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Walk A Mile

https://youtu.be/nmXr-rC5F-4- Video ( A Class Divided) this video is part of the assigment.
 

  1. Choose any group of which you are not a member.
    • Possible dimensions from which you may select your group include:  race, gender, social class, nationality, sexual identity, (dis)ability, rural versus urban status, religious belief, incarceration/criminal history, occupational status, victim, military status, and so on.
  2. Explain why you selected this group.
  3. Describe stereotypes, prejudice, and/or discrimination directed toward members of this group.
    • Use concrete examples to illustrate (e.g., advertisements that depict members of the group in a stereotypical manner, statements you have overheard expressing affective reactions to the group, policies that discriminate in favor or/against the group, etc.).  Consider both negative and positive stereotypes, prejudice, and discrimination.
  4. Interpret the experiences of members in this group.
    • The goal is to gain a new perspective, so consider spending time immersed in the group.  Perhaps you could interview friends, family, or community members, or attend an event hosted by the group.  Or, you could present yourself as a member of this group to gauge reactions firsthand.  Alternatively, do some online research.
  5. Evaluate reactions toward this group in light of concepts covered in the textbook.
    • For example, how might social psychological theory and/or concepts explain the origin of prejudice directed toward the group you are studying?  What are the influences on members of this group?  Utilize scholarly, peer-reviewed sources to support your points to continue developing your academic voice.  (Reminder:  Be sure to synthesize and paraphrase the information you share from these articles/sources.)
  6. Conclude with a realistic suggestion for reducing prejudice toward members of this group, based on the contact hypothesis (see Pettigrew, 1998, for elaboration).

The Walk a Mile paper
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Behavioral Health Response to Disasters

Disaster Reply 4

TEXT:

Reading
1. Behavioral Health Response to Disasters, Author: Framingham, Julie:
Original Question:
For this week’s Forum, respond to the following:   To date, the effects of disaster events have been introduced through our course materials as well as the ways to interact with survivors of these disaster events. At particular risk for negative reaction in disaster situations, natural or man-made, are children and adolescents. Dependent upon the child’s/adolescent’s stage of development, responses to disaster events can vary significantly. Our course materials provide excellent guidance for those charged with aiding children and adolescents in disaster events.
· After review of the course materials, share your understanding of assessing and providing appropriate disaster behavioral health care for children and adolescents.
· Outlining how the process differs from that of disaster behavioral health with typicaladult populations, note any significant factors you feel contribute to or hinder the recovery process with children and adolescents.
Reply to the following response with 200 words minimum. (please make response as if having a conversation, respond directly to some of the statements in below post. This is not providing an analysis of the original post. Respectfully address it and even ask clarifying or additional questions.)
1.
Class,
 
This week is something that interests me with my son having Down syndrome. Although our forum does not reference special needs, I will add it into my post. When it comes to understanding and accessing children and adolescents, it is also important to take into consideration the effects of the parent or parents. In many cases the child’s reactions to a disaster can mimic those of the parents as they are seen as the role model in the child’s eyes. Different ages can also affect the responses from a disaster or trauma.
One theory I read about and believe strongly in is the developmental ecological framework. This model suggests that both risk and protective factors are present in all children at varying degrees, and that these factors can either be activated as aggravators or buffers against trauma. I in no way baby my son or my ex’s daughters, but I ensure they are all trained on what to do in an emergency and how to react when it comes to certain disasters. The more they know and the more they are capable the better prepared they will be and less likely to be negatively affected. The only child not currently involved is my son, but I maintain extra formula, baby water, oxygen, and anything else he may need given a disaster. I have also through this research found the Emergency Information Form for Children with Special Needs which will help hospital and EMS workers during a disaster, and I will be filling out and keeping handy for my son (Pediatrics, 2010).
 
When it comes to disaster behavioral health in children and adults, there are many differences and many different ways the two can be affected. In adults, the PTSD can stem from the loss of family, property, or other items. In a child, the effects can stem from how a parent reacts. As stated above, the parents mental status during a disaster and prior to can determine the child’s mental reaction. A child in most cases will also feel less control, understand less about the situation, and have fewer experiences bouncing back from hard situations (Prevention, 2015).
For others help and resource I was also able to come across a Department of Health and Human Services site that provides information on quite a few areas of disaster for special populations. This information for my provide knowledge for my son I was unaware of but can now be more prepared by using.
 
Blade
References
Pediatrics, A. A. (2010). Emergency Information Forms and Emergency Preparedness for Children With Special Health Care Needs. Retrieved from http://pediatrics.aappublications.org/content/125/4/829.full
 
Prevention, C. f. (2015). How are Children Different from Adults. Retrieved from https://www.cdc.gov/childrenindisasters/differences.html
 
Services, U. D. (2017). Special Populations: Emergency and Disaster Preparedness. Retrieved from https://www.sis.nlm.nih.gov/outreach/specialpopulationsanddisasters.html
2.

It is imperative to provide appropriate disaster behavioral health care for children and adolescents being that when it comes to disasters, they have the potential to cause short- and long-term effects on the psychological functioning, emotional adjustment, health, and developmental on children (Schonfeld, & Demaria, 2015). There are practical ideas that can be put into place in order to identify common adjustment difficulties in children in the aftermath of a disaster while also promoting effective coping strategies. Unlike typical adult populations, children are particularly vulnerable to the effects of disasters and other traumatic events because of a lack of experience, skills, and resources to be able to independently meet their developmental, social-emotional, mental, and behavioral health needs. If proper treatment is not established disasters will continue to cause short- and long-term effects on the psychological functioning, emotional adjustment, health, and lead to issues in their health and psychological functioning even into adulthood.
One extensive way to deal with the recovery process for children is the active involvement in parents and family members. Sometimes as adults you can get so caught up in your own recovery process that you forget about your children.  To avoid this, parents and family members should remain with children to the extent possible throughout the evaluation and treatment process as well as providing their comfort as a source of coping for the children.  An example of a coping strategy would include distraction or attention-refocusing techniques, like a calming touch or use of gentle humor. In addition, counseling has shown to serve as an effective aspect in recovery. Let’s say a parent is in a counseling session with a child that is in recovery from a disaster. The session includes a main focus of perception of the incident. In understanding that this part of risk assessment is as important as the actual experience of the disaster itself (American Military University, 2018), a parent can serve as a source of support and guidance, a parent may feel overwhelmed and could temporarily leave the counseling room, they should notify the child before leaving that they will be in an adjacent area and that the counselor or pediatrician will remain with them for a few minutes until they return.
American Military University. (2018). WEEK 4: Effects of Disaster on Children and Special Needs Populations [Lesson notes]. Retrieved from https://edge.apus.edu/portal/site/366610/tool/230444e4-7d21-400a-b0e4-9642c00902bf
Schonfeld, D. J., & Demaria, T. (2015). Providing Psychosocial Support to Children and Families in the Aftermath of Disasters and Crises. PEDIATRICS, 136(4), e1120-e1130. doi:10.1542/peds.2015-2861

< Previous Conversation Next Conversation >
3.
Good Morning Class,
For this week’s assignment I think that the vulnerability theory would make for a good discussion. The theory is based on that vulnerability is random and not fairly distributed among the population. I can see both sides of this potential argument. I would offer that vulnerability in some circumstances is not random but a planned thought out process. Take for example Hurricane Katrina and the devastation that occurred in the city. What were the most badly damaged areas of the city? The simple answer the poor minority communities. You ask yourself why were these communities hit so hard compared to the more affluent parts of the town. You can look at segregation through the past century and see that minority communities were formed in the areas of cities that possessed the most risk to disaster. The prices were lower and the wages minorities made were and in some cases still are. So you could logically conclude that they were relegated to these areas by design. As part of the PFA you could say that they were provided safety and comfort, from the dikes and levees that were constructed to provide them a higher level of safety. I would say that they had services available for their mental health following the disaster, but as you can still see today the area is still mostly abandoned and has never been rebuilt to the conditions before the hurricane. (Teasley, 2012)
One the other hand I can also see self-inflicted harm leading to a vulnerable state from residents in the local communities surrounding me. When I look at the people who have been through some of the local flooding repeatedly and choose to remain in the same location, waiting for the next flood. One individual interviewed on the local news had claimed that in the last 12 months he had been flooded three times. After each rebuild was completed another flood would occur and he would have to begin the process all over again. I know common sense would tell me that if my home floods it is time to move to higher ground. When selecting a site for your home you should do the research on the possibility of flooding and use that to reduce your vulnerability.
Theo
References:
Teasley, M. L., & Framingham, J. L. (2012). Behavioral Health Response to Disasters. Boca Raton, Fla: CRC Press.
 
** Please don’t just rephrase their info, but respond to it. Remember to answer question at the end if there is one. **
2

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Moral Psychology of Terrorism

  • Terrorism Reply 4

    TEXT:

    Reading
    1. Moral Psychology of Terrorism (2013) Introduction
    2. Horgan, J. G. (2017). Psychology of terrorism: Introduction to the special issue. American Psychologist, 72(3), 199-204. doi:10.1037/amp0000148
    Original Question:
    For this week’s Forum, respond to the following:   We take a look at suicide bombers this week in our reading and discussion. As we ponder the motivations one might have for engaging in such fatal acts of terrorism, consider the following comments from Ivan Strenski’s (2003) article, Sacrifice, Gift and the Social Logic of Muslim Human Bomber.
    “….it would seem to make more sense if, instead of killing themselves in the process of making their attacks, the ‘human bombers’ could have gone on killing many more…in subsequent non-suicidal attacks” (Strenski, 2003, p. 3).
    Keep in mind, the following references made to Osama bin Laden were prior to his death; however, the points highlighted within the article are powerful considerations in the discussion of the topic. “Osama bin Laden surely continues to inspire more terror today as potentially alive than he would have had he died in a martyrdom…” (Strenski, 2003, p. 3).
    On the other hand, among supporters of suicide terrorists, the acts carried out by the ‘human bomber’ is seen as “self-sacrificing”. Strenski (2003) suggests a relationship between the concepts of sacrificing one’s self and suicide.
    Considering the course materials for the week, think about the motivations suggested in the readings explaining why terrorist actors engage in suicide terrorism.
    · Discuss the psychological effects the ‘human bomber’ has as a vessel in carrying out acts of terrorism.
    · Provide details of your view on the goals of suicide terrorists; whether the primary goal is to inflict maximum causalities (physical or psychological) or if it is to engender a sense of martyrdom in the name of religious zeal, sacrificing themselves for the cause.
    Reference
    Strenski, I. (2003). Sacrifice, gift and the social logic of Muslim “human bombers.” Terrorism and Political Violence, 15, 1-34.
    Reply to the following response with 200 words minimum. (please make response as if having a conversation, respond directly to some of the statements in below post. This is not providing an analysis of the original post. Respectfully address it and even ask clarifying or additional questions.)
    1.
    Suicide bombers and bombings is an interesting topic to approach from the perspective of psychology. After reading some source material it has opened my eyes, per se, about the process of suicide bombers and the rationale regarding them. It is not sound logic to simply say that they are crazy for blowing themselves up. Because the question can be asked how that conclusion can be made and the only response is that only someone crazy would blow themselves up. That is essentially “circular reasoning” (cite) and does not go in-depth about what is actually happening in their minds.
    From a deeper analysis, one must understand that humans have always had a savage fascination with cruel treatment and inflicting harm on themselves. Furthermore, the power of society is great and the identity that it gives each individual within it is specific to many factors including values. Typically, when an individual grows in a society they accept its values and live by them in one way or another. So, for our example, a society that includes suicide bombings is no different in this context. In addition, there are also societies that possess the values that their beliefs are the only true beliefs and anyone who does not believe as such is wrong; no question. So, when the factors of a human allure to bloodshed, powerful societal influences, and individuals with the one true belief, the idea of a suicide bomber is not so outlandish. Although it is intense, it is a human adaptation (cite).
    In my opinion, suicide terrorist’s primary goal is to follow what they truly believe (in most instances). Furthermore, they seek to both inflict as much physical and psychological damage as possible while maintaining a sense of martyrdom in the process. Additionally, I will add that there are always those cases of suicide bombers engaging in an act of terrorism against their will but that is an entirely different mental process and discussion.
    -William
    References
    Shpancer, N. (2010, September 23). Understanding the Suicide Bomber. Retrieved from https://www.psychologytoday.com/blog/insight-therapy/201009/understanding-the-suicide-bomber
    2.
    A suicide bomber, or human bomber, is an individual who commits a violent attack upon others in which they will take their own life. These suicidal terrorists have been known throughout history, dating back to World War II. Death and destruction by a suicide bomber is often more severe than that of other types of terrorist attacks because they can conceal the bombs easier and can make last minute changes to their plans or escape route. There are several psychological effects that a human bomber carries within themselves which makes them commit these types of acts. As Kruglanski (2009) explains, suicide bombers fall into one of three categories, which are duty and obligation, personal causes, or ideological reasons. When it comes to personal causes, suicide bombers will at times carry out these acts due to the loss of a loved one, or an attack on their country. These bombers take it to heart and will want to retaliate. Human bombers will also act out due to ideological reasons such as beliefs so radical, that they will go to great lengths to stand behind their belief.
    When it comes to ideological reasons, religion tends to be the main issue between the bomber and societies; therefore, that individual will take on the role of a suicide bomber (Kruglanski ,2009). Duty and obligation plays a major role when it comes to suicide bombers. For example, many countries such as Pakistan and Israel use women and children as suicide bombers. Many women are forced into being suicide bombers, but there are also several who volunteer for this role because it shows dedication to the cause, and it can even change the status of their family. In my opinion, I feel that the primary goal of a suicide bomber is both to gain a sense of martyrdom either for their religion or their country. Of course, the suicide bomber wishes to have as many casualties as possible; therefore, I feel that both of these goals go hand in hand. When an individual has ideologies so radical, nothing can stop them from trying to make a statement, including the decision to become a suicide bomber.
    References:
    Kruglanski, A. W., Chen, X., Dechesne, M., Fishman, S., & Orehek, E. (2009). Fully Committed: Suicide Bombers’ Motivation and the Quest for Personal Significance. Political Psychology, 30(3), 331-375.
    3.
    This week we are exploring the reasons behind why terrorists become suicide bombers?  According to our lesson, researchers classify suicide bombers into three different types of categories.  The first, the ideological reasons, second is their personal cause, and thirdly, is their sense of duty and obligations to their country (Strenski, 2003).  For those who have decided to participate in this type of cause will tend to fall into one of these categories.  This is the reasoning behind their psychological effect as to why they have decided to sacrifice themselves.
    Religion is another reasoning behind their decision to become suicide bombers, and they are motivated by their ideological reasons which is the need to have a type of support from their societies, and religions is the main factor.  The other reasoning behind their decision is the loss of a loved one and destruction of where they lived by intruders (Strenski, 2003).
    Suicide Bombers associate themselves with Hamas as their main motivator to which they believe that they will be rewarded and have a chance to meet Muhammad.  Muslims tend to justify they action because of their beliefs in Jihad.  Here are four different ways in which a suicide bomber can fulfill Jihad’s blessings, 1) is by having faith in his heart 2) is by preaching 3) is by doing good deeds with his hands 4) is by confronting those who do not believe with a sword (Burkay, 2006).  For those that decide to become suicide bombers believe that they are not dead but consider themselves to be with God.  However, according to the Quranic belief, taking one’s own life is prohibited.
    April Pierotti
    Works Cited:
    Strenski, I. (2003) Sacrifice, gift, and the Social logic of Muslim “Human Bombers” Terrorism and Political Violence, 15. 1-34 Retrieved From http://edge.apus.edu/portal/site/366636/tool/difebo59-3c2c-4776
    Burkay, David (2006) The Religious Foundations of Suicide Bombings Middle East Quarterly Retrieved From www.meforum.org/1003/the-religious-foundations-of-suicide-bombings
    ** Please don’t just rephrase their info, but respond to it. Remember to answer question at the end if there is one. **

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Broadview online companion

Read each of the following essays from the Broadview online companion. To view the readings, use the Access Code printed on the back of the sticker affixed to the front of the textbook. If there is no Access Code, contact Broadview’s customer service at the email address listed in the textbook:

  • George Copway, “Ball-Playing”
  • Joan Didion, “On Going Home”
  • Stevie Cameron, “Our Daughters, Ourselves”

In the Discussion Forum, answer at least three of the following questions in response to one of the readings:

  • What is your initial reaction to the essay? Do you like it? Do you dislike it? Why?
  • A narrative essay should not only tell a story, but also have some larger theme or idea for the reader to take away from their experience. What was the larger theme in the essay you read? Do you think the author was successful in connecting their own experience with this larger idea/theme? If so, how? (it’s ok if you don’t feel they did; just make sure to back up your answer)
  • What do you feel work best in the essay? What do you think did not work as well?
  • What writing techniques did you learn from the author that you could use in your own writing?
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Evaluating_and_Managing_Risk

Research a healthcare organization within Saudi Arabia.
Use headings and respond to the following questions:

Your paper should meet the following structural requirements:

  • Avoid plagiarism
  • The paper should be 4 pages in length, not including the cover sheet and      reference page.
  • Format the paper according to APA  writing  standards.
  • Provide support for your statements with in-text citations from a minimum of six scholarly articles.
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Aristotle summary and questions philosophy

Aristotle summary and questions philosophy

1. State briefly why Aristotle thinks that “virtues” are not “natural”. Name some of the Aristotelian virtues. According to Aristotle, in order to cultivate “virtues” one has to be in a flourishing polis, which means that he is implying that in poverty one cannot be virtuous. Do you agree that human “nature” acquires  “bad habit” when the environment is hostile, for example, do you think that the same person in desperate poverty may steal a piece of bread, which under “normal” circumstances where he has food, would not?
Give ONE reason to support your point.
 
[ Hint: According to Aristotle, one is not born with a virtue like courage or patience. Hence, virtues are not natural like anger or fear, which are instincts. Everyone is born with these passions or instinct, but not everyone can control them and strike the balance, that is control anger or fear and display them at the right time at the right amount. Only a virtuous person can do that. Virtues are states of character that have to be cultivated through hard work in a flourishing polis].
2. What is the primary purpose of the household, according to Aristotle. Do you think with the expansion of the market the household is shrinking as the market has expanded so much? Name one function that the household previously functioned which is now performed by the market.
[ Hint: For Aristotle there are two human spheres, the sphere of production of things needed for daily lives, the household or oikos, and the sphere of politics or polis, the place for political discussion, available only for Greek aristocratic men].
3. In your own words explain Aristotle’s reason for the inferior status of woman and slaves within the household.
[ Hint: According to Aristotle, there are several “natural associations” within the household, the smallest unit of society, the Master and slave, parent and child, husband and wife. These are “natural” as they cannot live without each other. The identities within the pairs are not equal, the slave, child and woman are subordinate and their subordination is “natural”, as they lack rationality to be self ruled or self guided and need the guidance of the rational Master, husband, parent].
4. According to St. Anselm only that which is necessary has true “existence”. Look around you and point to one thing in the room that has “necessary existence”.
[ Hint: Necessary existence means that which is not temporal, that is has no beginning and no end; contingent existence, on the other hand, means that which has a beginning and an end, and hence dependent on something else for its existence. ]
5. The following is an excerpt from a sutra in Brhadaranyaka Upanisad, the last part of the Vedas (from “Vid” “to know, written between 1700-1100 B.C.E written probably along the rivers Ganges and Northern plains of India are the foundation texts of the Indian/Hindu philosophy. Here a seeker (philosopher/Darsanik or seer, “darsan” to see) seeks to liberate himself or herself from ignorance and worldly bondage and attain Enlightenment of the Self. Do you find this similar to Plato’s theory of the Cave where one moves from darkness to light?
 
Sanskrit verse:
asato  ma sadgamaya  tamaso ma jyotirgamaya mrtyorma amrtam gamaya om shanti shanti shanti.
 
Word translation:
 Sat=existence
Asat=non existent
Tamasa=darkness
Jyoti= light or halo
Mrityu=death
Amrita=Immortality
Shanti=Peace
 
Sutra translation:
 
Lead me from the asat (non existent) to the sat (existent) Lead me from darkness to light. Lead me from death to immortality Om Peace Peace Peace.
(Brhadaranyaka Upanishad — I.iii.28)
 
 
Brhadaranyaka Upanishad — I.iii.28)

1.
State briefly why Aristotle thinks that “virtues” are not “natural”. Name some of the Aristotelian
virtues. According to Aristotle, in order to
cultivate “virtues” one has to be in a flourishing polis, which
means that he is implying that in poverty one cannot be virtuous. Do you agree that human “nature”
acquires
“bad habit” when the environment is hostile, for example, do you think that the sa
me person
in desperate
poverty may steal a piece of bread, which under “normal” circumstances where he has
food, would not?
Give ONE reason to support your point.
[
Hint: According to Aristotle, one is not born with a virtue like courage or patience. Hen
ce, virtues are
not natural like anger or fear, which are instincts. Everyone is born with these passions or instinct, but
not everyone can control them and strike the balance, that is control anger or fear and display them at
the right time at the right a
mount. Only a virtuous person can do that. Virtues are states of character
that have to be cultivated through hard work in a flourishing polis].
2.
What is the primary purpose of the household, according to Aristotle. Do you think with the
expansion of th
e market the household is shrinking as the market has expanded so much? Name one
function that the household previously functioned which is now performed by the market.
[
Hint:
For Aristotle
there are two human spheres, the sphere of production of things
n
eeded for daily
lives, the household or
oikos, and the sphere of politics or polis, the place for political discussion,
available only for Greek
aristocratic men].
3.
In your own words explain Aristotle’s reason for the inferior status of woman and slaves
within the
household.
[
Hint: According to Aristotle, there are several “natural associations” within the household, the smallest
unit of society, the Master and slave, parent and child, husband and wife. These are “natural” as they
cannot live without eac
h other. The identities within the pairs are not equal, the slave, child and woman
are
subordinate and their subordination is “natural”, as they lack rationality to be self ruled or self
guided and need the guidance of the rational Master, husband, parent]
.
4.
According to St. Anselm only that which is necessary has true “existence”. Look around you and point
to one thing in the room that has “necessary existence”.
[
Hint: Necessary existence means that which is not temporal, that is has no beginning and
no end;
contingent existence, on the other hand, means that which has a beginning and an end, and hence
dependent on something else for its existence. ]
5.
The following is an excerpt from a sutra in
Brhadaranyaka Upanisad,
the last part of the
Vedas
(f
rom
“Vid” “to know, written between 1700
–
1100 B.C.E written probably along the rivers Ganges and
Northern plains of India are the foundation texts of the Indian/Hindu philosophy. Here a seeker
(philosopher/Darsanik or seer, “darsan” to see) seeks to libera
te himself or herself from ignorance and
worldly bondage and attain Enlightenment of the Self. Do you find this similar to Plato’s theory of the
Cave where one moves from darkness to light?
1. State briefly why Aristotle thinks that “virtues” are not “natural”. Name some of the Aristotelian
virtues. According to Aristotle, in order to cultivate “virtues” one has to be in a flourishing polis, which
means that he is implying that in poverty one cannot be virtuous. Do you agree that human “nature”
acquires “bad habit” when the environment is hostile, for example, do you think that the same person
in desperate poverty may steal a piece of bread, which under “normal” circumstances where he has
food, would not?
Give ONE reason to support your point.
[ Hint: According to Aristotle, one is not born with a virtue like courage or patience. Hence, virtues are
not natural like anger or fear, which are instincts. Everyone is born with these passions or instinct, but
not everyone can control them and strike the balance, that is control anger or fear and display them at
the right time at the right amount. Only a virtuous person can do that. Virtues are states of character
that have to be cultivated through hard work in a flourishing polis].
2. What is the primary purpose of the household, according to Aristotle. Do you think with the
expansion of the market the household is shrinking as the market has expanded so much? Name one
function that the household previously functioned which is now performed by the market.
[ Hint: For Aristotle there are two human spheres, the sphere of production of things needed for daily
lives, the household or oikos, and the sphere of politics or polis, the place for political discussion,
available only for Greek aristocratic men].
3. In your own words explain Aristotle’s reason for the inferior status of woman and slaves within the
household.
[ Hint: According to Aristotle, there are several “natural associations” within the household, the smallest
unit of society, the Master and slave, parent and child, husband and wife. These are “natural” as they
cannot live without each other. The identities within the pairs are not equal, the slave, child and woman
are subordinate and their subordination is “natural”, as they lack rationality to be self ruled or self
guided and need the guidance of the rational Master, husband, parent].
4. According to St. Anselm only that which is necessary has true “existence”. Look around you and point
to one thing in the room that has “necessary existence”.
[ Hint: Necessary existence means that which is not temporal, that is has no beginning and no end;
contingent existence, on the other hand, means that which has a beginning and an end, and hence
dependent on something else for its existence. ]
5. The following is an excerpt from a sutra in Brhadaranyaka Upanisad, the last part of the Vedas (from
“Vid” “to know, written between 1700-1100 B.C.E written probably along the rivers Ganges and
Northern plains of India are the foundation texts of the Indian/Hindu philosophy. Here a seeker
(philosopher/Darsanik or seer, “darsan” to see) seeks to liberate himself or herself from ignorance and
worldly bondage and attain Enlightenment of the Self. Do you find this similar to Plato’s theory of the
Cave where one moves from darkness to light?
Posted on

Discussion: Addressing Ethical Dilemmas

Discussion: Addressing Ethical Dilemmas

Assignment 1: Addressing Ethical Dilemmas
In this assignment, you will discuss the ethical issues raised in a brief scenario. In addition, you will discuss what action you would take and why.
Tasks:
Consider the following situation: A forensic mental health professional (who specialized in criminal cases) retired from practice about 10 years ago. She was asked by her husband’s boss to conduct a custody evaluation. The boss is seeking full-time custody of her two young children and alleges that her ex-husband has severe mental health issues.
What are the potential ethical issues raised in this scenario? Be sure to support your response with the appropriate ethical guidelines from the APA’s Ethical Principles of Psychologists and Code of Conduct and Specialty Guidelines for Forensic Psychology. What action would you take and why? Be sure to describe your process of ethical decision making.
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Challenging A Client

Address the following in your paper:
How can counselors challenge a client without getting into a power struggle with a client, or provoking client defensiveness?
How can counselors help a client to identify unused resources and strengths?
How can counselors help a client to identify blind spots while continuing to provide empathy and support for the client?
How would counselors work with a client within an interdisciplinary treatment team?
How can a counselor act as a consultant when a practicing counselor asks for help to strengthen their challenging skills with clients?
For this part of the assignment, you may write in the first person. Reflect on your level of assertiveness. Do you feel you are assertive enough to challenge clients comfortably or do you feel you are too passive or aggressive? What might keep you from challenging a client?
Provide at least three scholarly references in your paper