Discussion: Ethics In Counseling And Psychotherapy Research Paper

Discussion: Ethics In Counseling And Psychotherapy Research Paper ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS ON Discussion: Ethics In Counseling And Psychotherapy Research Paper Instructions Submit your final grant proposal. The final submission of the grant proposal should assemble all components and the milestones into a single document. It is expected that each milestone area will be revised in response to the feedback provided during the milestone submissions across the course. SNHU PSY 638 Ethics In Counseling And Psychotherapy Research Paper Grant agencies will return strong grant applications with suggested or required changes prior to approval, so this practice mimics the actual process. Submit these sections as one complete, polished artifact containing all of the critical elements of the final product. For additional details, please refer to the Final Project Guidelines and Rubric document. Discussion: Ethics In Counseling And Psychotherapy Research Paper ****Guidelines for Submission: Your grant proposal must be 12–16 pages in length (plus a cover page and references) and must be written in APA format. Use double spacing, 12-point Times New Roman font, and one-inch margins. Include at least five references cited in APA format. **** PLEASE USE THE ATTACHED MILESTONES TO FINISH THIS PROJECT, THEY ALL GO TOGETHER. I’VE ALSO ATTACHED FEEDBACK FROM THE TEACHER ON MILESTONE THREE FOR SOME CHANGES THAT NEED TO BE MADE TO IT. PLEASE FOLLOW THE RUBRIC VERY VERY CLOSELY AND INCLUDE ALL SECTIONS. THIS IS A HUGE GRADE AND IS A PASS OR FAIL FOR THE ENTIRE COURSE! milestone_3_teacher_feedback.png psy_638___3_2_final_project_milestone_one__problem_identification_draft_revised___janes__1_.docx psy_638___5_2_final_project_milestone_two__literature_review_draft___janes.docx psy_638_final_project_document__4_.pdf psy_638___7_2_final_project_milestone_three__intervention_strategy_and_implementation_plan_draft___janes.docx Discussion: Ethics In Counseling And Psychotherapy Research Paper. PROBLEM IDENTIFICATION DRAFT 1 Problem Identification Draft – REVISED Sharaya Janes Southern New Hampshire University July 15, 2020 PROBLEM IDENTIFICATION DRAFT 2 Problem identification prevalence The professional setting that I would be looking forward to is working in a school as a social worker. A school social worker is classified under the social work profession. As a school social worker, I will be responsible for applying my social skills on mental health and behavior to assist the adolescents in the school. The school social worker helps with offering services relating to mental health issues, behavioral change, classroom and academic support, and consultation with the teachers, administration, and parents (School Social Work Association of America. 2018). As a school social worker, I will support the school and the community to meet their academic goals by providing a convenient environment for learning and promoting positive behavior among the students. The identified problem is depression and anxiety among adolescents in the school and the community. A high number of students in the school and the community who are in their adolescent stage are experiencing depression and anxiety. According to the National Institute of Mental Health (2019), approximately 2.3 million adolescents between twelve and seventeen years had cases of depression in the US. The numbers are about 9.4% of the American population of individuals between 12 to 17 years (National Institute of Mental Health. 2019). The mental health of America (MHA) in its survey found that 13% of youths who are aged 12 to 17 years in Washington state suffer from major depression. The high population in Washington raises the need for developing a program that will address the issue at the early stages and help the children to become healthy (National Institute of Mental Health. 2019). The laws in Washington state have affected the delivery of healthcare services to the depressed students since it provides an opportunity for them to decline such services. PROBLEM IDENTIFICATION DRAFT 3 Various factors cause adolescents to develop anxiety and depression. One of the main reasons is the physical and emotional changes that they go through during the adolescent stage. The other reason is academic issues in that adolescents are likely to be depressed when they are not successful in their academics. Bullying at school and having issues of obesity can cause adolescents to develop low self-esteem, which can lead to depression (National Institute of Mental Health. 2019). Family issues such as the divorce of parents or other family problems can cause an adolescent to have depression or anxiety. Depression and anxiety are among the major issues among adolescents in present societies. It affects how they behave not only at school but also in society. Assessment of resources The required resources must be available and sufficient to ensure the issue of depression and anxiety is addressed appropriately. Lack of adequate resources may cause the problem to persist and cause many problems. Certain resources are available in the school environment and other resources that are unavailable or insufficient. One of the available resources is the facility or room that can be used to offer the counseling program (McDowell, et al. 2017). The room can accommodate approximately two hundred students, and this will be of much use to the program. The facility has an additional room that can be used as an office for the social worker to address the issue of depression and anxiety in the school. There is equipment to be used in addressing depression, such as stationery materials, computers, and other necessary equipment. Time is also a resource that is available since most of the adolescents have free time after their academic sessions. PROBLEM IDENTIFICATION DRAFT 4 Another resource that needs to be utilized in this case of addressing depression and anxiety is the national alliance on mental illness. The alliance is a nationwide advocacy group which represents the families and people affected by mental health disorder in the US. Therefore, the alliance will be key in advocating for the children in the school who may have depression and anxiety. The alliance provides caregiving to depression. The resources also depend on the state in which one will be operating since they vary from state to state.SNHU PSY 638 Ethics In Counseling And Psychotherapy Research Paper Discussion: Ethics In Counseling And Psychotherapy Research Paper. Impact of the problem The issue of depression is a mood disorder that is characterized by persistent negative emotions. The emotions will negatively impact the children’s lives that will cause challenges in educational, personal, social, and educational life. When the problem is not addressed in the early stages, it will affect the way the children interact with others. The relationship of the children with others, teachers, and parents will be affected (Ozer, et al. 2015). The children will experience the world in a negative view and will mostly change the way they handle their issues. The society will also be impacted by the depression and anxiety of the children since the behavior of the children will be worrying. Another impact is that they are likely to have challenges in the education concentration, which may eventually lower their grades. Children with depression and anxiety are likely to miss school, which may cause them to have a declined grade. Another impact of depression is developing depression-related behaviors such as uncontrolled alcohol use, drug use, and smoking. There are also medical-related costs that will be involved in the event of seeking to find a lasting solution for the issue (Fisher, 2020). The family and the institution will incur high costs. If the resources to manage the problem are not provided adequately, there might be an increase in the number of children developing such a PROBLEM IDENTIFICATION DRAFT problem. There is a need to provide the desired resources to ensure the problem is solved. Lack of resources for the solutions has a huge impact on the individuals, their families, and also the society (Hart Abney, et al. 2018). Adolescents with depression may experience emotional changes, such as feelings of sadness, hopelessness, and low self-esteem. 5 PROBLEM IDENTIFICATION DRAFT 6 References Fisher, R. A. (2020). The School Social Work Association of America, the Early Years (1994– 2006): An Inside Perspective. School Social Work Journal, 44(2), 49-66. Hart Abney, B. G., Lusk, P., Hovermale, R., & Melnyk, B. M. (2018). Decreasing depression and anxiety in college youth using the creating opportunities for personal empowerment program (COPE). Journal of the American Psychiatric Nurses Association, 25(2), 8998. https://doi.org/10.1177/1078390318779205 McDowell, C. P., MacDonncha, C., & Herring, M. P. (2017). undefined. Journal of Adolescence, 55, 1-4. https://doi.org/10.1016/j.adolescence.2016.12.004 National Institute of Mental Health. (2019). NIMH » major depression. NIMH » Home. https://www.nimh.nih.gov/health/statistics/major-depression.shtml Ozer, E. J., Lavi, I., Douglas, L., & Wolf, J. P. (2015). Protective factors for youth exposed to violence in their communities: A review of family, school, and community moderators. Journal of Clinical Child & Adolescent Psychology, 46(3), 353378. https://doi.org/10.1080/15374416.2015.1046178 School Social Work Association of America. (2018). Role of school social worker. sswaa. https://www.sswaa.org/school-social-work Running head: DEPRESSION 1 Depression Literature Review Sharaya Janes Southern New Hampshire University July 26, 2020 DEPRESSION 2 Depression among Children and Adolescents Literature Review Depression across the world is ranked among the most common psychological disorders. The condition contributed to the most substantial proportion of world disabilities and ranked the second most significant disease around the globe. According to psychological studies, 5% to 25% of the global populace has chances of having depression at different times in their entire lives, with a proportion of 15% of extremely depressed people committing suicide. The statistics are more real among young people as depression increases with the transition from childhood to adulthood, while adults have a higher chance of experiencing the conditions than children. For instance, in a ten-year longitudinal study, the rate of depression increased by six folds among the participants during the adolescent stage, about 2% of the 13 years old depressed and increased significantly to more than 17% at the age of the majority (Wade et al., 2002; Angold et al., 2002). Studies elaborating depression prevalence among adolescents and children report significant proportions with depression signs and symptoms. Physiological reviews reveal that mental classifications and adult depression traits are no way different from the children one, and various hypotheses are used to elaborate to and account for full comprehension of depression. Prevention and treatment approaches among both children and adults are developed based on multifactorial nature, although universal programs are sited more effectively based on their scope of the plan (Ishikawa, Sasagawa, Chen & Essau, 2016; Baiden, Stewart & Fallon, 2017). However, the majority of the research studies fail to elaborate long term preventive approaches in agreement. SNHU PSY 638 Ethics In Counseling And Psychotherapy Research Paper Discussion: Ethics In Counseling And Psychotherapy Research Paper. Depression disorders have been embellished over the years based on physiological and biological reasons. If the condition, for instance, cannot be explained adolescents and stressful life experiences, then the child has chances of suffering from neurological illness. DEPRESSION 3 However, although biological factors are equally significant factors contributing to depression disorder, more studies have explored physiological theories to explain the major causes of depressions (Baiden, Stewart & Fallon, 2017). Attachment-Informed Theories According to attachment-informed theory (Bowlby, 1976) elaborates specific conceptualization of human beings’ prevalence in the establishment of long-lasting ties and relationships with other people in the society. According to the theory, protectiveness, consistency, responsiveness, and nurturance in early human development, contribute to enhancing the mental awareness of an individual. Additionally, it enhances interactions with other members of society. These schemas are believed to serve as models for later relationships with other members of the community. Bowlby’s theory postulates that the vulnerability of an individual to depression largely depends on environmental exposure that failed to offer a child much-needed comfort, care, and security (Berant & Obegi, 2009). Adverse exposures may cause disturbances in a child’s attachment that can be linked to depressive disorder. Studies have indicated a direct relationship between insecurity among children, negative self-concept, and increased depression disorders. Additionally, relationships between depression and secure attachments also largely depend on schemas and maladaptive beliefs. Based on the concepts of the theory, depression is a learned phenomenon primarily associated with the victim’s negative interactions with the immediate environment (Reinecke and Rogers, 2001). Cognitive Models Beck’s cognitive theory and learned helplessness model are among two great widely accepted models among models used to explain depression based on the attribution approach. According to the theory, learned helplessness has a relationship with cognitive ambitions. The DEPRESSION 4 ambitions can be unstable or stable, external or internal, and specific or global. Global postulates that the adverse event is steady and contextually rather than being exact to a given life situation. On the other hand, internal attrition entails a coined relationship that, the negative condition arises due to personal situation rather than external influence conditions (Garaigordobil et al., 2017). Stable is based on the assumption that the detrimental situation is not to change over time. According to the cognitive models, individuals prone to depressions attribute negative and harmful happenings to stable, internal, and the global aspects and formulate external, unstable, and specific attributions for accomplishment of a trait that is recognized among depressed adolescents and children (Vázquez et al., 2000). Beck depression elaborates that the reality is explored in three ways, which entails negative personal views, the present world, and the future, all tied to negative experiences (Beck and Alford, 2009). Interpersonal Theory Interpersonal theories aim to identify and find intervention measures for the depressed individual based on their interpersonal functioning. The theory postulates interpersonal disputes, unresolved grief, and conflicts are the primary sources of depression among individuals. Milrod et al. (2014) elaborate that unhealthy relation during human development has severe critical implications, and positive internalization is crucial as an approach to curb depression. Additionally, studies develop that peer relationship is one of the essential factors predicting depression among children (Bernaras et al., 2013). In conclusion, depression is among the most critical conditions among adolescents and youths across the world. Various biological factors can be linked strongly with disorder conditions like tryptophan, a building element for serotonin-depletion. Detrimental interpersonal relationships within an individual’s environment advanced by intercultural alterations can be DEPRESSION 5 associated with an increased prevalence of depression conditions among adolescents. Many theoretical theories can be used in the evaluation of depression. However, it’s essential to the extent the instruments adopt practical strategic test approaches for diagnosing the condition at an early stage of development. SNHU PSY 638 Ethics In Counseling And Psychotherapy Research Paper Prevention approaches are considered adequate at an early stage, while many diagnostics have increased proven effective over the years. Theories have been used in the elaboration of the disorder, but conclusively, the prevention approach through counseling remains the most effective strategy. DEPRESSION 6 References Angold, A., Erkanli, A., Silberg, J., Eaves, L., & Costello, E. J. (2002). Depression scale scores in 8–17?year?olds: effects of age and gender. Journal of Child Psychology and Psychiatry, 43(8), 1052-1063. Baiden, P., Stewart, S. L., & Fallon, B. (2017). The role of adverse childhood experiences as determinants of non-suicidal self-injury among children and adolescents referred to community and inpatient mental health settings. Child abuse & neglect, 69, 163-176. Beck, A. T., & Alford, B. A. (2009). Depression: Causes and treatment. University of Pennsylvania Press. Berant, E., & Obegi, J. H. (2009). Attachment-informed psychotherapy research with adults. The Guilford Press. Bowlby, J. (1976). Human personality development in an ethological light. In Animal models in human psychobiology (pp. 27-36). Springer, Boston, MA. Branchi, I. (2011). The double edged sword of neural plasticity: increasing serotonin levels leads to both greater vulnerability to depression and improved capacity to recover. Psychoneuroendocrinology, 36(3), 339-351. Garaigordobil, M., Bernarás, E., Jaureguizar, J., & Machimbarrena, J. M. (2017). Childhood depression: relation to adaptive, clinical and predictor variables. Frontiers in psychology, 8, 821. Ishikawa, S. I., Sasagawa, S., Chen, J., &Essau, C. (2016). Prevention programs for depression among children and adolescents in Japan. Mental health and wellbeing through schools: The way forward, 157-170. DEPRESSION 7 Milrod, B., Markowitz, J. C., Gerber, A. J., Cyranowski, J., Altemus, M., Shapiro, T., … & Glatt, C. (2014). Childhood separation anxiety and the pathogenesis and treatment of adult anxiety. American Journal of Psychiatry, 171(1), 34-43. Reinecke, M. A., & Rogers, G. M. (2001). Dysfunctional attitudes and attachment style among clinically depressed adults. Behavioural and Cognitive Psychotherapy, 29(2), 129. Vázquez, F. L., Muñoz, R., & Becoña, E. (2000). Depresión: diagnóstico, modelos teóricos y tratamiento a finales del siglo XX. Psicología conductual, 8(3), 417-449. Wade, T. J., Cairney, J., & Pevalin, D. J. (2002). Emergence of gender differences in depression during adolescence: National panel results from three countries. Journal of the American Academy of Child & Adolescent Psychiatry, 41(2), 190-198. PSY 638 Final Project Guidelines and Rubric Overview The final project for this course is the creation of a grant proposal. The assessment for this course will be the construction of a grant proposal that targets a current area of developmental, behavioral, or diagnostic need for children or adolescents in your community. The final project represents an authentic demonstration of competency, because it requires you to apply concepts from across the child and adolescent curriculum to compose an original grant proposal for a theoretically supported, age-specific, and effective intervention program. Terms commonly used in grant proposals include problem identification, prevalence, assessment of resources, impact of the problem, and implementation plan. The meaning of these grant terms is revealed in the critical elements listed in the prompt, in which you will be asked to devise a grant proposal that one would submit in the field of psychology. Grant proposals could be submitted for funding for research, training, institutional upgrades, nonprofit center grants, funding opportunities, grants for children’s programs, or grants for specific outreach programs such as engaging underrepresented cultures. The purpose of this task is to assess your understanding of concepts from across the child and adolescent curriculum. Some real-world examples of grant proposal ideas have included: ? School/Educational Setting Orchard Middle School has over 50 at-risk students with a reading performance that directly affects their overall self-esteem and negative behavior issues. The school submitted a grant proposal to support development of a program to help all students with poor reading skills learn to read at grade level and increase their reading speed, comprehension, and reading attention span and overall sense of worth, esteem, and achievement. Studies have shown those who do better in school, fare better with stable mental health. ? Outpatient Mental Health The Open Arms Family Center requested a grant in the amount of $250,000 to contribute to the start-up funds for a family homeless shelter and mental health services. As an innovative, all-inclusive shelter program, the center aimed to provide for 10 families with children under the age of five who are experiencing homelessness. The center is committed to its mission of decreasing the overall number of homeless families in the Metro Boston area as well as working to break the cycle of homelessness. ? Community Outreach The purpose of Healthy Tomorrows is to stimulate innovative community-based programs that employ prevention strategies to promote access to health care for children and their families nationwide. HTPCP funding supports direct-service projects, not research projects. Healthy Tomorrows is designed to support family-centered initiatives that implement innovative approaches for focusing resources to promote community; define preventive child health and developmental objectives for vulnerable children and their families, especially those with limited access to quality health services; foster cooperation among community organizations, agencies, and families; involve pediatricians and other pediatric, child, and adolescent mental health professionals; build community and statewide partnerships among professionals in health, education, social services, government, and business to achieve self-sustaining p … Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10