stance will be emailed or messaged write an Argument Paper that takes a posit

   stance will be emailed or messaged
write an Argument Paper that takes a position on the issue you selected. Be sure to include an explanation of the topic, possible viewpoints on the topic, your selected position on the topic, and appropriate evidence to support both your position and that of your possible opponents. Avoid the errors in reasoning that we have studied during the past five weeks by providing your argument in a logically defensible form.
Directions:
1. Provide a summary introduction that succinctly identifies and explains the chosen issue, including key terms.
2. Identify and explain one argument (pro or con) related to the chosen issue; either summarize an existing argument or construct an original one.
3. Identify and assess the type of evidence offered in support of the argument position. This will include identifying premises and conclusions.
4. Analyze the evidence by explaining how the evidence logically supports or fails to support the argument’s conclusion, and critically evaluate the argument for any reasoning errors, accurately align the argument with the selected topic, and describe the source of the argument.
5. Next, identify and explain one counter argument (pro or con) related to the chosen issue and related to the first argument; either summarize an existing argument or construct an original one.
6. Identify and assess the type of evidence offered in support of the argument position. This will include identifying premises and conclusions.
7. Analyze the evidence by explaining how the evidence logically supports or fails to support the argument’s conclusion, and critically evaluate the argument for any reasoning errors, accurately align the argument with the selected topic, and describe the source of the argument.
8. Critically assess which of the two arguments is superior; defend the judgment by explaining how and why. Explain the value of critical-thinking analysis in reaching this final conclusion.
9. Apply current APA standards for editorial style, expression of ideas, and format of text, citations, and references. Professionally present the position using good grammar, spelling, and punctuation.
Submit your Argument Paper in Microsoft Word document format 
  
Assignment   2 Grading Criteria

Maximum Points
 
Summary   Introduction.

16
 
Identified   and explained one argument (pro or con) related to the chosen issue.

20
 
Type   of evidence offered in support of the argument position.

20
 
Analysis   and explanation of how the evidence supports or fails to support the   corresponding conclusion.

24
 
Evaluation   of the argument.

28
 
Identified   and explained one counter argument (pro or con) related to the chosen issue   and related to the first argument.

20
 
Type   of evidence offered in support of the counter argument position.

20
 
Analysis   and explanation of how the counter argument supports or fails to support the   corresponding conclusion..

24
 
Evaluation   of counter argument.

28
 
Critically   assessed which of the two arguments is superior, explaining how and why.   Explain the value of critical thinking analysis in this assessment.

36
 
Organization.

16
 
Usage   and Mechanics.

16
 
APA.

24
 
Style.

8
 
Total:

300

  In this assignment, you will select one of the claims listed below. Using what

 
In this assignment, you will select one of the claims listed below. Using what you know about the topic, describe at least four claims that might commonly be made that display some of the errors in reasoning covered in this module’s readings. You may have to do a bit of research to find popular positions on these topics.
For example, if the claim is: Children should not be allowed to play violent video games.
Then four common claims about the subject might be:

Children have always played      violent games and they turned out okay.
Dr. Dre says that violent video      games are okay.
Everybody knows that violent      video games don’t cause problems.
Many countries banned violent      video games and they have higher crime rates than we do.

And the errors they represent might be:

Please no plagiarism and make sure you are able to access all resource on your o

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 Broderick and Blewitt (2015). I need this completed by 01/21/18 at 12pm. Respond to my colleagues using one or more of the following approaches:
· Select a colleague who was assigned a different client than you. Validate his or her perspective or propose an alternative perspective to at least one aspect of his or her posting (developmental level, rapport and engagement, or treatment). Support your response with specific references to the client family presented in the case study and to the current literature.
· Select a colleague who was assigned the same client as you. Contrast your posts. Support your response by explaining how you might combine strengths from each of your posts to provide a better analysis of or treatment for the client.

1. Classmate (A. Wit)
My client is the Martinez family.  Gabby Martinez is 19-years-old and living at home with her parents and younger siblings (Laureate Education, 2013).  Instead of going to college, Gabby has moved from one low-paying job to another.  She has not found a position she likes and has been fired several times for missing work.  In addition to vocational troubles, Gabby is under pressure from her parents to find a husband.  Gabby feels she is too young for marriage and feels lost and anxious.  In this post, I will describe Gabby’s developmental level and Super’s developmental approach in the counseling process.
Developmental level
The period of young adulthood is marked by events such as completing education, entering the workforce, and leaving home (Broderick & Blewitt, 2015).  Although the adulthood may emerge as young as 18, the crisis of persona and identity formation may extend through the 20’s, 30’s and 40’s (Robinson & Smith, 2010).  Gabby, at 19-years-old, has joined the workforce, but still lives at home with her parents.  She is in a transitional phase, having met the marker event of finishing high-school and starting work, but still lives at home under her parents’ rules.  Early adulthood is a time of great learning when vocational, romantic, and social interests develop (Broderick & Blewitt, 2015).  During this phase, Gabby’s feelings of being lost, anxious, confused, and overwhelmed are common (Arnett, 2007).  Gabby’s living situation may be one factor contributing to her anxiety and confusion.  Most adults generally leave the family nest by age 19, where they have an opportunity to focus on their self-development and interests (Arnett, 2007).
Building rapport
Building a strong, trusting relationship is essential in working with all clients.  With, Gabby, counseling should be a space where she is free to explore her emerging identity and interests.  At home, Gabby is under significant scrutiny from her parents.  Her parents have marriage and vocational expectations for her that may be inhibiting autonomy.  As her counselor, I would create a supportive, non-judgmental environment where she is free to express herself.  For young adults who are suffering from identity crisis, Robinson and Smith (2010) suggest that counselors using probing pre-crisis questions.  For example, “did you feel in control of your life?” or “how do you remember feeling?” (Robinson & Smith, 2010).  With Gabby, I would explore how her feelings about herself and her relationship with her parents may have changed since she graduated from high-school. 
Counseling approach
One counseling strategy with Gabby would be employing Super’s developmental approach.  Super suggests that satisfying employment correlates with personal characteristics and the emergence of vocational self-concept (Broderick & Blewitt, 2015).  Gabby may be more likely to find a job she enjoys if the counselor can help identify her unique qualities and the opportunities that exist within her network (Broderick & Blewitt, 2015).  Vocational self-concept changes through adulthood (Broderick & Blewitt, 2015).  At 19, Gabby is in Super’s exploratory stage, marked by narrowing interests without finalized career choices (Broderick & Blewitt, 2015).  The counselor can point out the Gabby’s multiple jobs may be a strength, informing her of what she does not want to do.  Super’s approach highlights that vocational self-concept and career path are continuous processes (Broderick & Blewitt, 2015).
Summary
It is not uncommon for emerging adults to feel lost or anxious.  Many individuals are navigating independence and free-will with the comfort (and discomfort) of living with their parents.  In working with this population, a strong, supportive therapeutic relationship is essential.  There are many counseling approaches, including Super’s developmental approach, which meet the client where they are during this transitional phase.
References
Arnett, J. J. (2007). Suffering, selfish, slackers? Myths and reality about emerging adults. Journal of Youth and Adolescence, 36(1), 23–29.
Broderick, P. C., & Blewitt, P. (2015). The life span: Human development for helping professionals (4th ed.). Upper Saddle River, NJ: Pearson Education
Laureate Education (Producer). (2013). Adolescence [Video file]. Retrieved from CDN Files Database.
Robinson, O. C., & Smith, J. A. (2010). The stormy search for self in early adulthood: Developmental crisis and the dissolution of dysfunctional personae. The Humanistic Psychologist, 38(2), 120–145.

2. (Classmate B. Smi)
Olivia, age 19, of the Crane family is my assigned client for the week. Olivia is home for a term break from college. Her mother, Carol, is concerned that Olivia exhibits signs of depression. When asked about this, Olivia declares many of her class and schoolmates are “snobs” with whom she’d rather not be friends with. She also expression academic struggles despite maintaining a 3.0 grade point average. Olivia also makes it very clear that she has no desire to date after observing her parents’ relationship.
Rapport and Engagement
   Emerging adulthood, as defined by Jeffery Arnett, is the time period between the age of 18 and 25 (Broderick & Blewitt, 2015). Within emerging adulthood, social networks expand, more lifestyle and occupational options become available, and individuals seek and gain autonomy. Once an individual has reached this age bracket, they’ve likely completed physical growth. Research also shows the brain continues to develop during the transition from adolescence to early adulthood (Broderick & Blewitt, 2015).
    To develop rapport with Olivia, I might ensure that she is aware that this is a safe space and that the things we discuss are confidential. To promote engagement within sessions, I would as Olivia to tell me more about her college experience. I would want to know her expectations for herself. For example, she expresses feeling that nothing she does is good enough and having selected the hardest professors, however, she is maintaining a very solid g.p.a.
Counseling Approach and Theoretical Orientation
For this this week’s discussion, I’ve decided to utilize Schaie’s Theory. Schaie’s theory rests on the belief that individuals face different types of issues with each new phase of adulthood. The theory highlights how important is for individuals to utilize their intelligence to navigate the new roles, needs, and responsibilities as they move throughout adulthood (Broderick & Blewitt, 2015). As Olivia is currently an emerging adult, she would currently be in the achieving stage, according to Schaie’s theory. Schaie declares this period as a time where individual use their intellect to maneuver challenges as well as determine their possible consequences (Broderick & Blewitt, 2015). In working with Olivia, it’d be imperative for the counselor to asssit her in identifying and discussing the possible consequences of her actions and behaviors. Possibly discuss her decision to be alone and not make any new friends, her goals of raising her g.p.a. and academic improvement, and her refusal to be committed to anyone ever. I don’t believe this discussions should in any way attempt to tell Olivia why her discussions are poor but instead get her to discuss what she believes the consequences or results could be.
Summary
      In conclusion, I believe Schaie’s Theory would be best in a counselor’s work with Olivia as it derives from the belief that obstacles, choices, and consequence change as the individual moves throughout adulthood. I believe this is so in all things in life. Biggie Smalls said it best when he recited “mo money mo problems.” I believe this to be the same with an emerging adult as they ar e gaining autonomy, more resources and more choices. However, whenever you receive more, the risk is often higher. This could be said about an emerging adult that is debating on whether to move out on their own, attend college in or out of state, quit their job, and a number of other scenarios.
References
Broderick, P. C., & Blewitt, P. (2015). The life span: Human development for helping professionals (4th ed.). Upper Saddle River, NJ: Pearson Education.
Laureate Education (Producer). (2013m). Young adulthood [Video file]. Retrieved from CDN Files Database. (COUN 6215/COUN 8215/HUMN 8215) 
Smits, I., Doumen, S., Luyckx, K., Duriez, B., & Goossens, L. (2011). Identity styles and interpersonal behavior in emerging adulthood: The intervening role of empathy. Social Development, 20(4), 664–684.
Readings
· Broderick, P. C., & Blewitt, P. (2015). The life span: Human development for helping professionals (4th ed.). Upper Saddle River, NJ: Pearson Education.
o Chapter 11, “Physical and Cognitive Development in Young Adulthood” (pp. 408-437)
o Chapter 12, “Socioemotional and Vocational Development in Young Adulthood” (pp. 438-476)
Arnett, J. J. (2007). Suffering, selfish, slackers? Myths and reality about emerging adults. Journal of Youth and Adolescence, 36(1), 23–29.
Retrieved from the Walden Library databases.
Benson, J. E., Johnson, M. K., & Elder, G. H., Jr. (2012). The implications of adult identity for educational and work attainment in young adulthood. Developmental Psychology, 48(6), 1752–1758.
Retrieved from the Walden Library databases.
Brandell, J. R. (2010). Contemporary psychoanalytic perspectives on attachment. Psychoanalytic Social Work, 17(2), 132–157.
Retrieved from the Walden Library databases.
McAdams, D. P., Bauer, J. J., Sakaeda, A. R., Anyidoho, N. A., Machado, M. A., Magrino-Failla, K., … Pals, J. L. (2006). Continuity and change in the life story: A longitudinal study of autobiographical memories in emerging adulthood. Journal of Personality, 74(5), 1371–1400.
Retrieved from the Walden Library databases.
O’Connor, M., Sanson, A., Hawkins, M. T., Letcher, P., Toumbourou, J., Smart, D., … Olsson, C. (2011). Predictors of positive development in emerging adulthood. Journal of Youth and Adolescence, 40(7),860–874.
Retrieved from the Walden Library databases.
Robinson, O. C., & Smith, J. A. (2010). The stormy search for self in early adulthood: Developmental crisis and the dissolution of dysfunctional personae. The Humanistic Psychologist, 38(2), 120–145.
Retrieved from the Walden Library databases.
Rodriguez, P. D., & Ritchie, K. L. (2009). Relationship between coping styles and adult attachment styles. Journal of the Indiana Academy of the Social Sciences, 13, 131–141.
Retrieved from the Walden Library databases.
Smits, I., Doumen, S., Luyckx, K., Duriez, B., & Goossens, L. (2011). Identity styles and interpersonal behavior in emerging adulthood: The intervening role of empathy. Social Development, 20(4), 664–684.
Retrieved from the Walden Library databases.
Specht, J., Egloff, B., & Schmukle, S. C. (2011). Stability and change of personality across the life course: The impact of age and major life events on mean-level and rank-order stability of the Big Five. Journal of Personality and Social Psychology, 101(4), 862–882.
Retrieved from the Walden Library databases.
Fraley, R. C. (n.d.). Attachment style. Retrieved March 10, 2013 from http://www.web-research-design.net/cgi-bin/crq/crq.pl 
Media
· Laureate Education (Producer). (2013m). Young adulthood [Video file]. Retrieved from CDN Files Database. (COUN 6215/COUN 8215/HUMN 8215)
 
This media piece highlights the family member aged 19–29.
 
Note: Please click on the following link for the transcript: Transcript (PDF).
· Laureate Education (Producer). (2013f). Perspectives: Emerging adulthood [Video file]. Retrieved from https://class.waldenu.edu
 
Note: The approximate length of this media piece is 3 minutes.
 
This week’s presenter highlights the challenges of working with clients in the 19–30 year-old age range, as well as the ways in which emerging adulthood is much like a “second adolescence.”
Accessible player  –Downloads– Download Video w/CC Download Audio Download Transcript 

  Bearing witness to trauma has its own set of consequences. Watching repeated e

Bearing witness to trauma has its own set of consequences. Watching repeated episodes of bullying can evoke strong emotional and behavioral responses from an adolescent. During the impressionable stage of social development in adolescents, these experiences can contribute to a change in perception about the ways people should and do treat each other. Furthermore, ongoing exposure to this behavior can jeopardize an adolescent’s healthy social development. For this Discussion, consider how the act of bullying experienced by one adolescent may change the experience of another who witnesses it.

Post a scenario that illustrates how bullying experienced by one adolescent may change the experience of another who witnesses it. Then address the availability of any social work intervention, skill, or practice that might change this cycle of events. Please use the Learning Resources to support your answer.

USE THE REFERENCES I PROVIDE ONLY!!!!!

REFERENCES:
Zastrow, C. H., & Kirst-Ashman, K. K. (2016). Understanding human behavior and the social environment (10th ed.). Boston, MA:  Cengage Learning.

Chapter 8 (pp. 376-422)

 Dempsey, A. G., Sulkowski, M. L., Nichols, R., & Storch, E. A. (2009). Differences between peer victimization in cyber and physical settings and associated psychosocial adjustment in early adolescence. Psychology in the Schools, 46(10), 962–972. 
 Glasser, L., & Keller, M. (2009). Are the competent the morally good? Perspective taking and moral motivation of children involved in bullying. Social Development, 18(4), 798–816. 

PLEASE WRITE 300-350 WORDS

Simon, a 16-year-old male, has always performed adequately in school. This semes

Simon, a 16-year-old male, has always performed adequately in school. This semester his math scores dropped from Bs to Fs, but his other grades have remained Bs. IQ testing with the WAIS-IV revealed that he has an average overall IQ without any major deficiencies. Do these normal findings provide useful diagnostic information? How so? What might be happening with Simon?
This discussion question meets the following CACREP Standard: 2.F.7.l. Use of assessment results to diagnose developmental, behavioral, and mental disorders.

   Write a 750-1,000-word assignment that gives a general overview of  commonly

  
Write a 750-1,000-word assignment that gives a general overview of  commonly used substance use disorder treatment approaches. In  addition, you are to select two common approaches and compare their  similarities and differences.
Include the following in your assignment:

A brief description of common empirically researched substance    use disorder treatments listed in the topics readings such as (MI,    CBT, and SF). Include a minimum of two treatment descriptions.
A discussion about the differences of each treatment  listed.
A discussion about which method you would prefer to    use and why.
A list of professionals who may be involved in    treatment, their role, and how you would coordinate treatment with  them.
A minimum of two scholarly sources.

Consider using the following level-one APA headings in your paper to  help organize the content:

Overview of Treatment Approaches to Addictions Counseling
Treatment Differences
Preferred Method and  Rationale
Treatment Professionals

Prepare this assignment according to the guidelines found in the APA  Style Guide

MUST PASS TURN IT IN WITH LESS THAN 5% 

     Write a 750-1,000-word paper that addresses the following: A definition of

    
Write a 750-1,000-word paper that addresses the following:

A definition of screening, assessment, and treatment plan
Discuss the need for crisis management when working with a  client.
What is the assessment process for identifying    addictive disorders?
What considerations must be made for    choosing an appropriate assessment tool?
A general overview    of the substance use disorder criteria according to the   DSM
A discussion about the potential problems that    can arise when a counselor relies solely on the diagnostic criteria    listed in the DSM for treatment planning
Include    at least two examples of commonly used substance use disorder    assessment tools.
Include a minimum of two scholarly    sources in addition to the textbook.

When writing the paper, consider using the following level-one APA  headings to help organize the content:

Definitions
Crisis Management
Assessment  Process
Considerations
General Overview of  Criteria
Potential Problems
Examples

Prepare this assignment according to the guidelines found in the APA  Style Guide

MUST PASS TURN IT IN WITH LESS THAN 5%

Ethical Practice and Legislation    Clients must be assured that all aspects of

Ethical Practice and Legislation
 Clients must be assured that all aspects of their communication with any professional regarding themselves or their family members will be held in the strictest confidence. Clients who cannot trust professionals to treat information as confidential may withhold information that is important to investigation, assessment, and treatment. When professionals disregard the privacy of their clients, the clients are injured in obvious and/or subtle ways. A professional code of ethics provides guidance here. Codes of ethics fulfill three major objectives: to educate professionals about sound ethical conduct, to provide a mechanism for professional accountability, and to be a catalyst for improving practice. In this way, they provide a foundation for professional competency and integrity.  In a 1,050- to 1,400-word (or 3- to 4-page) paper (excluding references and title page), discuss how your professional ethics code fulfills these objectives. As ethical issues are also influenced by legislation, discuss how you believe legislation could likewise contribute to the fulfillment of these objectives. Discuss the most significant ways that you believe legislation and ethical codes can affect your future professional practice. To support your ideas, cite one or more landmark court cases from our readings addressing responsible ethical and legal professional practice, and discuss implications for ethical and responsible practice. This paper should reflect an integration of your knowledge of ethical practice, ethical codes, and legislative influences on professional practice. In addition to the required readings, cite at least two scholarly references.

  Select two descriptive methods and describe a study for each method that you w

Select two descriptive methods and describe a study for each method that you would be interested in conducting.  
For instance, if you choose a case study;

What would your study be about?
Who would your participants be and how would you gather your data?
What sampling technique would you use?
What would be the benefits and limitations of your study?

 400 word minimum length APA Format

The collaborative practice of clinicians across disciplines requires a shared la

The collaborative practice of clinicians across disciplines requires a shared language, appreciation of diagnostic and therapeutic paradigms, and recognition of appropriate roles within the health care team.  This collaborative environment is at the heart of a health care system that utilizes the skills and expertise of all its team members in appropriate and extended roles. This model of care delivery is often called integrated care (IC) or collaborative care (CC). Although this model is endorsed by many professional societies and agencies, the CC/IC care delivery model can fail due to multiple factors.   In your initial post, consider the clinical partnerships that result within the CC/IC delivery model. Integrating concepts developed from different content domains in psychology, address the following questions. •How might health care teams achieve therapeutic goals for individual clients? •How does this support health literacy? •What factors might lead to the failure of the CC/IC delivery model? •How might lack of acceptance of the value or viability of the CC/IC model by stakeholders, lack of awareness of the clinical competencies of various members of the team, barriers to financial reimbursement for services, and lack of integration of support services within the practice cause a breakdown in efficacy? •What supportive interventions within the CC/IC model address such issues?   In addition, consider how successful health care models assume an understanding of each profession’s competencies and responsibilities. For example, primary care providers (PCPs) are sometimes unaware of the abilities and practice scope of psychology professionals. •Identify methods of targeted intervention and education for PCPs that might alleviate potential issues for the CC/IC model. •Explain how the APA Ethical Code of Conduct can be used to guide decisions in these complex situations. •Evaluate and comment on the potential work settings where you might find the CC/IC model. In what ways might this model provide more job satisfaction?