Psychology homework
blessed122
3 years ago
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files (1)Week3AssignmentInstructions.docx
Week3AssignmentInstructions.docx
Week Three Assignment
How and what to Submit?
How to submit
Click on the assignment title "Week # Assignment Submission Area. Then, on the next page, click on browse my computer, then find the word document that you wrote your assignment in and attach the file. After attaching the file, remember to click submit.
What to submit
The topics you will be discussing this week are listed below. Hint: Consider organizing your paper by making each bullet point a level one heading.
· Strengths and areas for improvement (1-1 ½ pages). Students will identify one strength in the session as well as one area for improvement (also describe how you can improve in this area). Points should be supported with examples. What are your goal/s for development in this class/progress toward your goals?
· Assessment (1 page – 1 ½ pages). Students should describe and critically evaluate methods of assessment in the initial stages of counseling. What are some of the ways we assess our clients? Describe these ways and consider what are the most important data we need to collect about the client.
· Theory (1-1 ½ pages). Students will examine how their personal theory of counseling was used to help guide their work in the session. Describe one concept of your approach and how that concept influenced how you worked with the mock client. In the event you cannot identify how you used theory to guide your session, discuss how you can do so in the next session and why it is important.
· Empathy (½ -1 page). One way in which counselors may initially begin to demonstrate empathy in a session is through the use of basic and advanced empathy (e.g., methods for responding to the emotions of our clients). Discuss your ability and comfort level during the session for attending to your mock student’s emotions. Provide at least one example.
· Goal setting (1-1 ½ pages). Reflect on your efforts to collaboratively set one goal with your mock client. How did your theory/ies influence how you set the goal? How comfortable were you helping your client set a goal and did you have difficult making sure that the goal was collaborative? Discuss the goal itself, the objective, and the intervention.
Students should use two professional references and examples from their weekly counseling demonstration to support their points.
In the week three assignment submission area, students will submit one document.
Week Three Assignment
Due day 7, 11:59pm
Below you will find the rubric for the weekly assignment.
|
Criteria |
Highly Developed |
Well Developed |
In Development |
Needs development |
|
Strengths and areas for improvement (1-1 ½ pages). 10 points Students will identify one strength in the session as well as one area for improvement (also describe how you can improve in this area). Points should be supported with examples. What are your goal/s for development in this class/progress toward your goals? |
10 points One strength and one area for improvement was clearly identified and explained in depth while using examples from the session. One goal or more for development (skill development) was clearly identified. |
9 points One strength and one area for improvement was identified and adequately explained while using examples from the session. One goal or more for development (skill development) was identified |
7-8 points One strength and one area for improvement was identified and partially explained. Examples were limited or not clearly connected. Goal/s for development were not clear. |
0-6 points Some areas of this section were not addressed. Descriptions contained insufficient depth and/or were incomplete.
|
|
Assessment (1 page – 1 ½ pages).
10 points Students should describe and critically evaluate methods of assessment in the initial stages of counseling. What are some of the ways we assess our clients? Describe these ways and consider what are the most important data we need to collect about the client.
|
10 points Clearly described and critically evaluated methods of assessment in the initial stages of counseling. At least 3 methods in which we assess our clients were discussed and described. All 7 considerations of what the most important data to collect about the client were discussed.
|
9 points Identified and adequately evaluated methods of assessment in the initial stages of counseling. At least 2 methods in which we assess our clients were discussed and described. 5-6 considerations of what the most important data to collect about the client were discussed. |
7-8 points Identified and partially evaluated methods of assessment in the initial stages of counseling. At least 1 method in which we assess our clients were discussed and described. 2-4 considerations of what the most important data to collect about the client were discussed. Examples were limited or not clearly connected. |
0-6 points Some areas of this section were not addressed. Descriptions contained insufficient depth and/or were incomplete.
|
|
Theory (1-1 ½ pages). 10 points Students will examine how their personal theory of counseling was used to help guide their work in the session. Describe one concept of your approach and how that concept influenced how you worked with the mock client. In the event you can not identify how you used theory to guide your session, discuss how you can do so in the next session and why it is important. |
10 points One or more concepts from the student’s personal theory of counseling were identified with a clear and in depth explanation of how it was used to guide the session OR a clear and in-depth explanation is provided for how the student’s personal theory of counseling can be used in future sessions and why it is important. |
9 points One or more concepts from the student’s personal theory of counseling were identified with an adequate explanation of how it was used to guide the session OR an adequate explanation is provided for how the student’s personal theory of counseling can be used in future sessions and why it is important. |
7-8 points One or more concepts from the student’s personal theory of counseling were identified with a partial explanation of how it was used to guide the session OR a partial explanation is provided for how the student’s personal theory of counseling can be used in future sessions and why it is important. |
0-6 points Some areas of this section were not addressed. Descriptions contained insufficient depth and/or were incomplete.
|
|
Empathy (½ -1 page). 15 points One way in which counselors may initially begin to demonstrate empathy in a session is through the use of basic and advanced empathy (e.g., methods for responding to the emotions of our clients). Discuss your ability and comfort level during the session for attending to your mock client’s emotions. Provide at least one example.
|
15 points Provided an in-depth analysis of personal ability to provide empathy in the session while using at least one example. Comfort level with responding to emotions in a session was also sufficiently discussed. |
13-14 points Provided an adequate analysis of personal ability to provide empathy in the session while using at least one example. Comfort level with responding to emotions in a session was also adequately discussed. |
11-12 points Provided a partial analysis of personal ability to provide empathy in the session. The example was limited or lacked explanation. Comfort level with responding to emotions in a session was also discussed in-part. |
0-10 points Some areas of this section were not addressed. Descriptions contained insufficient depth and/or were incomplete.
|
|
Goal setting (1-1 ½ pages). 15 points Reflect on your efforts to collaboratively set one goal with your mock client. How did your theory/ies influence how you set the goal? How comfortable were you helping your client set a goal and did you have difficult making sure that the goal was collaborative? Discuss the goal itself, the objective, and the intervention.
|
15 points All questions were sufficiently addressed with in depth and thorough responses while using examples from the session to support points as appropriate. |
13-14 points All questions were adequately addressed while using examples from the session to support points as appropriate. |
11-12 points Questions were partially addressed and lacked supporting details. |
0-10 points Some areas of this section were not addressed. Descriptions contained insufficient depth and/or were incomplete.
|
|
Writing Mechanics and APA Grammar and Format: 10 points. Papers are written using APA 7th edition formatting
|
10 points No more than three grammatical, spelling, punctuation, and/or APA errors. Clarity of paper was not influenced by the errors.
|
9 points More than three grammatical, spelling, punctuation, or APA errors. Clarity of paper was not strongly influenced by the errors. |
7-8 points More than three grammatical, spelling, punctuation, or APA errors that had a negative influence on the clarity of the paper. |
0-6 points More than three grammatical, spelling, punctuation, or APA errors that had a strong negative influence on the clarity of the paper. |
|
Sources: 5 points Two professional sources are used to support points |
5 points 2 professional source (e.g., journal article, textbook) or more are used throughout the paper as appropriate to thoroughly support ideas, and was documented in the references list. |
4 points 2 professional sources were used to adequately support ideas and was documented in the reference list. |
3 points 1-2 sources/not a professional source was used to support ideas and is documented in the reference list. |
1-2 points 0-1 sources were used. Ideas were insufficiently supported. |
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Total: 75 points |
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Week3AssignmentInstructions.docx
Week Three Assignment
How and what to Submit?
How to submit
Click on the assignment title "Week # Assignment Submission Area. Then, on the next page, click on browse my computer, then find the word document that you wrote your assignment in and attach the file. After attaching the file, remember to click submit.
What to submit
The topics you will be discussing this week are listed below. Hint: Consider organizing your paper by making each bullet point a level one heading.
· Strengths and areas for improvement (1-1 ½ pages). Students will identify one strength in the session as well as one area for improvement (also describe how you can improve in this area). Points should be supported with examples. What are your goal/s for development in this class/progress toward your goals?
· Assessment (1 page – 1 ½ pages). Students should describe and critically evaluate methods of assessment in the initial stages of counseling. What are some of the ways we assess our clients? Describe these ways and consider what are the most important data we need to collect about the client.
· Theory (1-1 ½ pages). Students will examine how their personal theory of counseling was used to help guide their work in the session. Describe one concept of your approach and how that concept influenced how you worked with the mock client. In the event you cannot identify how you used theory to guide your session, discuss how you can do so in the next session and why it is important.
· Empathy (½ -1 page). One way in which counselors may initially begin to demonstrate empathy in a session is through the use of basic and advanced empathy (e.g., methods for responding to the emotions of our clients). Discuss your ability and comfort level during the session for attending to your mock student’s emotions. Provide at least one example.
· Goal setting (1-1 ½ pages). Reflect on your efforts to collaboratively set one goal with your mock client. How did your theory/ies influence how you set the goal? How comfortable were you helping your client set a goal and did you have difficult making sure that the goal was collaborative? Discuss the goal itself, the objective, and the intervention.
Students should use two professional references and examples from their weekly counseling demonstration to support their points.
In the week three assignment submission area, students will submit one document.
Week Three Assignment
Due day 7, 11:59pm
Below you will find the rubric for the weekly assignment.
|
Criteria |
Highly Developed |
Well Developed |
In Development |
Needs development |
|
Strengths and areas for improvement (1-1 ½ pages). 10 points Students will identify one strength in the session as well as one area for improvement (also describe how you can improve in this area). Points should be supported with examples. What are your goal/s for development in this class/progress toward your goals? |
10 points One strength and one area for improvement was clearly identified and explained in depth while using examples from the session. One goal or more for development (skill development) was clearly identified. |
9 points One strength and one area for improvement was identified and adequately explained while using examples from the session. One goal or more for development (skill development) was identified |
7-8 points One strength and one area for improvement was identified and partially explained. Examples were limited or not clearly connected. Goal/s for development were not clear. |
0-6 points Some areas of this section were not addressed. Descriptions contained insufficient depth and/or were incomplete.
|
|
Assessment (1 page – 1 ½ pages).
10 points Students should describe and critically evaluate methods of assessment in the initial stages of counseling. What are some of the ways we assess our clients? Describe these ways and consider what are the most important data we need to collect about the client.
|
10 points Clearly described and critically evaluated methods of assessment in the initial stages of counseling. At least 3 methods in which we assess our clients were discussed and described. All 7 considerations of what the most important data to collect about the client were discussed.
|
9 points Identified and adequately evaluated methods of assessment in the initial stages of counseling. At least 2 methods in which we assess our clients were discussed and described. 5-6 considerations of what the most important data to collect about the client were discussed. |
7-8 points Identified and partially evaluated methods of assessment in the initial stages of counseling. At least 1 method in which we assess our clients were discussed and described. 2-4 considerations of what the most important data to collect about the client were discussed. Examples were limited or not clearly connected. |
0-6 points Some areas of this section were not addressed. Descriptions contained insufficient depth and/or were incomplete.
|
|
Theory (1-1 ½ pages). 10 points Students will examine how their personal theory of counseling was used to help guide their work in the session. Describe one concept of your approach and how that concept influenced how you worked with the mock client. In the event you can not identify how you used theory to guide your session, discuss how you can do so in the next session and why it is important. |
10 points One or more concepts from the student’s personal theory of counseling were identified with a clear and in depth explanation of how it was used to guide the session OR a clear and in-depth explanation is provided for how the student’s personal theory of counseling can be used in future sessions and why it is important. |
9 points One or more concepts from the student’s personal theory of counseling were identified with an adequate explanation of how it was used to guide the session OR an adequate explanation is provided for how the student’s personal theory of counseling can be used in future sessions and why it is important. |
7-8 points One or more concepts from the student’s personal theory of counseling were identified with a partial explanation of how it was used to guide the session OR a partial explanation is provided for how the student’s personal theory of counseling can be used in future sessions and why it is important. |
0-6 points Some areas of this section were not addressed. Descriptions contained insufficient depth and/or were incomplete.
|
|
Empathy (½ -1 page). 15 points One way in which counselors may initially begin to demonstrate empathy in a session is through the use of basic and advanced empathy (e.g., methods for responding to the emotions of our clients). Discuss your ability and comfort level during the session for attending to your mock client’s emotions. Provide at least one example.
|
15 points Provided an in-depth analysis of personal ability to provide empathy in the session while using at least one example. Comfort level with responding to emotions in a session was also sufficiently discussed. |
13-14 points Provided an adequate analysis of personal ability to provide empathy in the session while using at least one example. Comfort level with responding to emotions in a session was also adequately discussed. |
11-12 points Provided a partial analysis of personal ability to provide empathy in the session. The example was limited or lacked explanation. Comfort level with responding to emotions in a session was also discussed in-part. |
0-10 points Some areas of this section were not addressed. Descriptions contained insufficient depth and/or were incomplete.
|
|
Goal setting (1-1 ½ pages). 15 points Reflect on your efforts to collaboratively set one goal with your mock client. How did your theory/ies influence how you set the goal? How comfortable were you helping your client set a goal and did you have difficult making sure that the goal was collaborative? Discuss the goal itself, the objective, and the intervention.
|
15 points All questions were sufficiently addressed with in depth and thorough responses while using examples from the session to support points as appropriate. |
13-14 points All questions were adequately addressed while using examples from the session to support points as appropriate. |
11-12 points Questions were partially addressed and lacked supporting details. |
0-10 points Some areas of this section were not addressed. Descriptions contained insufficient depth and/or were incomplete.
|
|
Writing Mechanics and APA Grammar and Format: 10 points. Papers are written using APA 7th edition formatting
|
10 points No more than three grammatical, spelling, punctuation, and/or APA errors. Clarity of paper was not influenced by the errors.
|
9 points More than three grammatical, spelling, punctuation, or APA errors. Clarity of paper was not strongly influenced by the errors. |
7-8 points More than three grammatical, spelling, punctuation, or APA errors that had a negative influence on the clarity of the paper. |
0-6 points More than three grammatical, spelling, punctuation, or APA errors that had a strong negative influence on the clarity of the paper. |
|
Sources: 5 points Two professional sources are used to support points |
5 points 2 professional source (e.g., journal article, textbook) or more are used throughout the paper as appropriate to thoroughly support ideas, and was documented in the references list. |
4 points 2 professional sources were used to adequately support ideas and was documented in the reference list. |
3 points 1-2 sources/not a professional source was used to support ideas and is documented in the reference list. |
1-2 points 0-1 sources were used. Ideas were insufficiently supported. |
|
Total: 75 points |
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