FBA Need, Stakeholders15.0The graphic organizer proficiently i

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FBA Need, Stakeholders 15.0 The graphic organizer proficiently identifies when an FBA would be conducted and specific stakeholders, along with their roles in the collaborative process. Obtaining Information 20.0 A quality description of what type of collaborative data is collected and interpreted from each stakeholder regarding student behavior is provided. Target Behaviors and Behavioral Assessments 20.0 The graphic organizer expertly addresses identifying and defining target behaviors as well as conducting behavioral assessments including direct observations and indirect collection methods for making decisions for students with disabilities. Conducting an FBA, Next Steps 15.0 The graphic organizer proficiently addresses conducting an FBA, extensively including the different types of assessment tools and an appropriate timeline. Graphic organizer expertly addresses identifying next steps after an FBA is conducted. Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 5.0 Sources are documented completely and correctly, as appropriate to assignment and style, and format is free of error. Presentation 10.0 The work is well presented. The overall appearance is neat and professional. Work would be highly desirable for public dissemination. Originality 5.0 The product shows significant evidence of originality and inventiveness. The majority of the content and many of the ideas are fresh, original, inventive, and based upon logical conclusions and sound research. Mechanics of Writing (includes spelling, punctuation, grammar, language use) 10.0 Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging. Total Percentage 100 ...

Education

5.0
The product shows significant evidence of originality and
inventiveness. The majority of the content and many of the
ideas are fresh, original, inventive, and based upon logical
conclusions and sound research.
Mechanics of Writing (includes spelling, punctuation, grammar,
language use)
10.0
Submission is virtually free of mechanical errors. Word choice
reflects well-developed use of practice and content-related
language. Sentence structures are varied and engaging.
Total Percentage 100

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Please provide a brief response to the following questions: 1) How did Dr. Herskovits' discoveries about African people and their cultural practices support Dr. Woodson's beliefs about African history and the effect of Eurocentric thinking on distorting the culture, history, knowledge, and understanding of people of African descent? 2) According to Dr. Cheikh Anta Diop, which people are responsible for Egyptian culture and civilization; how does he support this claim and why is this Afrocentric perspective so controversial? .

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Please note that the following vignettes represent samples of the types of questions you will be asked to respond to on the comprehensive exam. You will NOT receive these questions on the comprehensive exam; they are for study purposes only. Vignette Please compose a well-written and organized essay in response to each of the following questions. When writing your essays, please 1.Use APA (6th edition) Style, with 1-inch margins, double-spaced, 12 font, with a reference list at the end. 2.Write clearly and concisely. 3.Cite appropriate, and especially current, literature (empirical and/or theoretical). 4.Avoid all sexist idioms and allusions. 5.Remember to demonstrate your multicultural competence where appropriate. Vignette: Utilize this scenario for all of your responses A 42-year-old African American woman was brought to the emergency room by police officers for evaluation prior to going to jail to await disposition. She reported that she had been shopping when "something happened." She said that she had no recollection of events between the time she entered the store and an hour later, when she was arrested for shoplifting in a nearby department store with a considerable amount of stolen property on her person. She protested her innocence and became so agitated, belligerent, and profane that the arresting officers took her to the hospital for evaluation. At the hospital she reported that two years previously she had been arrested for shoplifting and had had amnesia for the act. The charges against her were then dropped because she explained that both the shoplifting and the amnesia resulted from her forgetting to eat after taking her insulin. Of note, her blood-sugar level on testing in the emergency room was elevated. The patient calmed down appearing asymptomatic after the evaluation and was transferred to jail pending a preliminary hearing. When she learned that her release was planned for the next day and that the charges against her would not be dropped, she became extremely agitated, angry, and abusive to the officers. Shortly thereafter, she complained of a headache and said she had no recollection of her abusive behavior. Later that evening she accosted an officer angrily. When the officer responded and addressed the patient by name, "Naomi," the patient said that her name was "Oprah" and that she would not allow herself to be called "Naomi," whom she described as a "wimp and a loser." "Oprah’s" voice and movement were somewhat different from those of "Naomi." She claimed that she had done the shoplifting and stepped back so that "Naomi" could be caught and humiliated, and that if she had wanted to, she could have evaded detection easily. She was returned to the ER and subsequently admitted to the inpatient psychiatric unit for observation. For the next two days, the patient had many apparent switches of personality, accompanied by conspicuous changes in dress, makeup, and demeanor. On several occasions "Oprah" was disrupti.

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Please no plagiarism. I have attached an example to go by. The population I chose and currently work with are incarcerated juveniles, so at-risk youth. Boundary Issues It may not be possible or reasonable for counselors to always avoid dual relationships with clients. For example, counselors who live and work in small rural communities may attend the same religious institutions as their clients, or use the same libraries, doctors, or other services. In these multiple-relationship situations, counselors would not be in violation of ethical standards if they took reasonable steps to protect their objectivity and efficacy, and to avoid possibilities of exploitation or harm. Counselors and supervisors usually consider dual relationships on a continuum of risk. As you work through the notion of dual relationships, you should consider the relationship with your client and the context of the situation. It is also important to consider the impact of dual roles on the power dynamics of the therapeutic relationship. For example, clients, students, and supervisees have less experience, knowledge, and power compared with licensed counselors and supervisors. Consequently, they are less likely to recognize inappropriate boundary crossings or to express their concerns about these crossings. It is your responsibility as an ethical practitioner to monitor and ensure appropriate boundaries across all related counseling situations. For this Discussion, review the Clinical Mental Health Counseling: Boundary Issues media and consider the population that you are interested in working with as a professional counselor. Then, review the Learning Resources for this week and explore potential boundary issues you may encounter while working with this population. Reflect on potential benefit or harm related to boundary crossing. Finally, consider potential consultants who might be able to address any boundary issues. Post by Day 3 a brief description of the population you selected. Then, explain any potential boundary issues you anticipate may be challenging in working with this population and explain why. Explain the potential benefit or harm associated with boundary crossing with this population. Finally, explain who you might consult with to address this boundary issue and why. Be sure to use the Learning Resources and the current literature to support your response. Respond by Day 5 and expand on your colleague’s posting by providing an alternate perspective on how you would work with your colleague’s selected population. Provide potential boundary crossing challenges that your colleague did not discuss and offer potential solutions for addressing these challenges. Required Resources Note: To access this week's required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus. Readings Herlihy, B., & Corey, G. (2015). ACA ethical standards casebook (7th ed.). Alexandria, VA: American Cou.

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