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Early School Age and Middle Childhood Through the Lenses of Counseling Specializations

ANSWER EACH DISCUSSION PROMPT COMPLETELY. APA FORMAT IS REQUIRED.

 

Attachment and Emotional Development in Infancy; Autonomy in Toddlerhood

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The purpose of this discussion is to consider the stages of attachment from birth to one year and emotional development and psychosocial crisis in infancy. Toddlerhood is marked with an array of emotions, behavior, and a search for autonomy.

· Briefly discuss attachment patterns and what you see as the most significant impact on the development of attachment.

· Describe strategies that caretakers can implement to promote the child’s ability to regulate emotions as he or she develops.

· Considering the psychosocial crisis in toddlerhood of autonomy versus shame and doubt, explain how caregivers can encourage healthy toddler development.

Remember to appropriately cite any resources, including the textbook, that you use to support your thinking in your initial post.

Response Guidelines

Read the initial posts of your peers and respond substantively to at least one learner whose post resonates with you. In your response, provide additional support regarding the influence of knowledge of developmental stages on serving that population.

Learning Components

This activity will help you achieve the following learning components:

· Examine developmental states and critical events of crisis.

· Develop communications appropriate for the audience.

· Apply knowledge of APA style for references and citations.

 

 

 

 

Early School Age and Middle Childhood Through the Lenses of Counseling Specializations

The purpose of this discussion is to consider how different specializations within counseling might address issues of school-age development. Use the readings in this unit, along with the ones you found in your own independent research, to help you think through and write about these issues.

For your initial post, choose one of the cases below and address the following in relation to that case:

· Identify the challenges that the student, family, or individual client may be experiencing, based on your specialization.

· Identify any psychosocial conflicts that may be present, and the transitions related to early school age or middle childhood that may be considered.

· Choose one theory of personality development and explain how that theory helps you understand this student’s behavior.

· Describe specific ways of helping the student, family, or individual client from your professional perspective.

Tracy, 6-Year-Old Student

Tracy is a 6-year-old student who is heavily influenced by the use of technology. It is known that the family experienced some major stressors last year that resulted in Tracy’s parents contemplating divorce. The pressure that he is receiving at home has caused him to withdraw from all activities at school, including recess and friends. He has disengaged from regular activities and sits alone when he is not required to participate in group activities. Since his parents are working long hours, he is under the care of his elderly grandmother who also works part-time. When she is not available, he is with teenage cousins. At home, he is engaged nonstop in video games to fill his idle time. He focuses on these games at dinnertime and rarely goes outside to play independently or with friends.

Sonia, 9-Year-Old Student

Sonia is 9 years old, and she reports feeling lonely all the time. She seems to be isolated from her peers and reports feeling different from everyone around her. She says that she does not like the feeling of being vulnerable and has a hard time opening up to others. She reports hating school and only wants to stay at home with her mother. She cries every morning when her mother gets her ready for school. She will also cry each time the teacher indicates that the next upcoming subject is math. Sonia’s parents are concerned for their daughter and are unable to ask for assistance because of a language barrier.

Response Guidelines

Read the initial posts of your peers and respond substantively to at least one learner whose post resonates with you. Your response may involve asking questions for clarification, respectfully debating points, and presenting additional information as deemed applicable. Your response should indicate that you have read the unit readings. Additionally, make sure that your response is in accordance with any of the established faculty expectations.

Learning Components

This activity will help you achieve the following learning components:

· Examine developmental states and critical events of crisis.

· Plan the application of theory to individual cases.

· Develop communications appropriate for the audience.

· GRADUATE DISCUSSION PARTICIPATION GRADING RUBRIC
Criteria Non-performance Basic Proficient Distinguished
Apply relevant course concepts, theories, or materials correctly. 25% Does not explain relevant course concepts, theories, or materials. Explains relevant course concepts, theories, or materials. Applies relevant course concepts, theories, or materials correctly. Analyzes course concepts, theories, or materials correctly, using examples or supporting evidence.
Collaborate with fellow learners, relating the discussion to relevant course concepts. 25% Does not collaborate with fellow learners. Collaborates with fellow learners without relating the discussion to the relevant course concepts. Collaborates with fellow learners, relating the discussion to relevant course concepts. Collaborates with fellow learners, relating the discussion to relevant course concepts and extending the dialogue.
Apply relevant professional, personal, or other real-world experiences. 25% Does not contribute professional, personal, or other real-world experiences. Contributes professional, personal, or other real-world experiences, but contributions lack relevance. Applies relevant professional, personal, or other real-world experiences. Applies relevant professional, personal, or other real-world experiences to extend the dialogue.
Support position with applicable knowledge. 25% Does not establish relevant position. Establishes relevant position. Supports position with applicable knowledge. Validates position with applicable knowledge.
Participation Guidelines

Actively participate in discussions. To do this you should create a substantive post for each of the discussion topics. Each post should demonstrate your achievement of the participation criteria. In addition, you should respond to the posts of at least two of your fellow learners for each discussion question—unless the discussion instructions state otherwise. These responses to other learners should be substantive posts that contribute to the conversation by asking questions, respectfully debating positions, and presenting supporting information relevant to the topic. Also, respond to any follow-up questions the instructor directs to you in the discussion area.

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