1. Discuss the factors that led to deregulation of U.S. financial .docx

1. Discuss the factors that led to deregulation of U.S. financial
markets in the 1980s.
2. Explain how banks are financial intermediaries. What are
reserves? What are excess reserves? Explain how the Fed can
affect the quantity of excess reserves in the banking system.
3. What are the differences between M1 and M2?
4. What are the three functions of money, and why are they
important?
5. How can the Fed affect the money supply by using the
discount rate?
6. Explain how the short-run Phillip curve, the long-run Phillip
curve, the short-run aggregate supply curve, the long-run
aggregate supply curve, and the natural rate hypothesis are all
related. How do active and passive views of these concepts
differ?
7. Explain why the Fed can attempt to target either changes in
the money supply or changes in interest rates, but not both.
8. How does monetary policy affect aggregate demand in the
short run? How does monetary policy affect aggregate demand
in the long run?
9. What is meant by the demand for money? Which way does
the demand curve for money slope? Why?
10. Explain how an active policy differs for a passive policy.
11. What is foreign aid and what is the goal of foreign aid?

Does foreign aid promote economic development? Explain
briefly.
12. Describe developing countries and how they differ from
industrial market economies. How can international trade aid
development? In what ways does the international economy
impose problems on developing countries?
13. Why can't all the balance of payment accounts be in
surprise? What factors determine the demand for British pounds
in foreign exchange markets? How are exchange rates
determined under a flexible exchange rate system?
14. How can two countries both be better off as a result of
trade? How can tariffs protect U.S. jobs? Do tariffs lead to a net
increase in jobs? Explain. Who are the winners and losers from
trade restrictions? Given that trade restrictions impose losses on
an economy, why are trade restrictions so common?
15. How did the Bretton Woods system operate? What caused
its collapse? Some think the current system of managed but
floating rates is too unstable. What would generate the
instability?
Week 1/BSHS 312 Week 1 DQ 1 (Theoretical Framework for
Helping and Creating Change).docx
BSHS 312
Week 1
Discussion Question # 1
Why is it important for human services workers, and the
professionals they assist, to have a theoretical framework for
helping and creating change?

Unlike many in other professions, counselors are particularly
vulnerable to legal troubles and ethical dilemmas. For this
reason it is essential that students of counseling become
familiar with the basic legal and ethical issues pertaining to the
field. The bedrock of legal and ethical standing in counseling is
virtue—a disposition to do what is morally right. A sound
counseling practice is built on knowing the law and
understanding client rights. Counselors have an obligation to
their clients and to their profession to be accountable for the
quality of the professional services they offer.
Week 1/BSHS 312 Week 1 DQ 2 (Transference and Counter-
Transference Issues ).docx
Week 1
How might transference and counter-transference issues
manifest themselves in your work with participants? How about
unconscious defenses?
Counter-transference becomes an issue when you project
negative experiences you may have had into session with
participant, and not understand what other person is feeling.
In a therapy context, transference refers to redirection of a
client's feelings from a significant person to a therapist.
Counter-transference is defined as redirection of a therapist's
feelings toward a client, or more generally as a therapist's
emotional entanglement with a client.
Almost all five self defense mechanism can get in the way if
you don't know yourself. Possibly even regression if you were
in very high stress situation.
Week 1/BSHS 312 Week 1 Team Assignment - Team

Charter.docx
LEARNING TEAM CHARTER – TEAM “D”
Course Title
BSHS/312 Models of Effective Helping
Team Members/Contact Information
Name
PhoneTime zone and
Availability During the Week
Email
Kelli Thormann
302-678-2408
Mon-Sun 10-10 EST
[email protected]
Barris
719-232-4624

Mon-Sun 8pm-10pm
[email protected]
Maria Powers
269-679-3677
Mon – Sun Anytime EST
[email protected]
Chris Suzanay
360-573-4266
Tue- Sun after 5pm- 10pm PST
[email protected]Team Ground Rules and Guidelines
What are the general expectations for all members of the team?
To appropriately complete individual portions of assignments in
a timely manner, communicate with all team members, and be
an active participant. A team member that does not do her part
on an assignment will not be named on the completed
assignment.
Expectations for Time Management and Involvement
(Participation, communication with the team, accessibility, etc.)
Assignments should be divided fairly, and completed in a timely
manner communicating any problems or misunderstandings with

the team. Posting regularly lets everyone know you are still on
board. Drafts of each assignment should be posted to forum by
Saturday of every week. Sunday for revising and editing, and
final review. Monday to submit assignments.
Ensuring Fair and Even Contribution and Collaboration
What strategy will you use to ensure that all team members are
contributing and collaborating appropriately? Describe the
communication strategy you will use if a team member is not
contributing and collaborating effectively. How will the team
manage conflicts between team members?
Each team member should express their strengths and
weaknesses so that we as a group can decide who should be
assigned to what task. I feel that we can communicate
effectively through our LT D forum, and each member should
check several times a day when an assignment is due that week.
If we have conflicts within the group pertaining to workload, or
not enough work being turned in, we need to talk about this and
decide as a group what is to be done. Team members sensing
problems or experiencing conflict should advise the team leader
who will review and discuss the issue with involved members.
Special Considerations
What do you, as a team, agree will make this team experience
different from past team experiences?
Participation. It seems everyone is eager to participate and
make this a positive learning experience.

The Learning Team Charter is provided as a tool to encourage
effective team collaboration. Please refer back to the Learning
Team Charter as you complete each of the Learning Team
assignments for your class. June 2010
Week 2/BSHS 312 Week 2 DQ 1 (Therapist An Active
Participant in Treatment of Client).docx
Week 2
Do you think that a therapist should be an active participant in
the treatment of his or her clients? Why or why not?
The effectiveness of therapists varies considerably, regardless
of their professional background or specialty. The therapist
needs to enthusiastically believe that their therapy will help
you. Good therapy gives you a sense of hope and expectation of
change for the better. It also helps you to develop practical
ways forward. Your perception of having a good working
relationship with the therapist is very important to success. You
need to feel comfortable both with the therapist as a person and
with their methods of therapy.
Good therapy is sensitive to your viewpoint and adapts its
methods to your individual circumstances rather than imposing
an approach's "right" way. Primarily it helps to utilize and
develop your own abilities and resources. No one type of
therapy has been shown to be consistently superior to others.
Therapeutic models and techniques are helpful in structuring
therapy when they fit your views of the situation and how it
might be helped.
You may feel more comfortable when you begin if you choose a
therapist who has experience with your issue. But, you may
need someone who is experienced enough to work with
whatever issues arise. Therapists often develop a specialty after

they have worked successfully in treating patients with similar
issues such as eating disorders or depression.
Week 2/BSHS 312 Week 2 DQ 2 (Positive and Negative
Reinforcement).docx
Week 2
What is the difference between positive and negative
reinforcement? In your opinion, is either effective? Why or why
not?
Positive reinforcement is responsible for changing the
surroundings by adding a stimulus which enhances the
likelihood of the occurrence of the behavior. On the other hand,
negative reinforcement is responsible for changing the
surrounding by eliminating the aversive stimulus increasing the
likelihood of occurrence of the behavior.
Negative reinforcement and punishment is not the same thing.
In case of punishment, when applied, it adds such an aversive
stimulus in the surrounding that reduces the likelihood of
occurrence of a particular behavior. On the other hand, negative
reinforcement removes aversive stimulus from the environment
so that the likelihood of the behavior is increased. In that sense,
negative reinforcement strengthens behaviors to avoid or escape
from an aversive event whereas in process of punishment an
aversive event deteriorates the likelihood of the behavior it
follows, as a result, they learn to suppress response that lead to
unpleasant consequences.
Example of Positive Reinforcement:
Completion of homework is highly influenced by positive
reinforcement. Here is an example of an 8 year old little boy,
who is just unable to finish his homework everyday and on time.
Moreover he was very clumsy and not neat while composing his

assignments. His parents with the collaboration with his teacher
initially set the time limits of working with homework as well
as divide the homework into manageable chunks. Also they
induce realistic goals with appropriate rewards (positive
reinforcement) and penalty (negative reinforcement). The
reward part associates offering attention and praise upon hard
work and productivity, and the penalty include not allowed
playing till the task is finished on time. This activity eventually
increases the likelihood of the desired behavior, the boy starts
doing better than before.
Reinforcers can also be further classified as primary and
secondary. Primary reinforcers are natural; they are not learned.
They usually satisfy basic biological needs, such as food, air,
water, and shelter. Secondary reinforcers are those that have
come to be associated with primary reinforcers. Since money
can be used to satisfy the basic needs of food, clothing, and
shelter, it is known as a secondary reinforcer. Secondary
reinforcers are also called conditioned reinforcers.
Week 2/BSHS 312 Week 2 Individual Assignment - Annotated
Bibliography.docx
Annotated Bibliography 2

Annotated Bibliography- Stages of Change Model
Name
BSHS312
University of Phoenix
Bosworth, Olsen, & Zimmerman (March 1, 2000). American
Academy of Family Physicians A 'Stages of Change' Approach
to Helping Patients Change Behavior. Am Fam Physician
2000;61:1409-16.
The role of the family physician is to assist the family in

understanding their health and the necessary steps involved in
making healthy changes. Patients most often understand
lifestyle changes such as; needing to reduce the fat in the diet in
order to control weight, but consistent, life-long behavior
changes are difficult. There are different change theories and
models that are very useful in addressing lifestyle
modifications. The Stages of Change model is especially useful
to the family practice setting.
The Stages of Change models shows that most people
display change gradually starting from being unaware of a
change needed or being unwilling to make a change
(precontemplation stage) to considering a change
(contemplation stage). At the contemplation stage a person will
show willingness and open minded behavior that allows the
necessary steps for change to take place. During this long
process relapses may take place but to be considered part of the
changing processing and not overshadow the growth that has
been achieved, and to know that eventually the change becomes
permanent.
http://www.aafp.org/afp/20000301/1409.html
References
Bosworth, Olsen, & Zimmerman (March 1, 2000). American
Academy of Family Physicians A 'Stages of Change' Approach
to Helping Patients Change Behavior. Am Fam Physician
2000;61:1409-16.
Week 2/BSHS 312 Week 2 Individual Assignment - Self
Managemnt Behavioral Contract.docx

Self-Management Behavior Contract 7
Self-Management Behavior Contract: To Lose weight and lower
my BMI
Name
BSHS 312
Self Management Behavioral Contract
The object of this paper is to select a goal that I would like to
change. . After I have chosen a goal I will then turn the goal
into a target behavior once the target behavior is set into place I
will provide a way to monitor the results, progress, and a set a
realistic time frame in which I can maintain and accomplish the
goal I have set for myself.
The problem
After visiting my doctor, he informed that I am over weight and
I need to change my eating habits because I am at risk of
increasing my chances of becoming a diabetic, developing high
blood pressure and possibly even heart disease. My doctor is

basing these facts on my family history which puts me at and
even bigger risk. My doctor wants me to lose weight and lower
my Body Mass Index (BMI) so that it will decrease my chances
of accruing any health issues that I could possibly in heredity
from my family. According to the NIH Clinical Guidelines on
the Identification, Evaluation, and Treatment of Overweight and
Obesity in Adults, adults who have a BMI of 25 or more are
considered at risk for premature death and disability as a
consequence of overweight and obesity. These health risks
increase even more as the severity of an individual's obesity
increases (Scott, 2008).
Goals to Change
The reason I chose this goal is because I do not want to
increases my chances of endangering my health and putting
myself at risk of dying because I am over wait and my BMI
states that I am obese. Knowing this information about myself I
will need to change my eating habits and start to workout at
least five days a week and burn a certain amount of calories that
will be affective which should be between 1000-1500 or more a
week. I would also have to reduce my calorie intake as well.
Another goal that I needed to change would be to stop eating
out at fast food restaurants. It is very important that I get my
weight under control because I have seen the repercussions of
not controlling your weight in my family. As a result of some of
my immediate family members not following the advice of their
doctors to eat healthier and exercise regularly they suffer from
heart disease, diabetics and even high blood pressure and the
end results was death. The reason why this goal is so important
to me is because I do not want die at an early age I want to live
as long as I can and be in good health doing it. All my family
members I lost were all under the age of fifty six and in a few
weeks I will be forty years old. Therefore if I do not do
something about my weight and BDI it’s a strong possibility
that I want live to see fifty.
Target Behavior
The target behaviors that I will be focusing on will be diet and

exercise. I will sign up for a weight loss program that will offer
me 3 to 5 sessions a week with a trainer. I will reduce my
calorie intake to 1500 calories a day from 2000. I will start a
work out plan that will allow me to burn at least 1000 calories a
week. I will also limit my eating out to only once a week and
whenever I did eat out I would make sure it was done at lunch
time.
Monitoring Process, Technique you will use
I will monitor my process by keeping a daily log of the food I
eat and the calories it contains. I will start a chart and write
down the amount of calories I burn in every workout session. I
will get weekly measurement from the weight loss program to
show the amount of inches I have lost. I will follow the advice
of my trainer to ensure that I am doing all the exercises that
will be the most effective. I will check my results at the end of
every week to see my progress and use the results to motivate
me to strive to do better the next week. Throughout this hold
process to lose weight I will be using the social learning
technique because the more I follow my trainer and watch what
he or she does and tells me to do, will show me how to
independently reinforcement new behaviors and to learn new
ways to help me lose the weight I need (Parrott,2003).
Time Frame
A time frame that I have set would be according to the amount
of pounds I have chosen to lose. I am over weight by fifty seven
pounds and a healthy amount to lose a week is no more than two
pounds week. Losing two pounds a week will provide better
results and fewer chances that I will gain the weight back.
Therefore I believe a realistic time frame would be six to eight
months. The only thing I believe that will keep me from keeping
this time would be me not wanting to follow through with the
goals I previously set for myself. The technique I will use to
make sure that I keep my time will be positive reinforcement
because the more I stick to the schedule the more weight I will
lose and the reward to me will be to buy knew clothes. I love to
shop therefore; I will be motivated to stick to the time frame.

The consequences for me not keeping the contract will be no
shopping at all for anything.
Connection to the Course Objective
The text states that maladaptive behaviors are often shaped
through reinforcement and is defined as behavior that is
disadvantageous or dangerous to the individual and/or to other
people. It can result from insufficient cues to predict
consequences or from inadequate reinforcement. One of the
most painful of all maladaptive behaviors stems from an overly
severe set of self-standards and the resulting excess of self-
criticism (Parrott, 2003). When using the Social Learning
Theory the goal of the therapist would be to provide the client
with models that strengthen adaptive behavior of the client
(Parrott, 2003). The significance of doing this contract is for me
to learn new behaviors that will help me lose and control my
weight.
Conclusion
I believe this assignment was very help and the importance of
this assignment was to give us the opportunity to learn how to
provide a goal, target behaviors, and techniques to help us
follow through and accomplish the goals. Having the knowledge
to know what goals to set for a client and ways to achieve those
goals will help me to provide the services needed for your
clients. The assignment was not difficult to me at all and
choosing to change some of my behaviors was easy because I
was already working towards starting a weight plan to lower my
BMI. The goal that I set should not be difficult at all you
would just have to stay focus and monitored what you do and
follow the techniques. The only barriers to keeping this contract
would be solely on the person and what they were willing to let
get in their way of accomplishing their goal. If you follow the
contract and received the proper support from whom ever your
trainer or counselor maybe there should be no barriers.
Contract
I, Christina Suarez, promise to follow the contract that I have
put into place to lose weight and lower my BMI. I will

accomplish this by keeping a daily log of my calorie intake;
staying in the weight loss program, follow the directives of my
trainer and working out and burning over a thousand calories a
week. My goal is to accomplish this by December 2010. I
would monitor my progress by checking my results weekly and
monthly visit to my doctor. I believe this is important because
adults who have a BMI of 25 or more are considered at risk for
premature death and disability as a consequence of overweight
and obesity. These health risks increase even more as the
severity of an individual's obesity increases (Scott, 2008). My
support system will be my best friend and as reward for my
accomplishments will be for me to shop until I drop.
References
Parrott III, L. (2003). Counseling psychotherapy (2nd ed.).
Pacific Grove, CA:
Thomson/Brooks/Cole.
Scott, J. R (2008) BMI Standards and Health Effects of a High
BMI Updated: November 10,
2008 retrieved on September 3, 2010 from:
http://weightloss.about.com/od/obesityhealth/a/blbmi2b.htm

Week 3/BSHS 312 Week 3 DQ 1 (Necessity for
Autonomy).docx
Week 3
Do you agree with the necessity for autonomy as defined by the
cognitive theorists? Why?
Human nature is not a machine, and set to do exactly the work
prescribed for it, but a evolving organism, which requires
growth and develop in all areas, which make it a living thing.
From this perspective one can recognize that autonomy should
not only be unconditionally allowed, but also as an aspect of
man that was developed along with the ability to reason. In
accordance with the natural evolution of man as a rationale
being, to limit one's autonomy would be to deny the very ability
that has allowed man's development to occur.
Week 3/BSHS 312 Week 3 DQ 2 (All-or-Nothing Thinking
).docx
Week 3
What kinds of all-or-nothing thinking have you detected in
yourself? How will you stop it?

All-or-Nothing thinking is the platform of the perfectionist. It’s
the voice that says, “If I take a risk, I had better be hugely
successful.” Or “If I spend a week planning goals, I better
accomplish each one of the goals.” Or “Well, I sure have
screwed up my work performance this week. I guess this
jobisn’t going to work out now, is it?” All-or-Nothing Thinking
can wreak havoc on personal growth work and on attempts to
shift old thought patterns. My belief is that all-or nothing
thinking is the ultimate saboteur. It sets us up from the start to
fail. And it is a very naive way to move through our lives. I
catch myself sometimes getting frustrated because my business
success is not happening fast enough or I find myself thinking
of failure as an option. Then I have to remember it will take
persistence, commitment, patience and kindness to be successful
at my goals and that I am a strong finisher.
Week 3/BSHS 312 Week 3 Individual Assignment - Site Visit
Report.docx
Site Visit Report 6
Site Visit Report Kitsap Recovery CenterName
BSHS312

Site Visit Report Kitsap Recovery CenterName
BSHS312

Site Visit Report
The Kitsap Recovery Center is a facility that is directed
toward helping individuals who suffer from any chemically
addiction and supplies temporary housing for inmates release
from prison and helps them transition back into the community.
Kitsap Recovery Center target population is for the people who
suffer from substance abuse or chemical dependency. Kitsap
Recovery Center also offers a variety of other services such as:
Adult Residential Drug and Alcohol Treatment Services,
Adolescent Residential Drug and Alcohol Treatment Services,
Narcotic Treatment Clinics, and Community Transitions for
Inmates and Family Treatment Program. One of the main goals
behind all of the employment services offered is to provide
quality, cost-effective treatment services to any chemically
addicted individuals (McLeod).
As previously mentioned, the target populations for these
programs are those who suffer from substance abuse or
chemical dependency that keep them from finding employment
of being with their families. Although there are programs
through other centers that provide such help for this certain
population but Kitsap Recovery Center is different from other
addiction programs because most of their treatment options are
available on demand without a waiting period.
The programs that Kitsap Recovery Center offers are
presented by the program managers and directors of the
individual programs. Once the programs have met the
requirements of the board, they are presented to the substance
abuse counselors one and two who have been train through the

17th Annual Professional Training Series to begin treatment
with the clients. The Substance abuse counselors are responsible
for behavioral training. Once a client is placed in a program
feedback is provide on his or her behaviors through the
documentations of notes. If for any reason there have been any
report of behaviors, an intervention will take place with that
client and will be reported to his or her supervisor, and his or
her caseworker/counselor.
Certain procedures that have to be followed in these situations:
after a report is made, an intervention will typically be planned
to following day, after the consumer is confronted he or she
cannot receive another negative report for 30 days based on his
or her behavior or he or she could be sent to another program.
Some cases may vary though however most of the behavioral
problems come from the Adolescent Residential Drug and
Alcohol Treatment Services. It is very rare that any of the
programs that have adults display any behaviors. The programs
needs are determined by what kind of problems the client is
processing. For example, if an adolescent is having problems
with smoking marijuana and drinking alcohol that has cause him
or her family issues they would not only be place in the
program for drug and alcohol but also the Family Treatment
Program. Kitsap Recovery Center takes the problems of his or
her clients and addresses each issue.
Every client at Kitsap Recovery Center depending on his or her
situation has a behavioral plan and whatever the clients needs
and the goals he or she is trying to reach will be in that plan.
Once, a client enters a program the client is placed with a one-
on-one for the first couple of weeks. The clients whom come
into Kitsap Recovery Center are referred by local and state
agencies that deal with substance abuse and family programs.
Once in the programs he or she is given an assessment to
determine what would be a good starting point for the client.
During their treatment plan their referred source will be updated
on the progress.
Many of the programs that Kitsap Recovery Center utilizes are

beneficial to their clients. Some of the behavioral and cognitive
models that the Kitsap Recovery Center uses along with their
other programs are the emotive phase of cognitive therapy and
Critical Analysis. The emotive phase is use because several of
the clients at the Kitsap Recovery Center have problems
discussing his or her thoughts and what they are feeling. The
emotive phaseof cognitive therapy is devoted to helping the
clients become aware of their thoughts so that client can process
their feelings (Parrott III, 2003). Doing the emotive phase the
clients are ask to write down any thoughts that may be troubling
them. The critical analysis method is use to prevent clients from
seriously passing judgment on themselves based on some
insignificant aspect of their behavior. Some clients blame
themselves for everything that happen to them because they did
this or that or just simply believe that they are never going to
change or become better (Parrott III, 2003).
The Kitsap Recovery Center is very aware of the cognitive
behavior therapy process and provides their clients with coping
skill training so that they can develop behavioral and cognitive
skills so that they will be able to deal with any challenging
situations he or she may face during the programs.
Before this interview I had no idea how many programs Kitsap
Recovery Center had to offer or what population they served but
now I have a new outlook and greatest respect for the
individuals who work at the Kitsap Recovery Center. The Kitsap
Recovery Center understands the view of human nature that
humans are self-conscious creatures, and maladaptive behavior
is form by the changes that an individual goes through in his or
her lives and how he or she perceived what has happen to him
or her (Parrott III, 2003). Because of the different programs,
interventions and behavioral cognitive methods used at the
Kitsap Recovery Center they have the opportunity to provide
care and a strong possibility that after going through one of
their programs and having assessment to supportive aftercare,
Kitsap Recovery Center offers the opportunity for people to get
well and stay well.

References
Parrott III, L. (2003) Counseling and psychotherapy (2nd ed.).
Belmont, CA:
Brooks/Cole/Thomson Learning.
Kitsop County Personnel & Human Services. (2010) Kitsop
County Recovery Center. Port Orchard, WA. Retrieved
September 10, 2010 from:
http://www.kitsapgov.com/hr/wsolympic/krc/recoveryctr.htm

Week 3/BSHS 312 Week 3 Team Assignment - Behavioral
Cognitive Tools Beck Depression Inventory.docx
Behavioral-Cognitive Tools 7
Behavioral-Cognitive Tools Beck Depression Inventory
Name
BSHS 312
Behavioral-Cognitive Tools Beck Depression Inventory
Cognitive interventions are a set of techniques and therapies
practiced in counseling. Cognitive intervention is based largely
on the social learning theory. Albert Ellis and Aaron Beck are
largely the ones given credit to cognitive intervention.
Cognitive interventions emphasize the role of learning and
adaptation to the environment both in shaping and maintaining
normal life functions. In essence, these approaches focus on
behavior as important in its own right and often seek to change
instances of disordered behavior via the application of clearly
articulated basic principles of learning. Aaron Beck developed a
series of questions to measure the intensity, severity, and depth

of depression in patients with psychiatric diagnoses. This set of
questions has helped many therapists determine the need for
further medical treatment. This tool is widely used in cognitive
behavioral therapy.
Dr Aaron T. Beck
Aaron T. Beck started training as psychoanalysis alongside
Albert Ellis.
Beck researched depression under the psychoanalytical with the
understanding that depression stemmed from anger turned
against oneself. Although Beck began his work in the area of
depression, latterly he had begun to work with Borderline
Personality Disorder and Schizophrenia (Ridgway, 2005). Beck
said that negative automatic thoughts, generated by
dysfunctional beliefs, were the cause of depressive symptoms,
and not vice versa. The main argument that Beck had was that
depression started by the view one’s self image, instead of one
having a negative view of them because of depression (Allen,
2003). Beck believed that systematic errors in logical thinking
caused depression. These thoughts were understood to be
‘automatic’, derived from generalizations of past experience
(Ridgway, 2005).
Historical Development of the Beck Depression Inventory
The first BDI was published in 1961 and consisted of questions
that were geared at how the patient was feeling in the last week.
Each answer carried a respective numeric score and the total
indicated the severity of depression. During the 1970’s Beck
developed and copyrighted a revision (BDI-IA) to his initial
model. The new inventory model was to improve the ease of
reading the results of the inventory and the questions were more
correlated with each other in an effort to assess the patients’
depression severity. The BDI-IA model did however retain
flaws; it only addressed six of nine depression related criteria
recognized by the DSM-III (Diagnostic and Statistical Manual
of Mental Disorders).
The BDI-II was the third revision to the inventory and was
completed in 1996. This version addressed the concerns and

criticism of the BDI-IA. It was also the product of publications
such as the American Psychiatric Association and the
Diagnostic and Statistical Manual of Mental Disorders, criteria
for diagnosing major depressive disorders. Indicators were
added in conjunction to the mood assessors to include sleep
loss, appetite loss, suicidal thoughts, and interest in sex. The
development of the BDI was significant in the psychiatry and
psychology fields. It represented a new way of identifying
depression amongst therapist and health care professionals.
Originally, the BDI was meant to provide a quantitative
assessment of depression intensity. As of 1998, it had been used
in over 2000 studies and had been translated into Arabic,
Japanese, Persian, Xhosa, and Chinese. Today it is not only
used to identify depression but to also evaluate the progress of
the individual over a period and measures the effectiveness of
treatment methods.
Ideal Situations for the Utilization of the Beck Depression
Inventory
The Beck Depression Inventory is composed of 21 questions
that address specific symptoms or elements of depression. It is
designed to be used in a clinical setting. However, it has been
self-administered. It is not advisable for individuals who suffer
from depression to self assess or self treat as they may not
understand how severe their depression is or how to properly
manage symptoms. An individual should seek professional
advice. Once properly diagnosed, they should be administered
the BDI.
The BDI is advised for patient's age 13 - 80 years old. Some
mental health treatment agencies administer the BDI at the
onset of treatment and once again at treatment termination.
Other agencies administer the BDI each time a patient presents
for an appointment. It is a matter of policy. There are other
inventories to specifically address the unique depression
characteristics of the elderly and the youth. Once the mental
health provider scores the inventory, then a treatment plan can
be developed. In cases where the BDI is administered

frequently and the therapist and patient can assess if the
treatment plan is effective.
Treatment variations may be appropriate and medications may
be called for or altered to enhance treatment outcomes. Taking
an on-going assessment also allows a patient the sense of
success when they acknowledge and see results of improvement.
The BDI can therefore be used to enhance and reinforce
independence and satisfaction in a patient. A therapist would
need to feel as though a patient were indeed improving prior to
using this method as it may also have the opposite effect on a
patient who was not improving. The BDI is a very effective
tool when properly used.
Why the Beck Depression Inventory?
The Beck's Depression Inventory (BDI) has been used by mental
health providers for many years to successfully assess
depression in their patients. It has been evaluated for validity
and is one of the most successful measurements available to
clinical providers. The BDI can be administered to patients
diagnosed with many forms of depression ranging from Minor
Depression to Major Depression. It is an extremely versatile
tool and quite easy to administer and score.
Simple directions explained to a patient is basically all the pre-
test preparation needed. The patient then answers 21 questions
specifically addressing various symptoms present in depression.
The clinician then scores the inventory and the patient is
evaluated. If the patient is a "follow up" patient or one that has
been seen previously, the BDI then serves as a tool to assess the
effectiveness of treatment. Certainly, other tools are effective
but the simplicity of the BDI can't be overlooked. The BDI
provides immediate feedback for the patient and the provider
and increases communication, treatment options and assessment
of treatment effectiveness (or ineffectiveness).
Conclusion

Dr. Beck and Dr. Ellis began their careers working alongside
each other developing different cognitive interventions, which
are practiced in counseling sessions today. Beck is well known
for his work regarding depression. Beck had the understanding
that depression stemmed from anger turned against oneself.
With all that Beck learned in regards to depression, he created
the Beck Depression Inventory – better known as the BDI. The
BDI was published in 1961 and was significant in the psychiatry
and psychology fields, as it represented a new way of
identifying depression amongst therapist and health care
professionals. Today the BDI is not only used to identify
depression, but also to evaluate the progress of the individual
over a period of time. It also measures the effectiveness of
treatment methods. The BDI is one of the most successful
measurements available to clinical providers as it can be used to
assess patients with differing severities of depression.
Reference
Advameg, Inc. (2010). Beck Depression Inventory. Retrieved
September 9, 2010, from Encyclopedia of Mental Disorders:
http://www.minddisorders.com/A-Br/Beck-Depression-
Inventory.html
Allen, J P. (2003) An Overview of Beck's Cognitive Theory of
Depression in
Contemporary Literature Rochester Institute of Technology.
Retrieved on September 9, 2010 from:
http://www.personalityresearch.org/papers/allen.html
Psychiatry.HealthSE.com (2004-2005) Current Diagnosis &
Treatment. Retrieved Spetember 10, 2010 from:

http://psychiatry.healthse.com/P75/
Ridgway, I. R (2005-2007) 2321 Theory & Practice 2: Lecture
7 Cognitive Therapy (CT): Aaron T. Beck (b. 1921). Retrieved
on September 9, 2010 from:
lect7conitivebeck.pdf
Week 4/BSHS 312 Week 4 DQ 1 (What is Meant by a
Genogram).docx
Week 4
Describe what is meant by a genogram?
Like a family tree a genogram gives us family history. In family
assessments, a genogram helps discover patterns that may have
repeated over time. A genogram can include dates of marriages,
divorces, remarriges and deaths for at least the last three
generations. The history notes family death, illness, and abuse
and includes names, ages and birth order of family members. A
genogram is a map of family history and not meant to keep us
stuck in the past but rather to keep us moving forward in the
present. It is visited off and on through therapy sessions and
linked to what is happening in the clients’ life today.
http://www.fullcirclefamilytherapy.com/id61.html

Week 4/BSHS 312 Week 4 DQ 2 (Positive and Negative Roles
that Rules can Play in the Family System).docx
Week 4
Explain the positive and negative roles that rules can play in the
family system.
In family a system rules help stabilize the family and set
guideline for them to follow. Rules are boundaries that are set
and are meant to be follow in a family and not broken. In most
families rules can be spoken and unspoken and I believe that is
when the roles of the rules become positive or negative.
Negative feedback comes into to play when the family begins to
change for example when you have toddler the rules you have
enforce as parents or simple and they more than likely followed
but when that toddlers turns into a teenager the rules you had
set for them change and therefore you are going to get a
negative response because these are rules that are unspoken.
When a rule has to be change upon a certain situation and if the
child response is negative it can cause problems for the family
system in most cases this also consider a unspoken rules for a
parent this a rule you did not even know was going to be a rule
but its put into place to protect them. For example when you
have a toddler they are already in the home when its time for
dinner but a teenager you would have set a rule be home at this
time for dinner an dif this role is broken this can cause more
problem for the family system. Spoken rules that are usually
spoken everyday like do not watch TV while doing your home
work, do your home work before going out side in most cases
spoken rules or followed and are positive unless someone is
just trying to be rebellious. The way the positive roles that
rules can play in the family system would be that the family
being a hold and understanding each other role in the family and
respecting it. Adjusting to the changing in a family system and
coming to and agreement is a positive role that rules play.

Having trust in the family and being able to balance everything
out is another positive role.
Week 4/BSHS 312 Week 4 Team Assignment - Outlining the
Major System Theories Presentation.ppt
Major System Theories
Introduction “Beginning counselors should become familiar
with the basic theories of many approaches. Only then can you
make the informed choices necessary to create, integrate, and
structure your personal method.” – Scott T. Meier and Susan R.
Davis
Team D is pleased to present Major System Theories. Major
system theories is a simple introduction to the many
psychological therapies in use today. In particular, this
presentation will discuss the system approaches, skills, and the
goals of therapy. As we break down each part of major system
theories, you will gain a better understanding of what this is and
how it is used.
*

System Approaches What is it?
Who inspired it?
Who and what is it based on?
Systems psychology is a branch of applied psychology that
studies the human behavior and experience in complex systems.
It is inspired by systems theory and systems thinking, and is
based on the theoretical work of Roger Barker, Gregory
Bateson, Humberto Maturana and others. It is an approach in
which groups and individuals are considered as systems in
homeostasis.
*
SkillsAll therapists are not created equal
Effective therapy has a lot to do with the chemistry between the
therapist and client
A “healthy” eclectic approach
*
What is important to understand about therapists is that they are
not all created equal. Some counselors are unquestionably more
effective than others and the variation in effectiveness depends
more on therapists’ personal skills than differences in
theoretical orientation (Parrott III, 2003).
Effective therapy has as much or even more to do with the
chemistry between therapist and client and with the strength of
the working alliance than it does with the theoretical constructs
to which the therapist subscribes (Parrott III, 2003). Good, bad,
and mediocre therapists are found within each therapeutic
approach (Parrott III, 2003).

A “healthy” eclectic approach requires counselors to have a
sound knowledge of the counseling theories used, a basic
integrative philosophy of human behavior, and a flexible means
of fitting the approach to the client, not vice versa (Parrott
III, 2003). After mastering various theories the key is to know
what approach to use when, where and how (Parrott III, 2003).
Goals of TherapyPsychoanalysis GoalsAdlerian
GoalsExistential GoalsPerson-Centered GoalsBehaviorism
GoalsGestalt GoalsRational-Emotive GoalsTransactional
Analysis GoalsReality Goals
*
Psychoanalysis – Goals include making the unconscious
conscious, working through unresolved developmental stages,
and reconstructing the personality (Parrott III, 2003).
Adlerian – Goals include cultivating social interest, correcting
faulty assumptions and mistaken goals, and bringing about
behavioral change through acting “as if” (Parrott III, 2003).
Existential – Goals include helping clients realize their
responsibility, awareness, freedom, and an outward frame of
reference (Parrott III, 2003).
Person-Centered – Goals include self exploration and
acceptance, openness to self and others, self direction, and a
focus on the here and now (Parrott III, 2003).
Behaviorism – Goals include helping clients modify
maladaptive behavior, learn productive responses, establish and
achieve specific concrete goals (Parrott III, 2003).

Gestalt – Goals include immediacy of experience, making
choices in the now, resolving the past, becoming congruent, and
growing up mentally (Parrott III, 2003).
Rational – Emotive – Goals include putting an end to irrational
thinking, eliminating ought's, should's, and musts and
elimination of self-defeating habits (Parrott III, 2003).
Transactional Analysis – Goals include relative attainment of
autonomy, increased personal health, becoming more aware,
game free, and intimate (Parrott III, 2003).
Reality – Goals include becoming psychologically strong and
rational, taking responsibility, clarifying goals, formulating a
realistic plan and eliminating excuses (Parrott III, 2003).
Psychoanalysis Anamnesis
Free Associations Method
The Interpretation of Faulty Facts
The Analysis/Interpretation of Dreams
The Analysis/Interpretation of Symbols
*
Anamnesis- resembles to an extent the classical anamnesis
practiced in general medicine. The interpretation of the
biographical events during the psychoanalytical cure may settle
the neurotic frame of the individual’s psychopathology.

Free Associations Method- This method consists of gathering
free associations provided by the patient during the cure. These
associations point to the inner conflicts and repressed drives
included in neurotic symptoms.
The Interpretation of Faulty Facts- Explores the unconscious. It
gives meaning to why someone forgets a name or speech, or has
nervous tendencies such as playing with their wedding ring hair.
The Analysis/Interpretation of Dreams- Dream interpretation is
considered the most important technique and an irreplaceable
means to access the unconscious.
The Analysis/Interpretation of Symbols- Symbols occur in
dreams, fantasies, fairy tales, and other products and may be
interpreted the same way as dreams. Freud claims that most of
such symbols are sexual.
AlderianImmediacy
Spitting in the Clients Soup
Homework
*
Immediacy- This technique will ask the client to communicate
events at the present. By focusing on the immediate here and
now, clients are reoriented into a position conductive to a
greater understanding of their situation.
Spitting in the Clients Soup- In this technique the counselor
will make certain behaviors less attractive to a patient. Once a
particular behavior is seen as repulsive, it is less likely to
occur.
Homework- Many counselors will assign homework to aid the
client in solving problems outside the counseling session.

Existential
This theory focuses on helping the client find a meaningful
outlook at their lives.
*
This theory focuses on helping the client find a meaningful
outlook at their lives.
Person-Centered Self-Actualization
Congruence & Genuineness
Unconditional Positive Regard
Other techniques used by the therapist will include listening,
accepting, respecting, understanding, and responding.
*
Self-Actualization- Innate process by which a person tends to
grow spiritually and realize potential.
Congruence & Genuineness- Counselor must be real, genuine,
integrated, and authentic. The therapist must have no false
front, match inner and outer expression of experience.
Unconditional Positive Regard- Acceptance and recognition of
client’s right to have own belief’s and feelings.
Other techniques used by the therapist will include listening,
accepting, respecting, understanding, and responding.
Behaviorism Consequences
Positive Reinforcement
Negative Reinforcement
Punishment- Extinction

*
Consequences- Consequences occur immediately after a
behavior and can be positive or negative, expected or
unexpected, immediate or long term, extrinsic or intrinsic,
material or symbolic, emotional/interpersonal or even
unconscious.
Positive Reinforcement- Positive reinforcement is a
presentation of a stimulus that increases the probability of a
response.
Negative Reinforcement- Negative reinforcement increases the
probability of a response that removes or prevents an adverse
condition.
Punishment- Punishment involves presenting a strong stimulus
that decreases the frequency of a particular response.
Extinction- Extinction decreases the probability of a response
by contingent withdrawal of a previously reinforced stimulus.
Gestalt
Awareness
Dialogical Relationship
*
Awareness- This technique increases the awareness of body
language and of internal negative messages.
Dialogical Relationship- This technique creates conditions
under which a dialogic moment might occur. Will commit them
selves to the dialogic process, surrendering to what takes place,
as opposed to trying to control it.
Rational-Emotive Emotions and behaviors are caused by beliefs

and thinking.
Relevant beliefs may be uncovered.
Dispute and change irrational thoughts and beliefs.
Get into action.
*
Help the client understand that emotions and behaviors are
caused by beliefs and thinking.
Show how the relevant beliefs may be uncovered.
Teach the client how to dispute and change irrational thoughts
and beliefs.
Help the client get into action.
Transactional Analysis
Contracts
Transactions
Strokes
*
Contracts- Contracts rally for a specific change.
Transactions- The flow of communication.
Strokes- The recognition, attention, and responsiveness that one
person gives another.
Reality Involvement
Current Behavior
Planning Possible Behavior
Commitment to the Plan

*
Involvement- Establishing a relationship.
Current Behavior- The therapist must focus the client on current
behavior rather than past experiences.
Planning Possible Behavior- Plan behavior that is likely to work
better. Plan small steps that the client is likely to succeed.
Commitment to the Plan- The participant must be willing to
commit to carry out the approved plan.
Conclusion
We have explained the major system theories: psychoanalysis,
allerian, existential, person centered, behaviorism, Gestalt,
rational emotive, transactional analysis, and reality.
Specifically we have explained their approaches, skills, and
techniques. We have also given example of how these
approaches may be used by human service workers.
*
References
Parrott III, L. (2003). Counseling and psychotherapy (2nd ed.).
Pacific Grove, CA: Brooks/Cole.
Parisi, Mark (1994). Off the Mark retrieved September 18,2010
from
www.offthemark.com
Week 5/BSHS 312 Week 5 DQ 1 (How Maslow’s Hierarchy of
Needs Relate to Effective Counseling).docx
Week 5

How does Maslow’s hierarchy of needs relate to effective
counseling?
As stated in the text, “effective counseling results in better
relationships, improved coping skills, and personal growth”
(Parrot, pg. 9, 2003). Maslow enforced the importance on how
an individual perceives the values and their perspective on life.
He enforced the significance of maintaining a positive outlook
on life to uphold a positive outcome in counseling others, as
well as upholding a positive personal relationship (Parrot,
2003). It has been proven and is apparent that effective
counselors are more successful at helping or guiding others if
they are happy with themselves and maintain a positive view on
life. it is important that counselors at least be aware of the
qualities they need to posses in order to be a positive role model
for others. If one cannot fully be optimistic in their existence,
he or she should at least try to guide others to think on a more
positive thinking perspective. Furthermore, being genuine is a
vital characteristic in effective counseling (Parrot, pg. 27,
2003). A client is more likely to “open up” to someone that
they feel is truly genuine—someone who can relate to the
situation, or can give the heartfelt attitude when counseling.
However, I must say...i go back to the old saying, “practice
what you preach.” Maslow believed in committing yourself to
positiveness so that you would be able to speak from
experience. Also, Maslow speaks on self-knowledge or self-
knowledge and how “Socrates proclaimed that self-knowledge
allowed counselors to identify personal limits and become more
objective” (Parrot, pg. 31, 2003). I see effective counselors as
being patient with their clients. I know in my job, working with
children, I tolerate a lot of chaos, I am very patient most of the
time and depend on that patience to guide the children to
positive play.
Reference
Parrott lll, L. (2003) Counseling and psychotherapy (2nd ed.).
Pacific Grove, CA: Thomson/Brooks /Cole.

Week 5/BSHS 312 WEEK 5 DQ 2 (How Cultural Biases
Interfere with your Effectiveness as a Counselor).docx
WEEK 5
How might your cultural biases interfere with your
effectiveness as a counselor?
If I were culturally biased it would certainly interfere with
being an effective counselor. It would not allow me to perform
to my full capacity and it could certainly cause a number of
legal issues. Being cultural biased a individual has to be closed
minded. I could stand a good chance of losing my position and
being taken to court. It would certainly affect others self-esteem
and trust issues with me. In today's society we live among many
different cultural and nationalities. It's very important to
understand the communities and populations we live in today.
I have seen other being biased to people with emotional, mental,
and developmental differences. So individuals can be biased in
ways other then cultural. It takes a very open and trusting
person to be able to leave their biases at the door. One question
I have is why be biased at all? What purpose does it serve
outside of negativity. I personally heard a clinician express her
feelings towards a consumer with an open door and ery negative
comments about most of this young mans issues were drug
induced. This young man had been seeing a doctor for his
mental health condition since he was 12 years old. I have a hard
time understanding why people get into this profession if they
not in it to help others. Is it all because of the money. Well
human service professionals don't get paid that well. I feel if
they can't keep an open mind and work with people as
individuals then leave the field.

Week 5/BSHS 312 Week 5 Individual Assignment - Paper on a
Personal Model of Helping.docx
Personal Model of Helping 8
Personal Model of HelpingNameBSH/312
Date
Personal Model of Helping
All theories have different views on ways of helping and
different goals to imply. By using the person-centered approach
ones view of human nature comes from one’s helping style. One
would require a style that would make the client believe he or
she is safe and understood. By the client knowing his or her
therapist or counselor does understand him or her then he or she
will believe he or she is safe and accept the help offer by the
therapist or counselor. One could possibly set his or her on
goals for change or except those of the therapist or counselor.

“Person-centered therapy holds an optimistic view of human
personality and focuses on present rather than past experience.
Focusing on the inner experience of persons rather than on
observable behavior, it holds that behavioral change evolves
from within the person rather than through the manipulation of
the environment” (Parrott III, 2003).
View on Helping
Developing a personal theory for the way one would want to
understand human nature and provide him or her with the help
he or she needs takes careful consideration. From what I have
learned from this counseling and psychotherapy class is that the
helping professional is a complex and overwhelming process,
and one has to understand the methods one uses. My view on
professional help is that it be created for a reason and is there to
offer the best guidance for individuals who need it. One has to
understand all the therapeutic theories and which one will be
the most effective for his or her client. If at any time a
counselor is not familiar on how a therapeutic theory works, he
or she should not use the theory. A key point a counselor
should look for it comes to humanistic therapy is the client
holds the answer to his or her problems. A client is the agent for
change in his or her life. Through the process of using person-
centered therapy the client will learn what he or she needs to
overcome what he or she is going through. When a therapist can
accept the fact the client holds the answer the therapist help
will be successful. The person-centered approach sees a person
in a good and trustworthy way and gives him or her chance to
see his or her problem or issues in a positive manner and
develop his or her capabilities to the fullest.
Relationship between the Clinician and the Participant
The relationship between the clinician and client when using the
person-centered approach should be therapeutic with the
clinician acting as a mediator for the client’s process. The
clinician should provide an environment that stresses personal
warmth, empathy, and acceptance for the client. A clinician
should focus on the client’s strengths not his or her weakness.

When a client is aware that he or she can be successful it
strengthens his or her self-esteem. When the client sees the
therapist’s empathic understanding and unconditional efforts of
helping, the behavior of the client can be seen in a positive
manner (Bozarth). The main point of person-centered is that the
client already has the answers to his or her problems and the job
of the clinician would be to listen to the client without passing
judgment, giving advice, the clinician job is to help the client
established and understand his or her own feelings (Rogers)
Techniques or Approaches to Change
Person-Centered is the type of humanistic counseling that deals
with the way an individual identifies him or herself consciously
instead of a counselor attempting to construe unconscious
thoughts or ideas about the client. Several techniques are used
in person-centered counseling, including paraphrasing, active
listening, and genuineness. Person-centered use their on
techniques along with the techniques they borrow from other
therapeutic theories. For example, if one has a client who has
negative thoughts about his or her self-one may use rational
emotive theory. For example; “What was on your mind to make
you respond that way”? Another theory that would be used
along with person-centered would be psychoanalysis, for
example if a person has transference issues that come up during
the counseling process this theory would work. Reality therapy
is used when goals need to be set such as, “What do you really
want? Do you want to make a plan?” When working with any
client there is not just one technique or approach that will solve
the problem or issues a client may have because every client is
different and the client may be suffering from more than one
problem. Therefore, the technique has to be the best technique
or techniques for that particular client.
The Kinds of Problems that can be addressed with Person-
Centered
According to Carl Rogers a psychologist who developed person
-centered therapy suggests that any individual regardless of the
problems he or she may be experiencing, can progress without

being taught anything specific by the therapist. Once he or she
understands and value him or herself the outcome lies within
the individual. However, person-centered therapy may not be
helpful to anyone who suffers from severe psychopathologies
such as psychiatric disorders, schizophrenia, phobias,
depression and obsessive-compulsive disorder. The person-
centered therapy can be seen as a blessing and a cruse. Person-
centered keeps everything simple and bases it on human
experience, which may be appropriate to counseling but may not
be broad or defined enough to apply to all people (Rogers).
Multicultural Issues
Based on that one focus on personal choice and freedom,
existential therapy can be particularly useful in serving minority
clients deal with multicultural issues. It provides cultural
relativity, and gives the ability to understand one’s own cultural
heritage and world views within the context of other
perspectives. Through this method or any other method some
clients will still be aware that discrimination can be challenging
and can separate he or she from him or her contexts and move
beyond imagined limits. To recognize this type of behavior he
or she will be more than a victim of circumstances that he or
she are human beings with choices who can rise above
culturally learned theories (Parrott III, 2003).
Person centered therapy distinguishes an individual by the
context of his or her gender, sexuality, ethnicity, religion, and
culture. All the fundamentals that make up an individual
uniqueness are recognized and respected in the planning
process. Person-centered therapy learns about his or her clients
multicultural issues and uses therapy techniques pertaining to
his or her client’s characteristics.
Limitations and Strengths of Person-Centered
Person-centered therapy has demonstrated its success with
clients presenting a wide range of difficulties and concerns. It
is believed that the limitations of the method dwell not in the
method itself but in the limitations of the therapist and he or she
capability to provide his or her clients the required conditions

for adjustment and growth. However, there will be times when
certain kinds of clients not likely to be helped by the person-
centered method and it will be difficult for him or her to relate
to therapist. One of the strengths of person-centered therapy is
once an individual can understand the principle; it can be used
to meet the requirements of a variety of population groups,
including younger and older adults who require support in
living with physical, sensory, or cognitive disabilities (Summer,
2008) Person-centered therapy may be useful for working out
certain kinds of problems in middle-class adjustment, but it is
not wholly adequate for dealing with the many serious
psychological and social disturbances (Parrott III, 2003).
The strengths of person-centered are that it has a very strong
heuristic value and continues to create debate and interest. The
theory promotes focuses on the entire individual as he or she
understands the humanity Person-centered provides significant
consideration to the theory of self and the idea that we can all
rise above damages caused in our lives. Another, strength would
be the person-centered theory is grounded in the study of
individuals and is applied to many values in life (Rogers).
The Populations that Person-centered can help
The population that person-centered therapy can help is
multicultural and can help all human problems. The person-
centered model is straightforward and is not biased nor
religious, racial, political, or discriminatory. This models main
objective is to focus on the individual’s well-being and does not
associate him or her with anything else. Person-centered also
allows therapy to multiple age groups and makes any population
believe he or she is valuable and important regardless of whom
he or she may be or where he or she came from or the color of
his or her skin.
Original Thinking
“Person-centered therapy strives to help clients give up self-
concealment and phoniness so that they might progressively
disassemble his or her fake selves. The therapist seeks to set
free individuals from anything that detains him or her behaviors

intended to meet the potential of others:” Still, many therapy
psychologists and many eclectic counselors today report being
strongly influenced by person-centered therapy. The person-
centered method is used in everything from professional
counseling to treatment of breast cancer (Parrott III, 2003).
Throughout this course I have learned about several
interesting approaches and techniques for change. This course
has not only taught me different approaches and techniques to
therapy and change, but it has also taught me the importance of
seeking help. Therefore, my opinion is and will always be in
favor of professional help. The course Models of Effective
Helping has taught me several techniques about professional
help and the approaches for many different ways of helping.
The benefit of developing so many different approaches to
helping is that many different situations and populations can be
helped. Everything that I have gained from this class is only
going to be beneficial to my future career and endeavors.
Because of this course, my viewpoint has been expanded.
Because of the sound information provide to me from this class,
I believe that person-centered is very consistent and shows
adequate understanding of the material presented from our class
and reflects the ability to integrate and synthesize the course
material. This material from this class has made me aware that
the most important thing about any method of therapy is to fully
understand the relationship that is built between a clinician and
a client is very important. The electric approach, under the
umbrella of the centered approach and techniques, along with
the use of techniques borrowed from other counseling theories
serves best when it is used to meet the client where he or she is
act.
References
Adult Services Practice Notes (Summer, 2008). Person-centered
Thinking, Vol. 10, No. 2(No.2),

4. Retrieved on September 22, 2010 from
http://ssw.unc.edu/cares/10-2PCTfinal.pdf
Bozarth, J. PhD. A Revolutionary Paradigm, Person-Centered
Therapy Retrieved on September 22, 2010 from:
http://www.personcentered.com/pcch1.html
Parrott III, L. (2003) Counseling and psychotherapy (2nd ed.).
Belmont, CA:
Brooks/Cole/Thomson Learning.
Rogers, C. Person Centered Counseling. Retrieved on
September 22, 2010 from
http://www.person-centered-counseling.com/index.htm

Week 5/BSHS 312 Week 5 Team Assignment - Stages of
Change Theory & Model PowerPoint.pptx
Stages of Change Theory and Model

Introduction
The Stages of Change model shows that, for most persons,
a change in behavior occurs gradually, with the patient moving
from being uninterested, unaware or unwilling to make a change
(precontemplation), to considering a change (contemplation), to
deciding and preparing to make a change.

2
The Stages of Change model4 shows that, for most persons, a
change in behavior occurs gradually, with the patient moving
from being uninterested, unaware or unwilling to make a change
(precontemplation), to considering a change (contemplation), to
deciding and preparing to make a change. Genuine, determined
action is then taken and, over time, attempts to maintain the
new behavior occur.
History of the Theory Development
James O. Prochaska
4 Variables
preconditions for therapy
processes of change
content to be changed
therapeutic relationship

Stages of change theory in health psychology assess an
individual’s readiness to act on a new healthier behavior and
provides strategies of processes of change to guide the
individual through the stages of change to action and
maintenance. James O. Prochaska of the University of Rhode
Island and colleagues developed the transtheoretical model
beginning in 1977. It is based on analysis of different theories
of psychotherapy , hence the name “transtheoretical.” The
original model consisted of four variables: preconditions for
therapy, processes of change, content to be changed, and
therapeutic relationship. James O. Prochaska, Ph. D.- was
internationally recognized for his work as a developer of the
Stage Model of Behavior Change. He was a principal
investigator for the prevention of cancer and other chronic
diseases. Transtheoretical model is a model of intentional
change. It is a model that focuses on the decision making of an
individual. Other approaches to heal promotion have focused on
biological influences on behavior. The model involves
emotions, cognitions, and behavior. This involves a reliance on
self-report. Accurate measurement requires a series of
unambiguous items that the individual can respond to accurately
with little opportunity for distortion. Measurement issues ar

very important and one of the critical steps for the application
of the model involves the development of short, reliable and
valued measures of the key constructs. This model has
previously been applied to a wide variety of problem behaviors
like: smoking cessation, exercise, low fat diet, alcohol abuse,
weight control, condom use for HIV protection, organizational
change, use of sunscreens to prevent skin cancer, drug abuse,
medical compliance, mammaography screening, and stress
management.
3
Beliefs on which theory is based
Transtheoretical model
A model of Intentional change
Main focuses on the decision making of an indvidual
Problem behaviors
Person’s readiness to change

Stages of Change theory is also known as the Transtheoretical
model, a model of intentional change. It is a model that focuses
on the decision making of an individual. Other approaches to
heal promotion have focused on biological influences on
behavior. The model involves emotions, cognitions, and
behavior. This involves a reliance on self-report. Accurate
measurement requires a series of unambiguous items that the
individual can respond to accurately with little opportunity for
distortion. Measurement issues are very important and one of
the critical steps for the application of the model involves the
development of short, reliable and valued measures of the key
constructs. This model has previously been applied to a wide
variety of problem behaviors like: smoking cessation, exercise,
low fat diet, alcohol abuse, weight control, condom use for HIV
protection, organizational change, use of sunscreens to prevent
skin cancer, drug abuse, medical compliance, mammaography
screening, and stress management. In this model, behavior
change has been conceptualized as a five-stage process or
continuum related to a person's readiness to change:
precontemplation, contemplation, preparation, action, and
maintenance. People are thought to progress through these
stages at varying rates, often moving back and forth along the
continuum a number of times before attaining the goal of
maintenance. Therefore, the stages of change are better
described as spiraling or cyclical rather than linear. In this
model, people use different processes of change as they move
from one stage of change to another. Efficient self-change thus
depends on doing the right thing (processes) at the right time
(stages). According to this theory, tailoring interventions to

match a person's readiness or stage of change is essential. For
example, for people who are not yet contemplating becoming
more active, encouraging a step-by-step movement along the
continuum of change may be more effective than encouraging
them to move directly into action.
4
Contributors or Practitioners
GRETCHEN L. ZIMMERMAN, PSY.D.,
is an assistant professor in the Department of Family Medicine
at Wright State University School of Medicine, Dayton, Ohio.
CYNTHIA
G. OLSEN, M.D.,
is a professor and executive vice-chair in the Department of
Family Medicine, Wright State University School of Medicine,
where she obtained her medical degree.
MICHAEL F. BOSWORTH, D.O.,
is an associate professor in the Department of Family Medicine,
Wright State University School of Medicine, and residency
director of the Dayton Community Family Practice Residency.

5
GRETCHEN L. ZIMMERMAN, PSY.D.,
is an assistant professor in the Department of Family Medicine
at Wright State University School of Medicine, Dayton, Ohio.
She is also a faculty member in the Dayton Community Family
Practice Residency Program. She received a doctorate in
psychology at Wright State University School of Professional
Psychology in Dayton.
CYNTHIA G. OLSEN, M.D.,
is a professor and executive vice-chair in the Department of
Family Medicine, Wright State University School of Medicine,
where she obtained her medical degree. She completed a family
practice residency at Good Samaritan Hospital in Dayton.
MICHAEL F. BOSWORTH, D.O.,
is an associate professor in the Department of Family Medicine,
Wright State University School of Medicine, and residency
director of the Dayton Community Family Practice Residency.
A graduate of the College of Osteopathic Medicine and Surgery,
Des Moines, he completed a family practice residency at Wright
Patterson Air Force Base in Dayton.
Members of various medical faculties develop articles for
"Practical Therapeutics." This article is one in a series
coordinated by the Department of Family Medicine at Wright
State University School of Medicine, Dayton, Ohio. Guest
editors of this series are Cynthia G. Olsen, M.D., and Gordon
S.Walbroehl, M.D.

Theory of Helping
Helping patients change behavior
Change interventions are especially useful in addressing
lifestyle modification.
Understanding patient readiness to make change.
6
Helping patients change behavior is an important role for family
physicians. Change interventions are especially useful in
addressing lifestyle modification for disease prevention, long-
term disease management and addictions. The concepts of
"patient noncompliance" and motivation often focus on patient

failure. Understanding patient readiness to make change,
appreciating barriers to change and helping patients anticipate
relapse can improve patient satisfaction and lower physician
frustration during the change process.
Relationship Between Helper & Client
One role of family physicians is to assist patients in
understanding their health and to help them make the changes
necessary for health improvement.
7
One role of family physicians is to assist patients in
understanding their health and to help them make the changes

necessary for health improvement. Exercise programs, stress
management techniques and dietary restrictions represent some
common interventions that require patient motivation.
Repeatedly educating the patient is not always successful and
can become frustrating for the physician and patient.
Furthermore, promising patients an improved outcome does not
guarantee their motivation for long-term change. Patients may
view physicians who use a confrontational approach as being
critical rather than supportive. Relapse during any treatment
program is sometimes viewed as a failure by the patient and the
physician. A feeling of failure, especially when repeated, may
cause patients to give up and avoid contact with their physician
or avoid treatment altogether. After physicians invest time and
energy in promoting change, patients who fail are often labeled
"noncompliant" or "unmotivated." Labeling a patient in this way
places responsibility for failure on the patient's character and
ignores the complexity of the behavior change process.
Techniques or Approaches
Six stages of change
precontemplation
contemplation
preparation
action
maintenance
termination

8
There are six stages of change: precontemplation,
contemplation, preparation, action, maintenance, and
termination (Paul & Sneed, 2004). Stages of change suggest that
before overt action is taken to change an unhealthy behavior,
persons must successfully pass through 3 stages in which they
continue the behavior (Paul & Sneed, 2004). During these
stages, the concept of decisional balance generally has the cons
of making the change outnumbering the pros, before progressing
to action, the pros and cons must cross over – when this
happens it is a sign that the person is prepared for action (Paul
& Sneed, 2004). With every process of change there should be
an activity that goes along with it. For example during the
preparation stage of a patient with heart failure one might
encourage the patient to assess how they feel and think about
themselves with respect to having signs and symptoms of heart
failure by writing down two or three thoughts or beliefs about
their heart failure, identify any items that are incorrect or
inaccurate and review (Paul & Sneed, 2004). This is a self-
reevaluation and each patient should have an educational plan
based on the level of readiness to change (Paul & Sneed, 2004).
During each phase there are steps that are needed to be taken in
order for change to happen, change does not happen in one must

progress through the different stages.
Problems Addressed
Transtheoretical model or Stages of Change theory is a
framework for assessing and addressing readiness for changes in
behavior (Sneed & Paul, 2003).
9
The Transtheoretical model or Stages of Change theory is a
framework for assessing and addressing readiness for changes in
behavior (Sneed & Paul, 2003). There are many different
behaviors that can be changed and studied using this model, for
example, smoking, weight loss, alcohol abuse, and exercise.

Patients suffering from heart failure are educated in lifestyle
changes that are necessary to control symptoms and improve
outcomes (Sneed & Paul, 2003). Heart failure patients are
typically readmitted into the hospital with decompensated heart
failure because education alone does not guarantee changes in
behavior, motivation and readiness of the patients with heart
failure have to be ready to make those necessary lifestyle
changes. The changes in behavior needed were avoiding dietary
sodium, excess fluid intake, exercising regularly, avoiding the
use of alcohol and tobacco, and losing weight (Sneed & Paul,
2003).
Populations Techniques are Used On
The stages of change model was originally used in research to
help people quit smoking by James O. Prochaska.
With this theory many people can be helped and the target
population is usually a group that wants to change an aspect of
their lives.

10
The stages of change model was originally used in research to
help people quit smoking by James O. Prochaska. With this
theory many people can be helped and the target population is
usually a group that wants to change an aspect of their lives.
This can include smoking cessation, HIV prevention, and
domestic violence. However, helping everyone in the same way
is a bit more challenging. Issues can arise if an individual has
literacy issues and their socioeconomic status. When the
behaviors are strongly related to socioeconomic and educational
status it may also be important to address the behavior’s role in
the broader social and physical context. For example, a single
parent trying to quit smoking and what their stressors might
include. In the same sense, if someone wanted to quit smoking,
you might talk about the health risks involved with continuing
to smoke. However, if the client lived in an unsafe environment,
is unemployed, or has difficulty caring for themselves or their
children; the future concerns about their health will probably
have little impact.
Multicultural Issues
The model is designed as a self help tool and therefore everyone
can benefit.
Being diverse in several cultures will help to determine the best
plan for someone in need of change.

11
The stages of change theory or trans-theoretical model doesn’t
discuss many multicultural issues. The model is designed as a
self help tool and therefore everyone can benefit. However, if a
therapist or counselor wanted to use this theory to create change
in a client that was Indian, the therapist must remember the
importance of spiritual guidance in their culture. Being diverse
in several cultures will help to determine the best plan for
someone in need of change.
Research Findings
The trans-theoretical model has been proven to work with
groups targeting a certain behavior to change.
There is no evidence that change occurs in stages, rather than a
continuous process.
There is also no known research that follows the progression

through all five stages.
12
The trans-theoretical model has been proven to work with
groups targeting a certain behavior to change. However, no
single theory can account for all the complexities of behavior
change. Behavior change is a process that unfolds over time
through a sequence of changes. In 2002, Julia Littel and
colleagues published a review of 87 studies using the Stages of
Change model and concluded that there was no evidence to
support assertion that there are consistent stages of change
across a range of situations, problem behaviors and populations.
There is no evidence that change occurs in stages, rather than a
continuous process. There is also no known research that

follows the progression through all five stages.
Conclusion
Family physicians need to develop techniques to assist patients
who will benefit from behavior change.
Traditional advice and patient education does not work with all
patients.
Understanding the stages through which patients pass during the
process of successfully changing a behavior enables physicians
to tailor interventions individually.
13
Family physicians need to develop techniques to assist patients
who will benefit from behavior change. Traditional advice and

patient education does not work with all patients. Understanding
the stages through which patients pass during the process of
successfully changing a behavior enables physicians to tailor
interventions individually. These methods can be applied to
many areas of health changing behavior.
References
American Academy of Family Physicians (March 1, 2000). A
'Stages of Change' Approach to Helping Patients Change
Behavior. Retrieved on September 21,2010 from
Prochaska, J.O., & Velicer, W.F. (1997). The Transtheoretical
Model of Health Behavior Change. American Journal of Health
Promotion, 12, 38-48
Singer, J. B. (). (2009, October 2). The Social Work Podcast
[Audio podcast]. The Social Work Podcast . Retrieved from
http://socialworkpodcast.blogspot.com/2009/10/prochaska-and-
diclementes-stages-of.html
Sneed, N., & Paul, S. (2003). Readiness for behavioral changes
in patients with heart failure. American Journal of Critical Care,
12(5), 444-453. Retrieved from CINAHL Plus with Full Text
database.

1. Discuss the factors that led to deregulation of U.S. financial .docx

1. Discuss the factors that led to deregulation of U.S. financial .docx

Recommended

Recommended

More Related Content

Similar to 1. Discuss the factors that led to deregulation of U.S. financial .docx

Similar to 1. Discuss the factors that led to deregulation of U.S. financial .docx (15)

More from jackiewalcutt

More from jackiewalcutt (20)

Recently uploaded

Recently uploaded (20)

1. Discuss the factors that led to deregulation of U.S. financial .docx