Counseling Mental Health Counselor - 1320 Words

U03A1_ COUNSELING SPECIALIZATIONS AND MULTIDISCIPLINARY TEAMS_ARezendes Resilience, an Evolving Concept: A Review of Literature Relevant to Aboriginal Research Resilience, an Evolving Concept: A Review of Literature Relevant to Aboriginal Research Abstract In this paper, I will discuss the history of counseling; specifically how school counseling and mental health counseling came to be. I will also examine the key philosophies of the counseling profession including, wellness, resilience, and prevention. Finally, I will analyze the case of Ashley, a young girl experiencing depression due to life changes and discuss how a school counselor and a mental health counselor can assist her through these barriers.†¦show more content†¦NDEA felt if they provided more funding for school counseling, more students would be guided towards sciences. In the 1950’s, the American School Counselor Association was created, helping the school counseling profession grow. Another area of counseling that has many connections to the school counseling profession is a mental health counselor. In the Historical and Professional Foundations of Counseling text, Gladding (2004) tells us about a man by the name of Clifford Beers, a former Yale student hospitalized several times throughout his life for depression. In Beer’s book, A Mind That Found Itself, published in 1908, Beer’s talks about the disgraceful conditions of mental health facilities. Beer’s used his book as a way to connect with influential people such as the Fords and Rockefellers. Beer’s work was a motivation to the mental health movement during his time. In 1976, the American Mental Health Counseling Association was founded and became one of the largest divisions of the APGA (American Personnel and Guidance Association) now known as the American Association for Counseling and Development (Gladding, 2004, p. 18). After analyzing the case of Ashley, a 12 year old girl who has admitted to a teacher that she feels depressed, due to her mothers second marriage, the two children who came with the new marriage, and lack of ability to focus on classwork, she would benefit from speaking with both a school counselor and a mental healthShow MoreRelatedCounseling: Helping Clients Find Solutions Essay1345 Words   |  6 PagesCounseling can be viewed as relationship between two individuals, a counselor and a client, with the aim of helping the client overcome a problem or reduce adversary/suffering .In this relationship, the assumption is that the client is in a problem and needs assistance, while the counselor is experienced and possesses unconditional positive regard to the client (Colin J. S Graham U. 1994).Therefore, counseling may also be regarded as a helping profession because it aims at helping the clients dealRead MoreWhy I Chose to Become a Mental Health Counselor Essay1290 Words   |  6 P agesbecome a mental health counselor Counseling others is a difficult job that requires people to listen, take notes, and respond in ways that are positive and helpful. It is important that trust be built between the counselor and the patient so that the patient will feel comfortable speaking about issues that are private or embarrassing. There are many different types of counselors including drug counselors; marriage counselors, grief counselors, job counselors, diet and exercise counselors, and othersRead MoreA Interview On A Clinical Mental Health Counselor810 Words   |  4 PagesHeather Smith, a clinical mental health counselor. It will further explore a day to day basis on how working as a clinical mental health counselor, may be. 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Counseling specifications allow a multi-team approachRead MoreClient and Counselor Safety for Mental Health Counselors Essays925 Words   |  4 PagesWhen mental health counselor’s work at outpatient mental health facilities; it is inevitable they will work with numerou s clients who have multiple issues with multiple diagnosis. It is also favorable to say that mental health counselors wear many hats when working with their clients who can experience different crisis on a day to day basis. When mental health counselors work with various clients during their career, they need to practice confidentiality and privacy when conducting one-on-one,Read MoreThe Experience Of A Professional Mental Health Counselor1356 Words   |  6 Pagesto a Professional Mental Health Counselor was very informative on October 19, 2015, I had a chance to meet K.W. she is a License Professional Counselor in Mental Health that holds her (LCPC) for the last ten (10) years. Ms. K.W. also holds her Therapist license in the arena of counseling for the last past six (6) years were her services of care is Mental Health, and Addiction Counseling were her population is men and women that struggles with addiction problems and mental health that is called co-occurringRead More The Identity of a Professional Counselor 1777 Words   |  7 PagesThe identity of a professional counselor may present numerous differences based on the specialization of counseling, as well as, overall identity factors that rem ain the same across the entire counseling spectrum. The paper examines key philosophies of the counseling profession which include: wellness, resilience, and prevention and how these philosophies impact the counseling profession. Next it will discuss the characteristics of an effective professional counselor in two different professionalRead MoreThe Ethical Issues Raised When Services Are Delivered For Non Office, Off Site Settings Essay1160 Words   |  5 Pagesissues that present when providing counseling in a non-office, off-site setting. We will explore two different kinds of counseling that occur in a space that is not a traditional office including in-home counseling and the rise of wilderness programs. These two modalities both have a limited amount of research on their efficacy and the issues raised by having the counseling take place in a unique environment as compared to the traditional arrangement of counseling practices. 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However, I believe that if an individual has a strong professional identity, they can achieve a lot in their chosen field. For example, a mental health counselor is a counseling professional, whose duties involves helping individuals cope with difficult life events, managing mental illnesses, and referring patients to additional

Lord of the Ants- Notes and Paper on E. O. Wilson Free Essays

Lord of the Ants Ed Wilson Was hit in the eye by the dorsal fin of a Pin fish and went partially blind, so he turned his interest to animals small enough for him to see entirely and up close, something small enough for him to hold between his thumb and pointer finger to inspect. Pheidole Jim Watson- Newly appointed head at Harvard Watson inspired Wilson to apply chemistry to how ants stay so organized Chemical trail ants leave to direct and guide other ants towards food, away from an enemy, a new home, and so on. Pheromones Sociobiology Many protested his theory of sociobiology Encyclopedia of Life E. We will write a custom essay sample on Lord of the Ants- Notes and Paper on E. O. Wilson or any similar topic only for you Order Now O. Wilson was   intrigued by nature at a very young age, growing up in Alabama offered him a natural world, rich in plants, insects, and plenty other species just waiting to be discovered. He had a true passion for understanding the natural world that we inhabit. As a young boy,   he was hit in the eye by the dorsal fin of a Pin fish and went partially blind. He didn’t let this hold him back, instead he focused his interest to animals small enough for him to see entirely and up close, something small enough for him to hold between his thumb and pointer finger to inspect. Wilson’s interest in nature grew with his age, he  earned his B. S. and M. S. degrees at the University of Alabama, and went on to earn his Ph. D. from Harvard University. Wilson wrote  On Human Nature, a Pulitzer Prize-winning book on his theory of Sociobiology, explaining how the many characteristics of human and society can be explained from an evolutionary point of view. He explained that all animal behavior, including human behavior, is the outcome of hereditary factors, environmental stimuli, and past experiences. His work faced much resistance from many, as a lot of critics had a hard time accepting his theory as it applied to humans. His theory rejects the previously established doctrine of tabula rasa,  which holds that human beings are born a clean slate, and that culture functions to aid in human knowledge, survival, and success. Island biogeography is a field of biogeography that studies species richness in isolated natural areas. This theory examines extinction and migration patterns of different species to isolated areas. Wilson’s work has lead to the understanding and need for species conservation. His theory led to establishing national parks and the development of habitat corridors. How to cite Lord of the Ants- Notes and Paper on E. O. Wilson, Essay examples

Quality Education for Sustainable Development

Question: Dicuss about the Quality Education for Sustainable Development. Answer: Introduction: The Australian education curriculum introduces children to arts at a young age with the intension of engaging, inspiring as well as enriching the childrens knowledge and performance skills. Arts excite children while at the same time encourages them to develop and advance their levels of creativity as well as the level at which they can express themselves (De Leo, 2012). Through the curriculum, children as early as from Foundation class to Year 12 are introduced to five arts subjects. Unlike in the sciences, in arts as provided for in the Australian curriculum, the students learn through expression whereby the teacher adopts and uses the methods similar to those of artists and audience usually focused on the intellectual capability, emotional as well as the sensory experiences as provided for in the arts. The five arts subjects are designed in a way that ensure that the children acquire creative skills, while at the same time enhance the ability of the children when it comes to designing, representation, communication skills as well as sharpening the ability of the children to image and conceptualize ideas, emotions, life experiences as well as express what they observe (MacLanhlan, et al. 2013). The curriculum has designed the five arts subjects in a manner that allows learners to examine their past as well as their current practices with a view to determining the future and the emerging practices in the field of art across the various global cultures and areas. For instance, children who go through the arts curriculum are able to easily communicate ideas in all three forms, that is, in the current, traditional as well as in the emerging forms. This way, the students are able to apply the arts knowledge and comprehension to act and behave in a manner that makes sense of the world they live in (Garvis Pendergast, 2011). Furthermore, the curriculum is designed in a manner that ensures that the arts skills taught to the children are able to appreciate and inspire the Australian traditions while at the same time ensures that children develop, appreciate and express their culture at the local, nation and international level. For instance, students both those from Indigenous and non-Indigenous communities are taught to respect the Indigenous culture that had been overlooked and despised for a long time. The Arts curriculum teaches the students values meant to ensure that the students and the entire society explores and respects the essential contribution that Indigenous people such as Torres Strait Islander and the Aboriginal communities have had to the development and nurturing of the heritage of the Australian arts among the other modern arts practices across the globe through the various ways in which they represent and pass knowledge across as well as through their experiences and traditions (Petriws kyj, et al. 2013). The five arts subjects are closely interrelated in their scope as well as in the way they are applied in real life. Nonetheless, despite their interrelation, the five art forms differ in terms of their approaches to art practices as well as in the way they allow the use of critical and creative thinking representing varied scopes of knowledge, skills and understanding. After going through the five arts subjects, students are equipped with the knowledge and skills that are specifically relevant to the Arts subject being studied. This equips the students with a knowledge that enables them to critically understand phenomena which ends up contributing to the aesthetic choices as well as the decisions they make in life (Ewing, 2011). Moreover, arts helps students to discover as well as to develop and a better understanding of the world they live in through the skills they learn that enables them to express their feelings, ideas, thoughts as well as opinions. Through the arts subjects, stu dents learn and appreciate the significance of work designing, resolving as well as production of their tasks as well as the importance this has to their learning of the arts subjects just as it is in the creation of a finished artwork. Using related as well as distinctive languages of communication, techniques and symbols of contained in the arts subjects, students acquire a progressive understanding which helps them in the development of the arts knowledge as well as understand the beauty of art (Barrett, 2014). Children introduced to and allowed to study the arts subjects ends up exuding confidence as well as having creative minds that enables them contribute positively in tackling world problems. Such children are appreciative of the various cultural orientations of themselves, that of various communities, as well as develop an understanding of the different world cultures and histories. Moreover, through the study of art, students are equipped with question asking skills which enable them know what right questions to ask, how to react to feedback whenever they meet artwork from foreign areas, unfamiliar medium as well as artwork from a foreign culture (Halse, et al. 2013). The five arts subjects provided for in the Australian curriculum for teaching school children include; The Arts subjects provided for in the Australian curriculum Dance Drama Media Arts Music Visual Arts Requirements for enrolling in the Arts Program According to the Australian Arts Curriculum, all children in Australia regardless of cultural orientation or skin colour are entitled to engage with and study the five arts subjects. Furthermore, the children in equality ought to be allowed the chance to have experience of the special knowledge and skills that that accompanies each arts subject. The arts are made compulsory for all children and are to be studied right from Foundation level all through the end of the childs primary schooling (Swiniarski, 2014). However, the study of the arts subjects extends to the childs first year of secondary education. At this level of their study, students will get a chance to study the arts subjects in depth and be allowed an opportunity to select an art subject of their choice in order to continue pursuing in greater depths as they climb up the education ladder. Thee arts subject selection comes at year 9-12 and constitutes the students overall curriculum package. Nonetheless, at this stage, th e student may be allowed to continue pursuing all the five arts subjects depending on the state where their school is located (Pridham, et al. 2015). Foundation-year 2 Years 3-4 Years 5-6 Years 7-8 Years 9-10 Years 11-12 Schools reserve the right to allocate teaching time for each arts subject. However, the national government has provided for hours of teaching at each band that guide the schools in the allocation of teaching time for each arts subject. They include; 120 hours for F-2 100 hours for Years 3-4 100 hours for Years 5-6 160 hours for Years 7-8 160 hours for Years 9-10 Students develop concepts as well as skills in the arts including play through the use of language, symbols as well as the use of their own held discrete knowledge. The students just like artists are allowed to make as well as respond to works of art able to pass a message to their audience (Watt, 2015). For instance, in dance, students use the dance elements such as their relationship, time, space and their dynamics to develop and pass on knowledge. In drama, students use live enactment as a representation of the experiences of human beings. When it comes to music, students are involved in the composition, improvising as well as in the performance of their own songs as well as the songs sung by other artists. References BARRETT, C. (2014). School social work in the state of Victoria, Australia: 65 years of student wellbeing and learning support (Doctoral dissertation). De Leo, J. (2012). Quality Education for Sustainable Development. UNESCO APNIEVE Australia. Ewing, R. (2011). The arts and Australian education: Realising potential. Garvis, S., Pendergast, D. (2011). An investigation of early childhood teacher self-efficacy beliefs in the teaching of arts education. International Journal of Education the Arts, 12(9), 1-15. Halse, C., Cloonan, A., Dyer, J., Kostogriz, A., Toe, D., Weinmann, M. (2013). Asia literacy and the Australian teaching workforce. McLachlan, C., Fleer, M., Edwards, S. (2013). Early childhood curriculum: Planning, assessment, and implementation. Cambridge University Press. Petriwskyj, A., O'Gorman, L., Turunen, T. (2013). The interface of the national Australian curriculum and the pre-Year 1 class in school: Exploring tensions. Australasian Journal of Early Childhood, 38(1), 16. Pridham, B., Martin, D., Walker, K., Rosengren, R., Wadley, D. (2015). Culturally Inclusive Curriculum in Higher Education. The Australian Journal of Indigenous Education, 44(01), 94-105. Swiniarski, L. B. (2014). The evolution of universal preschool education in a global age. In World Class Initiatives and Practices in Early Education (pp. 3-19). Springer Netherlands. Watt, M. (2015). States' Implementation of the Common Core State Standards and the Australian Curriculum: A Comparison of the Change Process in Two Countries. Online Submission. Westbury, I., Aspfors, J., Fries, A. V., Hansn, S. E., Ohlhaver, F., Rosenmund, M., Sivesind, K. (2016). Organizing curriculum change: an introduction. Journal of Curriculum Studies, 48(6), 729-743.

Leinigen And Brain Essays - Leiningen Versus The Ants, Leiningen

Leinigen And Brain The human brain needs only to become fully aware of its powers to conquer even the elements. The human brain is powerful and controls all of a person's body. It easily compared to the central processing unit in a computer; all information is received, transferred, and sent back out. Without it nothing would work. Leiningen, a plantation farmer, was persistent and followed this motto to help him overcome many elements, or "acts of God." Leiningen had met and defeated these elements which had come against him unlike his fellow settlers who had little or no resistance. Something terrible was coming, about a hundred yards wide, a flood of ants. All people except Leiningen, who stood his ground as the ants quickly approached his plantation, feared them. He had built this plantation thinking that someday the ants may come. Leiningen thought to himself that he would be ready for them. He incorporated a horseshoe shaped ditch around his plantation. The forth side is a river that can be used quickly to fill the ditch. Toward the middle of the plantation lay another ditch that encircled the barn, house, stables, and other buildings. This ditch was made of concrete, and the inflow pipes of three great petrol tanks could easily be emptied here. If the ants had miraculously made it through the first ditch the second one could be filled with gas which was sure to stop them. This intricate defense system was thought of by Leiningen and built to stop one of the elements, ants. This firm man stayed calm as the ants advanced toward him and his land. Leiningen used his cool brain to calm his many workers. He reassured them that these ants could be easily defeated. The Indians trusted this plantation planter, who guided them through many other "acts of God," wholeheartedly. When one of there fellow workers had slacked off from his duties he was eaten alive by the ants. Leiningen realizing this casualty might plunge his men into confusion and destroy their confidence he quickly yelled loader than the screams of the dying man. An observer would have estimated Leiningen's odds of overcoming the ants a thousand to one, but still Leiningen stood his ground. As the ants started to enter the plantation the dam broke preventing the water to rush in and wipe out the ants. All Leiningen's men had fled to beyond the petrol ditch to seek shelter. That was not enough, the petrol ditch was filled but the ants still crossed. Leiningen scourged his brain until it rolled. Was there anything he could do? (Then out of the he got an idea.) Yes, one hope remained. He thought it might be possible to dam the great river completely, so that the water would not fill only the ditch but overflow into the circle of land which made the plantation. In little time the army of ants would be flooded and killed. It was possible, but he needed to get to the dam, which was two miles away. Leiningen knew none of his workers would make the trip so he would have to do it himself. Leiningen told his men he would return. "I called the tune, and now I'm going to pay the piper," he told them. He started the journey and was quickly covered with ants. Leiningen was so determined to reach the dam he hardly felt the venomous bites. As he reached his destination ants covered his face and were under his clothes. He successfully lowered the dam and the river immediately started to overflow. Leiningen could no longer see and knew if he stumbled he would be quickly eaten alive. This determined man, to weak to walk, tripped over a rock and fell to the ground. He began having flashbacks of the stag he saw the ants devour. He thought to himself he could not die like this and something outside him brought him to his feet and he began to stager forward again. Leiningen leaped through the fire the workers had set to the petrol. He suddenly became unconscious for the first time in his life. There were wounds on his body so deep the bone could be seen. When Leiningen regained consciousness he said to the men, "told you I would return." Everyone knew he would be alright. The human brain needs only to become fully aware of its powers to conquer even the elements. This motto has proved true for Leiningen for he has met and defeated drought, flood, plague,