or consequences do the behaviors have on individuals’ health?

2-3 pages

Chapter 2 Ethical and Legal Guidelines and Competencies Needed for Career Development Practice

Things to Remember

The general principles of ethical career counseling and career development practice

 

Guidelines for avoiding liability lawsuits

 

Major competencies needed by career counselors

 

Qualifications for three certificates: Master Career Counselor, Master Career Development Professional, and Global Career Development Facilitator

 

This chapter is in many ways the most important chapter in this book. Ethical practice is the cornerstone of any profession and is essential if the public is to accept an individual practitioner or a professional group. Career development practice, career counseling, assessment, and information dissemination all are areas in which ethical dilemmas lurk. The major aim of this chapter is not to endorse one particular code of ethics; it is to endorse ethical principles found in most ethical codes. Not unexpectedly, the principles on which codes of ethics are based are for the most part universal. To be sure, there are nuances in the various codes of ethics because of a unique role or technique used by the professional group. Where these nuances are related to career development practice, they will be highlighted. The approach here will be to synthesize the principles of several codes of ethics, including, but not limited to, the ethical statements adopted by the American Counseling Association (2005), the National Career Development Association (2007), the American Psychological Association (2010), and the American School Counselor Association (2010). By using broad strokes to look at ethics, I hope to avoid embroiling students in the mind-numbing details that characterize all codes of ethics. The details are important, but at this juncture a thorough knowledge of ethical principles should suffice to alert would-be practitioners to areas in which the details become important and their particular code of ethics must be consulted.

 

Chief among the requirements of ethical practice is the importance of standards of competency. No one would knowingly hire a surgeon or an architect without first ascertaining their competence. Professional associations develop competency statements that are often embedded in program-accrediting standards to make certain that people who enter their professional fields are competent. In addition, graduates of professional programs are often required to take rigorous examinations prior to being licensed to practice and to engage in in-service education to maintain their credentials. This two-tiered approach to verifying that individuals are competent has served professions well, but history and current practice tell us that the two-tiered approach is not a foolproof way of ensuring competency.

 

Unfortunately, the standards for career development practitioners in many states are woefully weak, and the public is not rigorously protected from incompetency. This is partially true because standards for career development practice have only recently been developed and incorporated into training guidelines. The licensing of counselors in all 50 states was not complete until 2009, and the licensing of specialist career counselors is in its infancy. However, there is an exception of sorts. The licensure of psychologists, some of whom offer career counseling, has been in place for more than a quarter of century, although these licensing laws generally do not pertain to subspecialists, such as vocational psychologists. Rather, these laws depend on psychologists adhering to the code of ethics issued by the American Psychological Association (2010), which admonishes them to practice within the limits of their competence. Those who fail to heed this warning can have their licenses revoked, as can counselors and others who are licensed by state licensing boards for professional counselors.

 

Ethical Principles

Ethical codes for career counselors have been developed by the National Career Development Association (2007), the American School Counselor Association (2010), the American Counseling Association (2005), the National Board for Certified Counselors (2012), the Commission on Rehabilitation Counselor Certification (2010), and a few other subspecialties. Although counselors who belong to several organizations and hold state-level licenses or certifications may be professionally obligated to adhere to several codes of ethics, the principles of all of the codes are the same. In some respects, psychologists (APA, 2010) and social workers (NASW 2008) have done a better job of unifying their ethical codes and thus their professions. The purpose of this chapter is not to compare and contrast ethical codes. That would take a book, not a brief chapter. Instead, this chapter identifies principles of ethical standards that are embedded in all codes of ethics. If practitioners learn and follow these principles, then ethical practice will result.

 

Career development services such as career counseling, assessment, job placement, and career coaching are offered by a variety of practitioners, including school counselors, college counselors, career counselors, mental health counselors, rehabilitation counselors, and counseling psychologists. Some people who offer these services, such as those who do career coaching or job placement, may not be counselors or psychologists and thus may not necessarily be obligated to follow a code of ethics. Practitioners in private practice, as opposed to those who work in public institutions, typically are licensed by the states in which they practice and must follow the code of ethics adopted by their licensing boards. However, no career development practitioners should be so foolish as to ignore the ethical principles of their professional group. To do so is to place themselves at risk. Malpractice lawyers thrive when practitioners fail to follow the ethical canons of their professions and damage to clients, real or imagined, occurs.

 

All practitioners should not only follow the extant codes of ethics of their professions but also maintain awareness of changes that are almost always in the works. The following are four examples of interim statements that deal with technology and assessment that were issued between 1993 and 2004 and have now been largely incorporated into codes of ethics. These interim standards dealt with two topics: technology and cultural sensitivity. Recently, the National Board for Certified Counselors (n.d.) issued an updated statement, The Practice of Internet Counseling, that attempts both to define the practice in this area and set standards for practitioners. Novotney (2011), writing in the APA Monitor, makes a powerful argument for the use of video conferencing and the telephone to deliver services to a broad range of clients. Synchronous and asynchronous chat is also being used to provide services to clients. Because of the pervasiveness of communication that uses various forms of technology, it seems likely that ethical standards will continue to evolve in this area, and therefore more interim statements can be expected. Some ethical standards include:

 

Ethical Standards for Internet Online Counseling (American Counseling Association, 1997)

 

NCDA Guidelines for the Use of the Internet for the Provision of Information and Planning Services (National Career Development Association, 2004)

 

Multicultural Assessment Standards (Prediger, 1993)

 

Providing culturally sensitive career counseling and assessment services has been a long-standing concern of counselors, psychologists, and social workers. Prediger’s (1993) statement is a reflection of this concern. In 2005, ACA revised their code of ethics with one major aim in mind: to make all of the standards in the code culturally sensitive. Kaplan (2006a, p. 2) quoted one member (Courtland Lee) of the committee charged with the revision as follows: “That (cultural sensitivity) was a primary charge of the Ethical Revision Task Force—to look at the revision with an eye on making the code more culturally sensitive.” The National Association of Social Workers (2008) and the American Psychological Association (2010) have made similar changes.

 

The remainder of this chapter focuses on the general principles of ethical practice as identified by VanHoose (1986), Koocher and Keith-Speigel (1998), Srebalus and Brown (2003), and others. The section numbers appearing with each principle refer to the ACA Code of Ethics (American Counseling Association, 2005).

 

Principle 1: Above All, Do No Harm (Sections A.4.a and C.6.e)

The do-no-harm principle puzzles most students until they consider that the misapplication of their knowledge and skills can, in fact, harm their clients. The career counselor who encourages high school or college students to make their own decisions may harm the relationships of those clients with their parents if their clients follow up on the counselor’s expectations. Furthermore, clients may perceive that they are being rejected by the counselor because of their cultural values and, thus, their self-esteem may be lowered. The career counselor who fails to adhere to multicultural guidelines in the use of tests and inventories or misapplies them with people who are disabled is likely to generate faulty information that may harm clients’ prospects in the labor market. Clients may feel alienated by a counselor who maintains eye contact that is not in accordance with the norms in their own cultures. Doing no harm requires competence in the use of counseling techniques, coaching strategies, and assessment devices. It also requires counselors to provide up-to-date, accurate information about educational and occupational options. Furthermore, doing no harm requires that counselors develop knowledge of the cultural backgrounds and worldviews of their clients and an understanding of the cultural conflicts that may occur between the client’s culture and the dominant culture.

 

Doing no harm has been stressed in another way in the 2005 ACA ethical code. Counselors are admonished to use only those techniques that grow out of well-established theorizing and/or research support, preferably the latter (Kaplan, 2006a). This standard does not preclude career

Overview

 

Society has expectations for when certain events will occur or when certain roles will be filled. Often, these expectations are culturally determined or cohort dependent. This activity will challenge you to think about age-normative expectations for three family cohorts. You will recognize the changing social context through the lifespan and apply knowledge about adult roles to your own family.

 

Based on interviews with two family members, you will construct three lifelines: one for yourself, and two for family members. Then, you will compare/contrast the timing of important life events and social roles.

 

Instructions

Choose interview subjects. To construct the lifelines, you should interview your same-sex parent and grandparent (either in person or over the phone). If for some reason you cannot interview these individuals, you should choose another same-sex relative from the same generation (i.e., uncle instead of father, or great-aunt instead of grandmother). If you are uncertain of what to do, contact the instructor.

 

Conduct the interview in the following manner:

· To introduce the task, say something like, “I am doing an assignment for my class in adult development, and I would like to ask you some questions about your life—the events that were important to you, and any turning points.”

· Begin the question with: “Let’s begin with your childhood, from your early years until 8th grade. As you look back, what were some significant events?”

· For each event, be sure to find out how old the person was at the time.

· “Pick out one event that was particularly important for you during this period of your life. What was it? How did it affect the direction of your life (what happened as a result? What was different?)?”

· Ask the same questions for each subsequent life stage:

· high school years

· young adulthood (18-29)

· early middle adulthood (30-44)

· late middle adulthood (45-64)

· since turning 65

· Ask questions about common life events. Ask your relative about these events if he or she has not already mentioned them. You can ask, “Now let me ask you about some other specific events, and when they happened in your life. How old were you when you…”?

· started school.

· completed school and highest grade.

· experienced a faith conversion.

· got your first job of any type.

· got your first full time job.

· had any significant job changes.

· moved into your own home/apartment (no longer lived with parents)

· went into the military.

· got married.

· had your first child.

· had other children.

· if divorced/remarried, ask about dates.

· experienced significant moves.

· when your parents died.

· retired.

· Discover any more historical events.

· To see if your relative has not yet talked about specific historical events, ask:

· “What were some other important historical events in your life, besides the ones you’ve mentioned already?”

· For each event, find out how old your relative was at the time.

· “Which event had the most impact on you?”

· “How did it affect your life?”

· Thank your relative for helping with this assignment.

 

Construct the lifelines. After completing the interviews, you’ll need to draw the lifelines. You will construct three lifelines: one for you, one for your same-sex parent, and one for your same sex grandparent. The lifelines should be constructed on one or two pieces of paper. Plot a line from birth to your relatives’ current ages, marking out time at every 10-year intervals. Place along the line all the events your relative mentioned at the ages they took place. For your lifeline, the period up to the present should be written in black ink. Then, plot events that you expect to take place in your future in red ink. You should include normative life events and perhaps a few non-normative events.

 

Write the summary. After completing the lifelines, write a brief summary (two pages) of your observations. The summary should include:

· Two or three important life events for each of your relatives and how those events impacted him or her.

· A comparison of your lifeline and your relatives’ lifelines. What are the similarities and differences in the timing of events between your relatives and you, and what are possible reasons for those similarities and differences?

 

Paper format:

· Three lifelines

· Two-page summary

· Times New Roman, 12-point font, 1” margins.

· Sections:

· summary of life events for both relatives

· comparison of your lifeline to your relatives’ lifelines

· Avoid 2nd person pronouns (you, your, etc.) unless you are quoting your participant. First person is allowed for this assignment.

· You must use MS Word and submit your paper to Turnitin in Canvas.

· Name your file as “Last name 235”.

 

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

 

 

 

Page 2 of 2

For this task, imagine that you have a suspect in custody and the opportunity to observe him/her while they are being detained. You are on the other side of the one-way mirror and are able to hear the questions and answers to many of the questions. The FBI agents will not ask all of the questions on the list below, but as the criminal profiler, you must still find the answers to these questions. In addition, you are required to think critically to generate, ask, and answer five more questions, in addition to the questions below.

• What is the birth date of the perpetrator?
• Is the perpetrator male or female?
• Where was he/she born?
• What is the perpetrator’s last home or last known address?
• What types of crimes did he/she commit?
• Who caught him/her?
• What is the perpetrator known for?
• Did he/she serve time in jail?
• If yes, where, when, and how long?
• What is the perpetrator’s height, weight, and other identifiable marks, such as markings/piercings on the body?
• Does he/she have any known aliases?
• What was the Modus Operandi used?
• What are the possible motives for committing the crime?
• Did he/she have a signature style when he/she committed the crime?
• Who are the perpetrator’s friends or family?

You will write a assignment  including your first impressions of the suspect. In this assignment , be sure to answer the questions above, and then provide answers to five additional questions that are relevant to the suspect. You must make connections and collaborate to obtain and verify the information that you have been given. For example, if Ima Killer, the interviewee, states she was born in Boston, you will need to verify that information. Once “verified” you can include in your report that you verified with Mass General Hospital that the individual was born there. The goal of this part of the assignment is to demonstrate that you are putting all the pieces together and making educated guesses as you explore possible suspects. The educated guesses should be derived from theory, so review some of the previous weeks’ theory or research new theories and connect them within your pr. Make at least two scholarly connections to your suspect, the victim, or the crime scene. Each piece of the assignment, starting with analyzing the crime scene leads us to this important interview. If you are looking for a serial arsonist and notice he or she happens to smoke the same brand of cigarette found at the past three crime scenes, you have a lead. Not a definitive lead, but a strong lead that can be corroborated.

Length: 5-7 pages

References: a minimum of two resource

it  should demonstrate thoughtful consideration of the ideas and concepts presented in the course by providing new thoughts and insights relating directly to this topic. Your response should reflect doctoral-level writing and APA standards. Be sure to adhere to Northcentral University’s Academic Integrity Policy.