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Employee Burnout and Retention Among Human Resources Professionals: Historical Foundations, Current Practices, and Theoretical Perspectives

 In response to Haley and Sierra , discuss any similarities or differences between your opinion and your theirs' Haley post   The U.S. education system is an example of social stratification because it reproduces the same hierarchical systems based upon race and class within society. Chapter ten of "The Real World" states that stratification is based upon income; race; and socioeconomic status, and therefore many schools perpetuate these divisions rather than eliminating them (Ferris & Stein, 2024). This occurs when school quality varies greatly with a student's neighborhood or socioeconomic status. A decade of research has shown that wealthy districts are spending much more money per student than poorer ones and the gap increased significantly after the Great Recession, which was devastating to low-Income districts (Barshay, 2020). Therefore, instead of creating a level playing field for all students, education has been used to amplify Inequality by providing affluent students with better teachers; facilities; and opportunities. NPR also indicates that the funding of schools is influenced by race. White districts have received $23 billion dollars more than predominantly minority districts -- approximately $2226.00 dollars more per student (Lombardo, 2019). These disparities occur across district lines, which were developed through segregation in housing patterns, identified as institutional racism which continues to affect academic performance today (Ferris & Stein, 2024). Educational reform should be focused on changing the structure of the system rather than the efforts of individuals. According to NPR, as long as students attend larger, county-wide districts, it is likely there will be greater equality in funding among those districts since smaller, segregated areas are unable to provide the same level of local taxation to fund their schools (Lombardo, 2019) . A few possible ways to remove the link between quality of education received and where a student lives include changing district lines, removing reliance upon property taxes, and providing additional funding from the State to schools. As an individual you can assist through advocacy of fair-funding policy initiatives, promoting voluntary integration of schools, or assisting under-funded schools through volunteerism. In addition to these methods, Chapter 10 illustrates that both cultural capital and social support systems affect student success; therefore, even such simple measures as tutoring and/or mentoring can assist in countering educational inequalities (Ferris & Stein, 2024). School-based social service agencies can provide services that schools cannot offer including mental health services, food programs, after-school programs, etc., while at the same time working to advocate for public policy changes that will result in reduced disparities in funding for schools (Barshay, 2020). Educational Stratification has a very clear form of racial discrimination due to how race and wealth are associated with the creation of school district boundaries. As reported by NPR, white districts get the benefits of those boundaries originally intended to preserve and protect white property wealth. This is the reason why white districts get $23 billion more than districts that serve primarily students of color (Lombardo, 2019). The Hechinger Report reports that there is concentration of poverty among Black and Hispanic students; therefore, both racial inequality and economic inequality reinforce each other (Barshay, 2020). Institutionalized Racism -- as defined in Chapter 10 -- are systems and policies that provide different amounts of opportunity for one group over others continuously, regardless of whether an individual holds prejudices or biases toward groups of people (Ferris & Stein, 2024), are all represented within the collective information provided through these sources presented above. Sierra post   When we say that education reflects social stratification, we are acknowledging that students do not enter the educational system with equal access to resources or opportunities. A child's socioeconomic status, neighborhood, race, and family resources can influence the quality of education available to them. Schools in wealthier communities often have access to greater funding and resources, while schools serving lower-income communities may be expected to educate children with fewer resources despite students potentially having greater needs. Ferris and Stein (2023) explain that social institutions both reflect and influence existing inequalities, and I think education is one of the clearest examples because educational opportunities can affect someone's options long after childhood. Educational reform could help interrupt this cycle by focusing resources on what students actually need to succeed rather than assuming that equal treatment automatically creates equal opportunity. I think that distinction between equality and equity is especially important. Providing every school with exactly the same resources does not necessarily address inequality when some schools serve larger numbers of students experiencing poverty, housing instability, disabilities, trauma, language barriers, or limited access to healthcare and other community resources. Reform could include more equitable school-funding practices, expanded special education and mental health services, smaller class sizes in high-need schools, early-childhood programs, and greater access to counselors and social workers. Social agencies can also work alongside schools to address needs that extend beyond the classroom, such as food insecurity, transportation, housing instability, mental healthcare, and family support. Race adds another layer to educational stratification. The racial wealth gap and the history of residential segregation have influenced where families are able to live, while school funding remains closely connected to the wealth and resources of local communities. As a result, racial inequality can continue within education even without an individual educator intentionally discriminating against a student. Research on school funding has found substantial differences in resources available to districts serving predominantly White students compared with districts serving predominantly students of color (Lombardo, 2019). To me, this is what makes looking at education sociologically so important. It moves the conversation beyond whether an individual student works hard or whether an individual teacher cares and asks us to examine the larger system surrounding both of them. Working with children and families has made this especially meaningful to me because I have seen how circumstances outside of a child's control can follow them directly into a classroom. A child dealing with instability, trauma, inadequate resources, or unmet behavioral and emotional needs may be sitting beside a child who has had stability and support their entire life, yet we often measure their success using the exact same expectations. I don't think educational reform means lowering expectations for children facing disadvantages. I think it means recognizing and addressing the barrier that makes reaching those expectations significantly harder than for some children.

you need to include the following specific information in order to receive full credit for the assignment: 1)The Test- cost, time to take the test, theory behind the test, number of items, age appropriateness, and any other information relevant to teaching me about the test ( Approximately one page double spaced) 2)Reviewer #1- norm sample, practicality and cultural fairness, validity, reliability, final comments  ( At a Minimum, one page double spaced) 3)Reviewer #2- norm sample, practicality and cultural fairness, validity, reliability, final comments ( At a Minimum, one page double spaced) 4) Your thoughts on norm sample, practicality and cultural fairness validity, reliability, final comments about using the test. Why or why not. (At a Minimum, one page double spaced).  I want your thoughts based on specific information and not just opinions such as “I don't like the GRE's” or "I don't think it's fair to subject students to standardize testing.”  I want to know what you think about the norm sample, practicality and cultural fairness validity, reliability based   specifically on what you learned from both reviewers and any other source.

   Please no plagiarism and make sure you are able to access all resource on your own. One of the references must come from Corey, M. S., Corey, G., & Corey, C. (2018). Please follow the instructions. Assignment: Theoretical Approaches Applied to Group Counseling The orientation counselors have regarding their work is based on an awareness of their own personalities, preferences, and values, combined with the counseling theories that most reflect their understanding of members’ ways of thinking and behaving. This orientation influences the way counselors approach and facilitate group work. At this point in your educational career, you may still be exploring counseling approaches and developing your own theoretical orientation. That is okay and expected. This Assignment is an opportunity to further explore the concepts, goals, therapeutic relationship, and techniques of counseling theories as they are applied to group work. Consider how you might incorporate elements of one or more of these approaches in your Group Proposal if you have not done so already. To prepare: Review the articles in the      Learning Resources and consider the different theoretical approaches to      group counseling. View Program Three of the Evolution      of a Group video, entitled “Lecturettes on Theoretical      Approaches,” which includes psychodynamic, experiential and      relationship-oriented, cognitive behavioral, post-modern      (solution-focused, narrative, feminist, and multicultural), and integrative      approaches. Download the Venn Diagram      Template from the Learning Resources. Select two theories/approaches      to compare for this Assignment. Note that since the Venn diagram example      compares REBT and psychoanalytic theories, you should not select those two      specific approaches for your comparison. The Assignment: Use the Venn Diagram Template      to compare two theoretical approaches applied to group work. Identify the two theories you      selected at the top of the chart. Compare the key concepts and      focus (past childhood experiences, thoughts, feelings, relationships),      goals, therapeutic relationship, leadership style, and techniques of each      theory. On the outside portions of the      diagram, list those characteristics that are unique to each      theory/approach. In the middle of the diagram, list the characteristics      that are common to both theories/approaches. Required Resources Readings Corey, M. S., Corey, G., & Corey, C. (2018). Groups: Process and practice (10th ed.). Boston, MA: Cengage. Chapter 4, “Theories and Techniques of Group      Counseling” Corwin, D., Wall, K. & Koopman, C. (2012). Psycho-spiritual integrative therapy for women with breast cancer. Journal for Specialists in Group Work, 37(3), 252–273. 10.1080/01933922.2012.686961 Note: You will access this article from the Walden Library databases. Gaffney, S. (2008). Steps towards a practice of Gestalt with groups: A mini-manual for beginners. Gestalt Journal of Australia & New Zealand, 5(1), 32–51. Note: You will access this article from the Walden Library databases. Macrodimitris, S. D., Hamilton, K. E., Backs-Dermott, B., & Mothersill, K. J. (2010). CBT basics: A group approach to teaching fundamental cognitive-behavioral skills. Journal of Cognitive Psychotherapy, 24(2), 132–146. Retrieved from https://search-proquest-com.ezp.waldenulibrary.org/docview/276282765?accountid=14872 Note: You will access this article from the Walden Library databases. Plosker, R., & Chang, J. (2014). A solution-focused therapy group designed for caregivers of stroke survivors. Journal of Systemic Therapies, 33(2), 35–49. doi:10.1521/jsyt.2014.33.2.35 Note: You will access this article from the Walden Library databases. Sonstegard, M. A. (1998). The theory and practice of Adlerian group counseling and psychotherapy. Journal of Individual Psychology, 54(2), 217–250.  Note: You will access this article from the Walden Library databases. Velasquez, M. M., & Ingersoll, K. S. (2006). Motivational Interviewing in groups. Journal of Addiction and Recovery. doi: 10.1300/J384v01n01_03 Note: You will access this article from the Walden Library databases. Westwood, M. J., & Ewasiw, J. F. (2011). Integrating narrative and action processes in group counseling practice: A multimodal approach for helping clients. Journal for Specialists in Group Work, 36(1), 78–93. Note: You will access this article from the Walden Library databases. Document: Venn Diagram Template (Powerpoint Presentation) Use this document to complete this week’s Assignment. Document: Venn Diagram Exemplar (Powerpoint Presentation) This document may be used as a guiding example to inform your Assignment. It compares psychoanalytic and REBT, so you should select other theories for your own comparison.  Required Media Haynes, R. (2014). Groups in action: Evolution and challenges [Video file]. Borderline Productions. Third program, Evolution of a Group,      Segment 1-6 “Lecturettes on Theoretical Approaches” Laureate Education (Producer). (2018a).Baltimore, MD: Author.  Note: The approximate length of this media piece is 8 minutes. In this video, Walden faculty discuss how they apply theory to group work. Accessible player

Part 1 For this portion of the assignment, you will be creating a vision board. A vision board is a collage of images, pictures and affirmations of one's dreams, desires, and goals designed to serve as a source of inspiration and motivation. A vision board uses the law of attraction to attain your goals. Complete the following steps to create your vision board: 1. Print and fill out the diagram on the last page of this worksheet or sketch a similar diagram on a piece of poster board to fill out. It is important to use BOTH words and images to represent your goals.  Write down notes on your thoughts in each category, focusing on: a. What you are doing currently to fulfill this aspect of your life? b. What are your goals for this area of your life? 2. Write your goals and ideas onto the poster in their associated sections. For example, a possible goal that would go in the Career/Life Path section could be, Land My Dream Job. For each goal, think about and write down how the other sections of the vision board are related to your path to reaching that goal. Consider why you are motivated to achieve the goal, what skills and knowledge you will need to achieve the goal, how much time you will need to reach the goal, and who might be able to help you achieve the goal. 3. Find words and images that represent your goals in magazines, online, or in newspapers.  4. Print or cut out your words and images, and sort them based on which section of your vision board they belong. 5. Edit and place your words and images on your vision board. 6. Add any of your own words or drawings that you think add value to each section that you did not find in Step 4. 7. If you wish to use PowerPoint, you can arrange all 9 pictures on the one slide and then make sure to copy and paste that slide to the worksheet.  8. Display your vision board in a place where you can see it each day. You may also copy photos from clip art found on the Internet and paste them into each of the categories below to create your vision board. Perhaps save this vision board image as your screen saver! Take a picture of your completed vision board to submit with this worksheet. (Note: Students are not required to create a printed hard copy of their Vision Board. Students can create an electronic version of their Vision Board using Microsoft® Word, PowerPoint®, or similar software. However, they must follow the same instructions detailed above.) Part 2 Respond to each of the following questions: 1. Write 75 to 90 words describing three or four words or pictures you included on your vision board. Why did you select each of these items? 2. Write 75 to 90 words about the steps you can now take to achieve the goals on your vision board. List the intrinsic and extrinsic factors motivating you to achieve what is represented on your vision board. Remember intrinsic motivation is motivation that comes from inside, while extrinsic motivation is motivation that comes from the outside. Both of these types of motivation are described on p. 271 in Ch. 7 of Psychology of Success. 3. Write 50 to 75 words about what motivates you in your academic life. Are these motivators different from what motivates you in your personal life? Why or why not?   

with a minimum of 7 scholarly references. Behavior Therapy or Cognitive Behavior therapy   Required Assignments (RAs) are substantive assignments intended to measure student performance against selected course objectives and/or program outcomes within a course. RAs are completed by all students across all Argosy University campuses and delivery formats without exception.  Each RA contributes to a significant portion of the overall course grade and is assessed by faculty using the grading criteria designed for that assignment. These are individual assignments and students earn individual grades. Required Assignment: Theoretical Orientation Development Plan Paper 300 pts Description of RA: From what you have learned in this course, select a theoretical perspective that interests you the most. In this assignment, you will conduct a literature search on that theoretical approach and develop a personalized plan for your continued development. Theoretical Orientation Development Plan Paper Review the literature and construct a paper presenting and supporting your personal counseling theoretical preference (choosing from the major theories studied in this course). You should conduct a computerized literature search on the particular theoretical approach that feels like the best fit. Remember to select a theory that aligns with your worldview and your perspective of the best therapeutic relationship. References should be from empirical/scholarly works that support and further define the position. You should include the following in your paper: • Summarize the fundamental elements of your theory of choice, including definitions of important terms, personality development, and major historical figures associated with the theory. • Explain how your personal worldview (e.g. core beliefs about others and the world) connects to the theory of choice. • Explain how the therapeutic relationship aligns with your interpersonal style. • Discuss how your theory of choice addresses the multicultural nature of our diverse society.  • Present support for the effectiveness of your chosen theoretical approach by examining and analyzing the existing efficacy-based research. Include findings across age groups, gender, and/or multicultural groups.  • Discuss limitations of your chosen therapeutic approach, including any clients or presenting problems for which it may not be appropriate. Support your ideas with findings from existing research on the approach. • Identify the ethical standards from the American Counseling Association’s Code of Ethics (2014) that apply to the use of an approach determined to be unsuitable for a particular group or presenting problem. Discuss the potential harm that could be caused by applying an unsuitable approach. Spring 1 – 2018  • Provide an example of how you would apply a minimum of two specific theoretical techniques to a fictitious client’s need.  • Provide a plan for how you will continue to develop your knowledge and skills related to that theory. Your final deliverable will be a Word document, approximately 8-10 pages in length, utilizing a minimum of 7 scholarly references. Your paper should be written in a clear, concise, and organized manner; demonstrate ethical scholarship in accurate representation and attribution of sources; and display accurate spelling, grammar, punctuation, and APA format.    CACREP Standards: 2.F.5.a, 5.C.1.a, 5.C.1.b, 2.F.5.g, 2.F.5.h, 2.F.5.j, 5.C.3.b, 2.F.5.n, 2.F.2.c,  5.C.2.c, 2.F.1.i, 5.C.2.l  Theoretical Summary:   Summarize the fundamental elements of your theory of choice, including   definitions of important terms, personality development, and major historical   figures associated with the theory.  Summary clearly states all critical elements of the theory of choice.   All relevant technical terms are defined, theoretical understanding of   personality development is described, and the importance of each historical   figure is clearly and accurately stated. /40   pts.    Personal Worldview: Explain how your personal worldview connects   to the theory of choice.  Correlation between the   student’s worldview and the theory of choice is clearly stated. The effect of   the worldview towards the use of the theory is appropriate. /20   pts.    Interpersonal Style: Explain how the   therapeutic relationship described in your theory of choice aligns with your   interpersonal style.  Correlation   between important aspects of the therapeutic relationship and the student’s   interpersonal style is clearly stated. How the student’s interpersonal style   would be appropriate or be a challenge is clearly stated. /20   pts.    Cultural and  Developmental Considerations: Discuss how your   theory of choice addresses the multicultural nature of our diverse society   and individual developmental needs.  The effect of the theory   towards a variety of clients is accurate and clearly stated. /38   pts.    Theoretical Strengths: Present   research findings in support of the effectiveness of your chosen theoretical   approach.  Findings   are presented of at least one peer-reviewed, efficacy study on the chosen   theoretical approach. /30   pts.    Theoretical Limitations: Present   research findings related to the limitations of your chosen theoretical   approach.  Findings   are presented of at least one peer-reviewed study examining the limitations   of the chosen approach. /30   pts.    Ethical Considerations: Identify at   least two ethical standards from the ACA Code of Ethics that address the   inappropriate use of an approach or technique. Discuss specific, potential   harmful effects of doing so.  At   least two relevant ethical standards are identified, defined, and applied to   the potential misapplication of a technique or approach. At least two examples of potential harmful   effects are identified. /30   pts.    Technique Application: Provide an   example of how you would apply a minimum of two  specifically theoretical   techniques to a fictitious client’s need.  The   description of implementation correctly aligns with each theory. Specific   needs of the client are addressed, and the description of how each theory   addresses the specific needs is clear and accurate. /54   pts.    Plan for Development:   Describe how you will continue to develop your knowledge and skills related   to the selected theory.  The   plan includes details and specific resources that will be accessed and   utilized to increase and enhance knowledge and skills related to the theory   of choice. /10   pts.    Academic Writing  Write in a clear, concise, and organized manner; demonstrate ethical   scholarship in accurate representation and attribution of sources (i.e. APA);   and display accurate spelling, grammar, and punctuation.  Written   in a clear, concise, and organized manner; demonstrated ethical scholarship   in appropriate and accurate representation and attribution of sources; and   displayed accurate spelling, grammar, and punctuation. Use of scholarly   sources aligns with specified assignment requirements. /28   pts.    Total /300   pts 

Observation and Assessment in Early Childhood Using a Developmental Checklist   Video: http://media.pearsoncmg.com/pcp/pls_0558982484/index.html?wf=1&item=3   If you have trouble reaching that page (if you use a pop-up blocker), try the following: Go to http://media.pearsoncmg.com/pcp/pls_0558982484/index.html Select the third video titled "Two Year Olds Playing With Toys"   After watching this week’s Web Resource video, Two Year Olds Playing with Toys , pick one of the children and complete the following:   Fill out the Developmental Checklist (attached).   Also answer the following questions: 1. Which child did you observe in the video to complete the Developmental Checklist? 2. What did you learn about this child’s development? 3. Identify other non-standardized assessments you would you like to complete. Explain why you selected the specific assessments and in what instance you would use these. 4. What are the advantages and disadvantages of using non-standardized assessments?   Reference text from the course textbook for this topic is also attached:   Hardin, B. J., Wortham, S.C. (2015) Assessment in Early Childhood Education (7th ed.).  [Vitalsource Bookshelf Online].  Retrieved from https://kaplan.bitalsource.com/#/books/9781323290804/   In-text citation: (Hardin & Wortham, 2015)

Case Study Treatment Plan: The Assessment Process Resources  Case Study Treatment Plan: The Assessment Process Scoring Guide.  APA Style and Format.  Turnitin.  Writing Feedback Tool.  Case Study Treatment Plan Template.  Case Study Treatment Plan | Transcript For this assignment, complete the Assessment Process sections of the treatment plan for your course project. This treatment plan is based on the case study you selected for your course project. You can review the case studies in the Case Study Treatment Plan media piece available in the resources. The Assessment Process sections of the treatment plan that you will complete for this assignment consist of the following: Identifying information. Presenting problem. Previous treatments. Strengths, weaknesses, and social support systems. Assessment. Diagnosis. References. The sections of the treatment plan you submit for this assignment should be 4–5 pages in length, with a minimum of two references from current articles in the professional literature in counseling. Be sure to cite your references in current APA format. To assist you in completing this assignment, please use the Case Study Treatment Plan Template (available in the resources) to organize your work. Each section of the template includes a description of the type of information you must include. You should type your paper directly into this template, save it as a Word document with your name, and then submit it to the assignment area. For additional information, see the course project description. Submit your paper to Turnitin before you post it to the assignment area so you can catch any areas that are showing up as possible plagiarism. Note: Your instructor may also use the Writing Feedback Tool to provide feedback on your writing. In the tool, click on the linked resources for helpful writing information.   THE CASE STUDY Oscar is a 19-year-old Hispanic male who is the oldest of 5 children. His family has been farming the same land for 4 generations. Currently they grow vegetables for the regional grocery chain's produce departments. They live in a rural area of the county. Three generations live in two separate houses on their land. They are fiercely independent and have little to do with people in town, although the family itself is extremely close knit. Oscar is currently a freshman at the same college his father attended, majoring in agriculture. When he came home for spring break, his parents noticed significant changes in his appearance. He had lost weight, looked haggard, wasn't sleeping and seemed irritable and argumentative. He told his parents that he did not want to return to college after the break. He went on to say that his roommate had placed cameras in the room so he could record everything Oscar did while the roommate was absent. His grades were poor and he expressed that he believed his instructors were prejudiced against him. This poor performance was in stark contrast to his performance in high school, where he was in the top 10% of his class. Within days of coming home he had stopped showering and began wearing multiple layers of clothes (3 pairs of jeans and 4 t-shirts). He became essentially non-communicative, responding to questions with one-word answers and not initiating conversation. Oscar seemed unhappy or irritable whenever he encountered a member of his family and began spending all his time in his room. He even refused to talk with his youngest brother, with whom he had always been close. He did not take meals with his family, a long-standing tradition in his family, and left his room only in the middle of the night. He could then be heard opening drawers in the kitchen, going into his siblings' rooms and leaving the house for long periods of time. The family (parents and grandparents) became very disturbed and consulted their priest. The priest recommended that the parents take Oscar to see a fellow parishioner who is also a counselor. This counselor was also disturbed with Oscar's presentation and recommended hospitalization. The family was very reluctant, but eventually agreed. By the time they got to the hospital, Oscar was essentially non-communicative, only nodding or shaking his head in response to direct questions. The parents provided history that indicated Oscar had been a good student in high school and had participated in the school's FFA club. He has always wanted to carry on the family tradition of farming. He did not have many friends, but the family attributed that to their living in the country. The psychiatrist diagnosed Oscar with major depressive disorder, single episode, severe with psychotic features and prescribed anti-depressants. He was released three weeks later, with some improvement. One week later he was readmitted, with the same presentation he had at the previous admission. This time, though, his father reported that he had found a cache of knives in the barn, some from the house, some from the grandparent's house and some from the barn itself. When he asked Oscar about them, Oscar responded that he needed them to protect himself from attacks. When his father asked from whom, Oscar responded that he had seen one of his college professors in the field of broccoli. That same day, Oscar's mother found notes stuffed between Oscar's mattress and box springs in Oscar's handwriting. The content of them was Oscar arguing with someone about killing his younger siblings. One side did not want to do it and begged to not have to; the other side ordered the killings, saying that was the only way to keep them safe. In light of these two events, both parents were afraid for Oscar to remain at the house. Oscar swore that he would never hurt any of his family and said that was why he had been keeping away from them. His parents could not be sure that no harm would come and were unable to watch Oscar day and night. Therefore, they readmitted him to the hospital. During this admission, Oscar was more forthcoming with his treatment team. Once they had this additional information, the team realized that Oscar's initial diagnosis had been wrong. They began a re-assessment. Oscar acknowledged that the problems began about the time of the new semester. He was unable to complete his school work, as he was "consumed" with the need to follow instructions that were being given to him. These instructions actually began with a buzzing in his head, which quickly evolved into specific directions. When pressed, he acknowledged that he did not know who was giving him the directions, though he sometimes thought it might be Jesus. These instructions were for him to keep a log of every time he heard a door close on his hallway in the dorm. Oscar came to believe that doing this was the only way to keep his family safe from dark angels. Oscar tried to keep these voices quiet by smoking marijuana on a daily basis. While this helped in the short term, it also made it more difficult for him to complete any of his school work. By the time for spring break, the messages had begun to change. He was no longer able to keep his family safe by keeping a list; the voices told him he would have to kill them. Oscar knew that he did not want to kill his family. He could also not avoid going home for spring break. Therefore, he devised the plan to isolate himself. Once the family recovered from their initial shock and as Oscar began to show some improvement with his new, anti-psychotic, medication, his parents and grandparents wanted to take him home to the farm. They believed that life on the farm, being outside and with hard, physical labor would cure Oscar. Finally, Oscar agreed to tell them what has been happening with him. At that point, the family agreed to residential treatment for Oscar. When asked if anyone else in the family has ever had symptoms like this, the grandfather acknowledged that he had a brother (Oscar's uncle) who had religious visions. This brother left the family and became a monk. Later the family heard that he had died under mysterious circumstances. One of the other monks at the monastery told Oscar's grandfather that his brother had died from engaging in a prolonged fast. The family is very lucky on two counts: 1) they have their medical insurance through the farmer's co-op and it includes coverage for residential treatment for up to a year, and 2) this hospital has a residential treatment unit for late adolescents and young adults. You are working as a counselor at the Residential Treatment facility where Oscar has been placed. He will be here for a minimum of 6 months and as long as one year. Professional staff at this facility includes 3 counselors, an addictions counselor, a social worker (currently on maternity leave), a psychologist, and 2 nurses on every shift. Oscar's psychiatrist is also on staff and will continue to follow his care. The social worker usually coordinates clients' treatment plans; however she is currently away on maternity leave so you will be the lead therapist who is coordinating Oscar's treatment during the next 45 days. Once she returns, you will collaborate with her for developing Oscar's post-residential treatment and resources for him and his family.

Must have two references   The psychoanalytic approach emphasizes the importance of early childhood development and events.  Do you find that current problems are mostly rooted in early childhood events or influences?  To what extent do you believe people can resolve their adult problems that stem from childhood without exploring past events?  When you apply this basic psychoanalytic concept specifically to yourself, what connections between your own past and present are you aware?