<\/p>\n
Please no plagiarism and make sure you are able to access all resource on your own before you bid. One of the references <\/strong> come from Broderick and Blewitt (2015)<\/strong>. I need this completed by 02\/01\/18 at 5pm. Respond<\/strong> to at least two<\/strong> of my colleagues using one or more of the following approaches:<\/p>\n \u00b7 Select a colleague who was assigned a different client<\/strong> than you. Suggest another challenge that might be associated with the client\u2019s development and explain why this challenge may present itself. Then, share one goal or intervention your colleague might use to address this challenge.<\/p>\n \u00b7 Select a colleague who was assigned the same client<\/strong> as you. Expand on his or her posting by predicting the effectiveness of his or her identified goals and interventions. Taking the entire family case into perspective, explain how this counseling approach would progress, identifying additional goals that might be needed.<\/p>\n 1. (H. Men)<\/p>\n THE MARTINEZ FAMILY<\/strong><\/p>\n \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0The client I am working with is Miguel Martinez. Miguel is now 57 years old. Today he comes into counseling because his wife \u201cforced him to.\u201d Miguel and his family are recovering form a divesting tornado that tore though the region, wiping out dozens of homes and businesses. Many lives were lost during the tornado and the community still remains in stock. The Martinez family is one of the homes was severely damaged during the disaster. Miguel\u2019s immediate family is safe and was not killed, but his best friend who only lived a couple blocks away died as a result of the disaster. Miguel also lost his supervisor and long-time friend at the post office in the tragedy. Miguel discusses some initial distressed resulting from the tornado, he insists that he is no longer effected by the events. Despite some sleeping problems, and recent behaviors Miguel has had. Miguel has relinquished his responsibilities at the church, and even thinks he wants to retire early and do something more meaningful with his life. Miguel believes he may still be depressed or in shock of the event that just happened, Miguel insists that he \u201ccan finally see things clearly\u201d (Laurette Education, 2013).<\/p>\n There is evidence of developmental challenges associated with Miguel, from his presenting problem. As a counselor I would think Miguel is currently experiencing something called the burnout. This is includes detachment, boredom and cynicism, disorientation, and denial of feelings (Carter, B. S. 2011). For Miguel, his detachment is seen through relinquishing his position in the church, this is also evident in how he has no rush on replace things that were destroyed in the disaster (Carter, B. S. 2011). He\u2019s trying to separate from the things that used to be so important in his life. Boredom and cynicism is evident in his value of activities, friendship and life itself. Miguel has stop doing the things he used to do, like going to church, he has lost two significant people in his life and now feels drain. This is also evidence in his life itself, he wants to retire early and find meaning again. Early retirement for Miguel will bring something for meaningful to his life. This is considered disorientation (Carter, B. S. 2011). He has a feeling of growing separation from his own environment. Lastly Miguel is going through denial of feelings. Saying that he was at one point sad but now he is okay. Although he is having difficulties sleeping.<\/p>\n \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0When dealing with clients from natural disasters, as a counselor it is important to create goals with Miguel that can work on throughout counseling. In Miguel\u2019s case he doesn\u2019t exhibit extreme distress and changes. His overall reaction for the disaster is normal compared to others. The first goal for Miguel in counseling is to work through his feelings about the disaster. This includes how he feels about losing his two friends, his home, and how his way of life is different now. By discussing this in counseling, he has an opportunity to work through any unresolved issues, and overcoming burnout. The next goal in counseling would be to help Miguel discover meaning in his life again. Miguel insists that he can finally see things clearly. Usually after a divesting life event people began to look at life with a new meaning and new goals. This is because their life has now shifted and they are rebuilding the person they used to be. What used to be Miguel\u2019s life is no more and now he is feeling the things that used to give him meaning now don\u2019t.<\/p>\n \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0There are many different interventions I would use with Miguel in order to Help him with the right tools to reach our goals. Miguel is looking to find meaning back into his life. I would not suggest, leaving his job, but I would ask him, what things are important in your life, what things used to be important, and what things have you always wanted to do. These three question will help Miguel figure out what he would like to explore more. Finding meaning in life is something that many individuals struggle with throughout their lives. By helping Miguel find meaning, he is able to satisfy his developmental needs that may be leading to his current distress (Broderick &Blewitt. 2015). Another intervention I would suggest are three basic ingredients offers to overcoming burnout. They include, self-awareness, kindness, and changing. Self-awareness is important for Miguel by just asking, \u201care you in charge of your life, or has it taken charge of you?\u201d This gives Miguel the time to get in touch with himself again. For kindness, I will recommend getting out an old family photo album. This gives clients the ability to see the person in the pictures hasn\u2019t vanished from the earth, and we must be kind to ourselves. It takes us back to the moment in time, on the person we used to be. The last one is changing, this incudes making a conscious effort to try new activities, exploring new meaning in life (Carter, B. S. 2011).<\/p>\n References<\/p>\n Broderick, P. C., & Blewitt, P. (2015). The life span: Human development for helping professionals <\/em>(4th ed.). Upper Saddle River, NJ: Pearson Education.<\/p>\n Carter, B. S. (2011). When life loses its meaning: The heavy price of high achievement.<\/em><\/p>\n Laureate Education (Producer). (2013e). Middle adulthood<\/em><\/a> [Video file]. Retrieved from CDN Files Database. (COUN 6215\/COUN 8215\/HUMN 8215)<\/p>\n 2. (A. Wit)<\/p>\n My client is 57-year-old Miguel Martinez. \u00a0The Martinez\u2019s community has recently suffered a tragic tornado in which three people in Miguel\u2019s life including his supervisor, a long-term friend and postal worker, and his best friend and neighbor were killed (Laureate Education, 2013). \u00a0Miguel\u2019s wife, Jeanette, has \u201cforced\u201d his to come to therapy to discuss his feelings (Laureate Education, 2013). \u00a0Although Miguel does not feel that counseling is necessary, he is having trouble sleeping and is considering resigning from a position at the church his family is deeply involved with (Laureate Education, 2013). \u00a0Miguel is facing midlife stress related to the natural disaster event and the role strain of his position in the church (Broderick & Blewitt, 2015).<\/p>\n Counseling goals<\/strong><\/p>\n Stress is a primary reason individuals seek counseling. \u00a0The wellness model of counseling supports clients by developing strategies for coping with normative and non-normative events to achieve healthy functioning and increased well-being (Broderick & Blewitt, 2015). \u00a0For Miguel, the goals of counseling may include identifying sources of support to protect against posttraumatic stress and the role of religion in Miguel\u2019s identity. \u00a0Social support is an important protective factor against posttraumatic stress for people who face a natural disaster (Platte, Lowe, Galea, Norris, & Koenen, 2016). \u00a0One goal in counseling Miguel would be to appraise his sources of social support pre- and post-tornado. \u00a0The three types of social support found to influence posttraumatic stress are: emotional, informational, and tangible (Platte, Lowe, Galea, Norris, & Koenen, 2016). \u00a0The second goal of counseling is to assess how the stress of the tornado is affecting Miguel\u2019s personality and potentially his spirituality. \u00a0The counseling process can provide a framework for understanding how the tornado is influencing maturity, development, and wellbeing (Sutin, Costa, Wethington, & Eaton 2010).\u00a0<\/p>\n Counseling interventions<\/strong><\/p>\n With the goals of identifying social support and understanding the importance of religion in Miguel\u2019s development, a treatment plan can be developed. \u00a0The first intervention I suggest is detecting Miguel\u2019s sources of social support pre- and post-disaster. \u00a0For example, pre-disaster Miguel had the emotional support of his wife, best friend, and extended family. \u00a0He also had the tangible social support of his supervisor, postal worker friend, and church community. \u00a0Post-tornado, he has lost the social support of his best friend, postal worker friend, and supervisor; but he has retained the support of his wife, extended family, and church community. \u00a0According to Broderick and Blewitt (2015), resource loss following traumatic events is a predictor of distress. \u00a0By increasing resources during non-stressful times, individuals can improve their resiliency (Broderick & Blewitt, 2015).\u00a0<\/p>\n \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0After identifying the resources of Miguel\u2019s wife, family, and church community, I would present the next intervention of weighing the pros and cons of Miguel\u2019s role and involvement in the church. \u00a0Religious communities provide members with social support and many religious beliefs foster hope and optimism (Broderick & Blewitt, 2015). \u00a0Religious and spiritual development moves through stages over the lifespan (Broderick & Blewitt, 2015). \u00a0During the individuative-reflective stage of spiritual development, people may develop inconsistencies between the beliefs of a doctrine and their individual beliefs (Broderick & Blewitt, 2015). \u00a0In the conjunctive stage, people are more likely to resolve such conflicts by appreciating the uncertainty of life (Broderick & Blewitt, 2015). \u00a0Miguel may be transitioning from the individuative-reflective stage to the conjunctive stage, but he needs guidance. \u00a0Counseling may help Miguel to seek support within the church community even if he is not in a leadership role.<\/p>\n Summary<\/strong><\/p>\n Life event stress and spiritual questioning are common challenges of middle adulthood development. \u00a0Miguel\u2019s therapy should address the impact of the tornado on his social support networks and the role religion plays in his life. \u00a0Death of friends or family members can trigger stress and bring up questions of one\u2019s mortality and life meaning. \u00a0The wellness approach of counseling recognizes the challenges of specific life stages and focuses on improved wellbeing rather than illness.<\/p>\n References<\/p>\n Broderick, P. C., & Blewitt, P. (2015). The life span: Human development for helping professionals <\/em>(4th ed.). Upper Saddle River, NJ: Pearson Education<\/p>\n Laureate Education (Producer). (2013). Middle adulthood<\/em><\/a> [Video file]. Retrieved from CDN Files Database<\/p>\n Platte, J.M., Lowe, S.R., Galea, S., Norris, F.H., & Koenen, K.C. (2016). A longitudinal study of the bidirectional relationship between social support and posttraumatic stress following a natural disaster. \u00a0Journal of Traumatic Stress, 29<\/em>(3), 205-213.<\/p>\n Sutin, A. R., Costa, P. T., Jr., Wethington, E., & Eaton, W. (2010). Turning points and lessons learned: Stressful life events and personality trait development across middle adulthood. Psychology and Aging, 25<\/em>(3), 524\u2013533.<\/p>\n \u00b7 Broderick, P. C., & Blewitt, P. (2015). The life span: Human development for helping professionals <\/em>(4th ed.). Upper Saddle River, NJ: Pearson Education.<\/p>\n o Chapter 13, \u201cMiddle Adulthood: Cognitive, Personality, and Social Development\u201d (review pp. 478-525)<\/p>\n o Chapter 14, \u201cLiving Well: Stress, Coping, and Life Satisfaction in Adulthood\u201d (pp. 526-555)<\/p>\n Diehl, M., & Hay, E. L. (2010). Risk and resilience factors in coping with daily stress in adulthood: The role of age, self-concept incoherence, and personal control. Developmental Psychology, 46<\/em>(5),1132\u20131146. Henning, P. B. (2011). Disequilibrium, development, and resilience through adult life. Systems Research and Behavioral Science, 28<\/em>(5),443\u2013454. Ong, A. D., Bergeman, C. S., & Boker, S. M. (2009). Resilience comes of age: Defining features in later adulthood. Journal of Personality, 77<\/em>(6),1777\u20131804. Pufall-Jones, E., & Mistry, J. (2010). Navigating across cultures: Narrative constructions of lived experience. Journal of Ethnographic & Qualitative Research, 4<\/em>(3), 151\u2013167. Specht, J., Egloff, B., & Schmukle, S. C. (2011). Stability and change of personality across the life course: The impact of age and major life events on mean-level and rank-order stability of the Big Five. Journal of Personality and Social Psychology, 101<\/em>(4), <\/em>862\u2013882. Sutin, A. R., Costa, P. T., Jr., Wethington, E., & Eaton, W. (2010). Turning points and lessons learned: Stressful life events and personality trait development across middle adulthood. Psychology and Aging, 25<\/em>(3), 524\u2013533. Buchanan, T. (n.d.). Five factor personality test. Retrieved March 10, 2013 from http:\/\/www.personalitytest.org.uk\/<\/a><\/p>\n \u00b7 Laureate Education (Producer). (2013e). Middle adulthood<\/em><\/a> [Video file]. Retrieved from CDN Files Database. (COUN 6215\/COUN 8215\/HUMN 8215) In this week\u2019s media, you will examine the family member aged 30\u201365.<\/h4>\n
Readings<\/h4>\n
Retrieved from the Walden Library databases.<\/p>\n
Retrieved from the Walden Library databases.<\/p>\n
Retrieved from the Walden Library databases.<\/p>\n
Retrieved from the Walden Library databases.<\/p>\n
Retrieved from the Walden Library databases.<\/p>\n
Retrieved from the Walden Library databases.<\/p>\nMedia<\/h4>\n
\u00a0<\/p>\n
\u00a0<\/p>\n