I  learned that certain links exist between emotions, motivation, and stress. In fact, if one does not handle his or her stress effectively, numerous health issues could arise. 

For this assignment, you are to compose a reflection paper in which you examine a current or past stressful event in your life. You must embrace Selye’s general adaptation syndrome (GAS) and describe your reactions to the stressful event during each stage. You should describe the various facial expressions that you displayed as you progressed through each stage as well. Be sure also to address the following questions: 

• What coping strategies did you embrace to help solve the problem? 
• How was your professional life affected by the stressor? 
• How does Maslow’s hierarchy of needs relate to your stressor? What motivated you to solve the problem? 
• Did you experience additional conflicts with other individuals as you endured this life trial? 

Tips for writing your reflection paper: 

• Introduction: This is meant to give a concise overview of the featured stressful event and is usually one paragraph in length. In your introduction, you will reveal the featured stressful event that you will examine for this paper. 
• Summary: This contains your description of the required areas listed above in the opening statement, including Selye’s GAS, your facial expressions, coping strategies, professional impact, and relationship conflicts. 
• Analysis: In this portion of the paper, you should provide information from the textbook to analyze the impact that the stressful event could have placed upon your health, future goals, and motivation. You may use sources identified from the CSU Online Library to assist your analysis efforts, but this is not required. 
• Conclusion: This summarizes your final reflections for the featured topic. For instance, what implications have you uncovered during your research that you will apply to future stressful events? 

Must be at least one page in length, not counting the title and reference pages, but it can be longer if necessary to address all aspects of the assignment. It should be formatted in APA style. You are required to utilize the textbook, but other sources may be used if needed.

Explain Prevention and Intervention in your own words.

A prevention and intervention program entails early education strategies that target social, as well as emotional development in children thus becoming of significance in eradicating the escalation of behaviors that seems maladaptive. Prevention programs entail different strategies of intervention that solely depend on the risks status of children. For example, universal interventions target all children and get enforced as classroom activities’ curriculum that facilitates the development of the emotional, as well as  the social competencies of the children. However, this program does not appear effective on patients with problems that are externalized as those individuals with minimal behavioral problems get included in the community-based intervention (McCabe & Altamura, 2011).

Moreover, selective or indicated interventions constitute secondary programs that are significant in high-risk children and encompass training by teachers. Such interventions get aimed at improving strategies of classroom training management. It also entails small group training associated with minimal levels of externalized issues with high-risk persons. They get implemented by specialists or teachers and aim at mediating deficits of skills thus minimizing the problem of children with behavioral distrubances, aas well as social-emotional delays. Empirical studies by Bierman & Domitrovich (2012) affirm that the coordination of the indicated and the universal interventions provide an optimal provision of services, therefore, availing the appropriate levels of support families and children with different levels of needs.

Additionally, these interventions facilitate strong peer relations and targets emotional or social skills associated with acceptance of oneself, and protectecting children against peer rejection. The emotional and social competencies get taught using sophisticated strategies that involve practical activities, skills demostrations and explanations.

References

Biermura, K.L., Domitrovich, C., Darling, H. (2012). Early prevention initiatives. In J. Roopnarine & J. Johnson, eds. Approaches to early childhood education. Columbus, OH: Pearson Merrill Prentice Hall.

McCabe, P. C., Altamura, M. (2011). Empirically valid strategies to improve social and emotional competence of preschool children. Pyschology in the Schools.

respond to this question;

If you were a researcher, how would you determine whether or not an intervention program was successful?

  

1.1 When and how did you become aware of people being treated differently because of race, culture, or religion? Explain.

This discussion question meets the following CACREP Standards:

2.F.2.a. Multicultural and pluralistic characteristics within and among diverse groups nationally and internationally.

2.F.2.b. Theories and models of multicultural counseling, cultural identity development, and social justice and advocacy.

2.F.2.c. Multicultural counseling competencies.

This discussion question meets the following NASAC Standards:

19) Understand the importance of self-awareness in one’s personal, professional, and cultural life.

85) Adapt counseling strategies to the individual characteristics of the client, including (but not limited to): disability, gender, sexual orientation, developmental level, acculturation, ethnicity, age, and health status.

102) Sensitize others to issues of cultural identity, ethnic background, age, and gender role or identity in prevention, treatment, and recovery.

119) Recognize the importance of individual differences by gaining knowledge about personality, cultures, lifestyles, and other factors influencing client behavior, and applying this knowledge to practice.

1.2 The textbook uses the term persons of color. What is your reaction to this? Why do you think the author uses this term? Support your answer with at least one scholarly reference.

This discussion question meets the following CACREP Standards:

2.F.2.a. Multicultural and pluralistic characteristics within and among diverse groups nationally and internationally.

2.F.2.b. Theories and models of multicultural counseling, cultural identity development, and social justice and advocacy.

2.F.2.c. Multicultural counseling competencies.

This discussion question meets the following NASAC Standards:

18) Understand diverse racial and ethnic cultures, including their distinct patterns of interpreting reality, world view, adaptation, and communication, and to incorporate the special needs of minority groups and the differently abled into clinical practice.

85) Adapt counseling strategies to the individual characteristics of the client, including (but not limited to): disability, gender, sexual orientation, developmental level, acculturation, ethnicity, age, and health status.

102) Sensitize others to issues of cultural identity, ethnic background, age, and gender role or identity in prevention, treatment, and recovery.

119) Recognize the importance of individual differences by gaining knowledge about personality, cultures, lifestyles, and other factors influencing client behavior, and applying this knowledge to practice.

2.1 How can a counselor with Christian beliefs demonstrate the golden rule when working with clients who have diverse worldviews?

This discussion question meets the following CACREP Standard: 2.F.2.g. The impact of spiritual beliefs on clients’ and counselors’ worldviews.

This discussion question meets the following NASAC Standards:

18) Understand diverse racial and ethnic cultures, including their distinct patterns of interpreting reality, world view, adaptation, and communication, and to incorporate the special needs of minority groups and the differently abled into clinical practice.

19) Understand the importance of self-awareness in one’s personal, professional, and cultural life.

119) Recognize the importance of individual differences by gaining knowledge about personality, cultures, lifestyles, and other factors influencing client behavior, and applying this knowledge to practice.

121) Conduct culturally appropriate self-evaluations of professional performance, applying ethical, legal, and professional standards to enhance self-awareness and performance.

2.2 Are the major counseling theories culture-bound? Explain.

This discussion question meets the following CACREP Standard: 2.F.2.h. Strategies for identifying and eliminating barriers, prejudices, and processes of intentional and unintentional oppression and discrimination.

This discussion question meets the following NASAC Standards:

18) Understand diverse racial and ethnic cultures, including their distinct patterns of interpreting reality, world view, adaptation, and communication, and to incorporate the special needs of minority groups and the differently abled into clinical practice.

119) Recognize the importance of individual differences by gaining knowledge about personality, cultures, lifestyles, and other factors influencing client behavior, and applying this knowledge to practice.

121) Conduct culturally appropriate self-evaluations of professional performance, applying ethical, legal, and professional standards to enhance self-awareness and performance.

3.1 Why do people tend to deny, rationalize, and avoid discussing their feelings and beliefs about race and ethnicity?

This discussion question meets the following CACREP Standard: 2.F.2.d. The impact of heritage, attitudes, beliefs, understandings, and acculturative experiences on an individual’s views of others.

This discussion question meets the following NASAC Standards:

19) Understand the importance of self-awareness in one’s personal, professional, and cultural life.

119) Recognize the importance of individual differences by gaining knowledge about personality, cultures, lifestyles, and other factors influencing client behavior, and applying this knowledge to practice.

121) Conduct culturally appropriate self-evaluations of professional performance, applying ethical, legal, and professional standards to enhance self-awareness and performance.

3.2 Historically, racism and issues associated with it have been resistant to change. State some reasons for the resistance.

This discussion question meets the following CACREP Standard: 2.F.2.g. The impact of spiritual beliefs on clients’ and counselors’ worldviews.

This discussion question meets the following NASAC Standards:

18) Understand diverse racial and ethnic cultures, including their distinct patterns of interpreting reality, world view, adaptation, and communication, and to incorporate the special needs of minority groups and the differently abled into clinical practice.

19) Understand the importance of self-awareness in one’s personal, professional, and cultural life.

102) Sensitize others to issues of cultural identity, ethnic background, age, and gender role or identity in prevention, treatment, and recovery.

119) Recognize the importance of individual differences by gaining knowledge about personality, cultures, lifestyles, and other factors influencing client behavior, and applying this knowledge to practice.

121) Conduct culturally appropriate self-evaluations of professional performance, applying ethical, legal, and professional standards to enhance self-awareness and performance.

4.1 Choose three different ethnic groups. For each group, provide examples of how counselors may best build rapport and trust with clients. Provide scholarly evidence in your response.

This discussion question meets the following CACREP Standards:

2.F.2.a. Multicultural and pluralistic characteristics within and among diverse groups nationally and internationally.

This discussion question meets the following NASAC Standards:

18) Understand diverse racial and ethnic cultures, including their distinct patterns of interpreting reality, world view, adaptation, and communication, and to incorporate the special needs of minority groups and the differently abled into clinical practice.

19) Understand the importance of self-awareness in one’s personal, professional, and cultural life.

85) Adapt counseling strategies to the individual characteristics of the client, including (but not limited to): disability, gender, sexual orientation, developmental level, acculturation, ethnicity, age, and health status.

102) Sensitize others to issues of cultural identity, ethnic background, age, and gender role or identity in prevention, treatment, and recovery.

119) Recognize the importance of individual differences by gaining knowledge about personality, cultures, lifestyles, and other factors influencing client behavior, and applying this knowledge to practice.

121) Conduct culturally appropriate self-evaluations of professional performance, applying ethical, legal, and professional standards to enhance self-awareness and performance.

4.2 Choose three different ethnic groups. For each group, provide examples of how counselors may best build rapport and trust with clients. Provide scholarly evidence in your response.

This discussion question meets the following CACREP Standards:

2.F.2.a. Multicultural and pluralistic characteristics within and among diverse groups nationally and internationally.

This discussion question meets the following NASAC Standards:

18) Understand diverse racial and ethnic cultures, including their distinct patterns of interpreting reality, world view, adaptation, and communication, and to incorporate the special needs of minority groups and the differently abled into clinical practice.

19) Understand the importance of self-awareness in one’s personal, professional, and cultural life.

85) Adapt counseling strategies to the individual characteristics of the client, including (but not limited to): disability, gender, sexual orientation, developmental level, acculturation, ethnicity, age, and health status.

102) Sensitize others to issues of cultural identity, ethnic background, age, and gender role or identity in prevention, treatment, and recovery.

119) Recognize the importance of individual differences by gaining knowledge about personality, cultures, lifestyles, and other factors influencing client behavior, and applying this knowledge to practice.

121) Conduct culturally appropriate self-evaluations of professional performance, applying ethical, legal, and professional standards to enhance self-awareness and performance.

Each questions needs to be answered with 150-200 words and have a Cites in each answer. Must pass turn it in with less than 5%. 

Discussion Questions   Complete the following discussion questions which are based on concepts and principles from the assigned readings for this module.  Your facilitator will guide you in the selection of two of the four discussion questions. Submit your responses to both questions to the Discussion Area  by the due date assigned. Through the end of the module, comment on the responses of others.  Participate in the discussion by asking a question, providing a statement of clarification, providing a point of view with a rationale, challenging an aspect of the discussion, or indicating a relationship between one or more lines of reasoning in the discussion.  You will be assigned two discussion questions in this module; each is worth 32 points. The total number of points you can earn for this assignment is 64.  Discussion Question 1  Chronic Fatigue Syndrome  How might an athlete overcompensate for or hide the presence of chronic fatigue syndrome? How could you best assess and intervene if you were the consulting sport psychologist?  Evaluation Criteria for Discussion Question Response:  Identified at least three ways that athletes cover up problems with chronic fatigue. [8 points] Explained what is needed to assess and intervene with an athlete trying to hide this problem. [8 points]  Discussion Question 2  Stress and Coping Style  The impact of stress on a person’s psychological and physical functioning can be pronounced.  How do you think stress would manifest across various body systems? What are some essential components of a plan for monitoring your client’s coping ability, including your methods for differentiating between positive coping and self-destructive coping mechanisms?  Evaluation Criteria for Discussion Question Response:  Identified and explained the physical symptoms of stress across various body parts. [8 points] Accurately identified assessment of athletes’ coping mechanisms. [8 points]  Discussion Question 3  Body Dysmorphic Disorder  How does an intense focus on body image, weight, and/or controlling food intake among athletes in certain sports impact males and females differently and relate to the prevalence rates of body dysmorphic disorder symptoms?  Evaluation Criteria for Discussion Question Response:  Identified problems such as anorexia, bulimia, and body dysmorphic disorder. [8 points] Explained how this impacts male and female athletes differently. [8 points]  Discussion Question 4  Gender Identity  Consider the definitions of masculinity and femininity. What are your opinions concerning the gender stereotypes found among athletes? Are athletes with stereotypically masculine or feminine identities more or less psychologically healthy than those athletes who are more androgynous?  Evaluation Criteria for Discussion Question Response:  Made a comparative analysis of the psychological health among athletes with stereotypically masculine or feminine identities and athletes who are more androgynous. [16 points]  All written assignments and responses should follow APA rules for attributing sources.     Assignment 1 Grading Criteria   Maximum Points   Discussion Question Response:     Please see specific evaluation criteria listed below each discussion question.  16×2   Discussion Participation:     Participated in the discussion by asking a question, providing a statement of clarification, providing a point of view with a rationale, challenging a point of discussion, or making a relationship between one or more points of the discussion.  8×2   While responding, justified ideas and responses by using appropriate examples and references from texts, Web sites, and other references or personal experience.  4×2   Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources, displayed accurate spelling, grammar, and punctuation.  4×2   Total:  64

We learned in earlier discussions that according to Aristotle and Bentham, one’s happiness was the highest goal. Enter social contract. How does one ensure one’s self-interest when one has to compromise with another to achieve the goal? David Gauthier proposes that it is possible, offering the Prisoner’s Dilemma as an example.

 

According to the story of the Prisoner’s Dilemma, two people have been brought in for questioning, conducted separately, about a crime they are suspected to have committed. The police have solid evidence of a lesser crime that they committed, but need confessions in order to convict them on more serious charges. Each prisoner is told that if she cooperates with the police by informing on the other prisoner, then she will be rewarded by receiving a relatively light sentence of one year in prison, whereas her cohort will go to prison for ten years. If they both remain silent, then there will be no such rewards, and they can each expect to receive moderate sentences of two years. And if they both cooperate with police by informing on each other, then the police will have enough to send each to prison for five years. The dilemma then is this: in order to serve her own interests as well as possible, each prisoner reasons that no matter what the other does she is better off cooperating with the police by confessing. Each reasons: “If she confesses, then I should confess, thereby being sentenced to five years instead of ten. And if she does not confess, then I should confess, thereby being sentenced to one year instead of two. So, no matter what she does, I should confess.” The problem is that when each reasons this way, they each confess, and each goes to prison for five years. However, had they each remained silent, thereby cooperating with each other rather than with the police, they would have spent only two years in prison.

 

(Note: For additional information, you can read more about Gauthier by copying the URL into your internet browser. (http://www.iep.utm.edu/soc-cont/#SH2a). It will take you to the Internet Encyclopedia of Philosophy. The link takes you to the beginning of a great article on social contract. The outline at the beginning shows that the discussion on Gauthier and the Prisoner’s Dilemma is in the middle of the article, in the “More Recent Theories” section, following Rawls. Gauthier comments on the idea that the Prisoner’s Dilemma shows that it is in an individual’s best interest to cooperate, even when it means that they will give up some individual freedom.)

 

Assignment Requirements:

 

Write a 3-page (650-750 word) paper addressing the following questions:

 

1. Consider the concepts of utilitarianism, egoism, and social contract. What moral theory—utilitarianism, egoism, or social contract—is consistent with coopering with the other prisoner and rejecting self-interest as the best option? What is the recommended course of action for each prisoner in regard to the other two theories?
2. From your experience, is cooperation always in your best interest? Share an example. Alternatively, to state it negatively, why do selfish, self-centered people seem to prosper if cooperation is always in their best interest?

 

Post the 3-page (500-750 words) paper