Please no plagiarism and make sure you are able to access all resource on your own before you bid. Main references come from Capuzzi, D., & Stauffer, M. D. (2012) and/or American Psychological Associa
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Please no plagiarism and make sure you are able to access all resource on your own before you bid. Main references come from Capuzzi, D., & Stauffer, M. D. (2012) and/or American Psychological Association (2010). You need to have scholarly support for any claim of fact or recommendation regarding treatment. I have also attached my discussion rubric so you can see how to make full points.
Please respond to all 3 of my classmates separately with separate references for each response.
You need to have scholarly support for any claim of fact or recommendation like peer-reviewed, professional scholarly journals. I need this completed by 07/20/19 at 12pm.
Expectation:
Responses to peers. Note that this is measured by both the quantity and quality of your posts. Does your post contribute to continuing the discussion? Are your ideas supported with citations from the learning resources and other scholarly sources? Note that citations are expected for both your main post and your response posts. Note also, that, although it is often helpful and important to provide one or two sentence responses thanking somebody or supporting them or commiserating with them, those types of responses do not always further the discussion as much as they check in with the author. Such responses are appropriate and encouraged; however, they should be considered supplemental to more substantive responses, not sufficient by themselves.
Read
a your colleagues’ postings.
Respond
to your colleagues’ postings.
Respond in one or more of the following ways:
· Ask a probing question.
· Share an insight gained from having read your colleague’s posting.
· Offer and support an opinion.
· Validate an idea with your own experience.
· Make a suggestion.
· Expand on your colleague’s posting.
1.
Classmate (L. Str)
First Insight
One insight that I have gained is the fact that family life does influence career choice. Different aspects of family counseling can be applied to career counseling since career choice is influence by family life. According to Capuzzi & Stauffer (2012) systems theory applies to career counseling since children go into family businesses. As an apart of the system it is normal for members to seek support from the system for career decisions and if the support is not there that might cause an unbalance and possible stress within the family system (Capuzzi & Stauffer, 2012).
Second Insight
The second insight that I have gained is that there is a connection between family and work/career. According to Capuzzi & Stauffer (2012) there is research that supports the idea that how someone functions within family relations is connected to how once functions at work. If someone has a positive interaction with their family, then the chances are they will also have a positive reaction at work.
Third Insight
The third insight that I have gained applying to gender roles. Gender role socialization, boys are expected to be aggressive and active and girls are expected to be passive and independent (Capuzzi & Stauffer, 2012). Gender roles are learned. Because of the gender roles, certain careers are looked at to be more suited for males then females and vice versa. According to Capuzzi & Stauffer (2012) gender roles are learned at birth. These learned gender roles influence the type of socialization that once has and the type of career that one chooses.
References
Capuzzi, D., & Stauffer, M. D. (2012). Career counseling: Foundations, perspectives, and applications. (2nd ed.). Boston, MA: Pearson Education.
2.
Classmate (L. N-G)
Insights
Gender and family life concerning career counseling really didn’t appear as a thought in my mind until I attended my Pre-Practicum II. I was exposed to a lot of gender roles and even had my own biases concerning gender roles in LGBT. Let me clarify-it was not a bias within the LGBT community, just career roles and being aware (my own awareness) of different employment sectors that opens up for different types of genders and how it concerns family life. Gender is not synonymous with sex, which refers to biological differences, in which these biological differences between sex are few whereas learned differences are great (Capuzzi & Stauffer, 2012). Three insights that I gained was that there is no male or female job only, differences in male/female are determined from birth, and both parents and teachers assist with the contribution of gender roles by explaining what it is that boys do and what it is that girls are suppose to do.
Insights Inform Approach
These insights will inform my approach by raising my awareness to not specify or give my own ideas of what specific career to advice clients. I would also want to include something like the Gender Role Socialization Self-Assessment in my practice. I will not stereotype gender roles with my clients, instead I will allow the clients to lead the career choice discussion/treatment for what best suits them. the consequences for gender role stereotyping are profound; girls and boys internalize societal messages regarding gender expectations, and as a result their career decision making processes are shaped while they are still very young (Capuzzi & Stauffer, 2012). I will ensure that my practice has a high standard to adhere to gender awareness. Because forces of gender roles socialization operate at an unconscious level, they can lead counselors to see gender differences when none exist and to pay attention to behavior that conforms to gender expectations while ignoring behavior that is inconsistent with their beliefs about gender (Capuzzi & Stauffer, 2012).
Reference
Capuzzi, D., & Stauffer, M. D. (2012). Career counseling: Foundations, perspectives, and applications. (2nd ed.). Boston, MA: Pearson Educatio
3.
Classmate (Y. Tho)
Insights Gained
The circular casualty being a general system theory regarding family therapy. This is best understood when a family ishaving issues within the family which manifests as a change in the interactionprocess of the family system as a whole. The systems theory has gained acceptance in counseling and psychology as a way to better understand individuals (Capuzzi & Stauffer, 2012). Some research has been driven by one or more theories that have evolved regarding the work and family connection. These theories include spillover theory, compensation theory, conflict theory, instrumental theory, and segmentation theory. Compensation theory purports that individuals compensate for what is missing in their families by increasing their commitment to work or vice versa. Segmentation theory, individuals are able to compartmentalize their lives, keeping family life and work life completely separate. Instrumental theory purports that individuals work to provide their families not only with what they need but also with luxuries (Capuzzi & Stauffer, 2012).
Inform Approach
Systems theory helps counselors understand the functions of many families and can help them better when creating intervention plans for the family. The spill over theory, compensation theory, conflict theory, instrumental theory and segmentation theory can all be used when working with familes as they cover many situations that a counselor can explore when working with families.These theories show clearly that work and family are intertwined and that to work out their problems, counselors will have to work with more than one member of the family. Therefore, incorporating family counseling theories into counseling plans are important for career counselors (Capuzzi &Stauffer, 2012).
References:
Capuzzi, D., & Stauffer, M. D. (2012). Career counseling: Foundations, perspectives, and applications. (2nd ed.). Boston, MA: Pearson Education.
Bottom of Form
Required Resources
· Capuzzi, D., & Stauffer, M. D. (2012). Career counseling: Foundations, perspectives, and applications. (2nd ed.). Boston, MA: Pearson Education.
o Chapter 16, “Career Counseling with Couples and Families”
o Chapter 17, “Gender Issues in Career Counseling”
Website
· National Career Development Association. (2015). Internet sites for career planning. Retrieved from www.ncda.org/aws/NCDA/pt/sp/resources
Please no plagiarism and make sure you are able to access all resource on your own before you bid. Main references come from Capuzzi, D., & Stauffer, M. D. (2012) and/or American Psychological Associa
Exemplary Proficient Progressing Emerging Element (1): Responsiveness: Did the student respond to the main question of the week? 9 points (28%) Posts exceed requirements of the Discussion instructions (e.g., respond to the question being asked; go beyond what is required [i.e., incorporates additional readings outside of the assigned Learning Resources, and/or shares relevant professional experiences]; are substantive, reflective, and refers to Learning Resources demonstrating that the student has considered the information in Learning Resources and colleague postings). 9 points Posts are responsive to and meet the requirements of the Discussion instructions. Posts respond to the question being asked in a substantive, reflective way and refer to Learning Resources demonstrating that the student has read, viewed, and considered the Learning Resources and colleague postings. 7–8 points Posts are somewhat responsive to the requirements of the Discussion instructions. Posts are not substantive and rely more on anecdotal evidence (i.e., largely comprised of student opinion); and/or does not adequately demonstrate that the student has read, viewed, and considered Learning Resources and colleague postings. 4–6 points Posts are unresponsive to the requirements of the Discussion instructions; miss the point of the question by providing responses that are not substantive and/or solely anecdotal (i.e., comprised of only student opinion); and do not demonstrate that the student has read, viewed, and considered Learning Resources and colleague postings. 0–3 points Element (2): Critical Thinking, Analysis, and Synthesis: Is the student able to make meaning of the information? 9 points (28%) Posts demonstrate the student’s ability to apply, reflect, AND synthesize concepts and issues presented in the weekly Learning Objectives. Student has integrated and mastered the general principles, ideas, and skills presented. Reflections include clear and direct correlation to authentic examples or are drawn from professional experience; insights demonstrate significant changes in awareness, self-understanding, and knowledge. 9 points Posts demonstrate the student’s ability to apply, reflect OR synthesize concepts and issues presented in the weekly Learning Objectives. The student has integrated many of the general principles, ideas, and skills presented. Reflections include clear and direct correlation to authentic examples or are drawn from professional experience, share insights that demonstrate a change in awareness, self- understanding, and knowledge. 7–8 points Posts demonstrate minimal ability to apply, reflect, or synthesize concepts and issues presented in the weekly Learning Objectives. The student has not fully integrated the general principles, ideas, and skills presented. There are little to no salient reflections, examples, or insights/experiences provided. 4–6 points Posts demonstrate a lack of ability to apply, reflect, or synthesize concepts and issues presented in the weekly Learning Objectives. The student has not integrated the general principles, ideas, and skills presented. There are no reflections, examples, or insights/experiences provided. 0–3 points Element (3): Professionalism of Writing: Does the student meet graduate level writing expectations? 5 points (16%) Posts meet graduate-level writing expectations (e.g., are clear, concise, and use appropriate language; make few errors in spelling, grammar, and syntax; provide information about sources when paraphrasing or referring to it; use a preponderance of original language and directly quote only when necessary or appropriate). Postings are courteous and respectful when offering suggestions, constructive feedback, or opposing viewpoints. 5 points Posts meet most graduate-level writing expectations (e.g., are clear; make only a few errors in spelling, grammar, and syntax; provide adequate information about a source when paraphrasing or referring to it; use original language wherever possible and directly quote only when necessary and/or appropriate). Postings are courteous and respectful when offering suggestions, constructive feedback, or opposing viewpoints. 4 points Posts partially meet graduate-level writing expectation (e.g., use language that is unclear/inappropriate; make more than occasional errors in spelling, grammar, and syntax; provide inadequate information about a source when paraphrasing or referring to it; under-use original language and over-use direct quotes). Postings are at times less than courteous and respectful when offering suggestions, feedback, or opposing viewpoints. 2–3 points Posts do not meet graduate-level writing expectations (e.g., use unclear/inappropriate language; make many errors in spelling, grammar, and syntax; do not provide information about a source when paraphrasing or referring to it; directly quote from original source materials or consistently paraphrase rather than use original language; or are discourteous and disrespectful when offering suggestions, feedback, or opposing viewpoints). 0–1 points Element (4): Responses to Peers: Did the student respond to peer posts and contribute professionally? 9 points (28%) Responds to two or more peers in a manner that significantly contributes to the Discussion. 9 points Responds to one or more peers in a manner that significantly contributes to the Discussion. 7–8 points Responds to one or more peers in a manner that minimally contributes to the Discussion. 4–6 points Does not respond to any peer posts. 0–3 points 32 points 100% 25–28 points 78–88% 14–21 points 44–66% 0–10 points 0–31% © 2015 Laureate Education, Inc. 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