See Chapter 13 in Textbook for Support
Please carefully read the following case study:
Case Study: Jessica is a 15-year female and a sophomore at the local high school. Jessica has a very demanding life. She is the oldest of five children. Her parents divorced three years ago so her mother had to pick up a second job to make ends meet. As a result, Jessica is responsible for the care of her younger siblings from the time school gets out until her mother comes home from work around 9:00 p.m. Jessica is very intelligent and is currently enrolled in five advanced placement (AP) courses. Jessica has always been a high achiever. She has very high standards for herself and can be very self-critical when she fails to meet them. Lately, she has struggled with significant feelings of worthlessness and shame due to her inability to balance life responsibilities.
For the past several weeks Jessica has felt unusually fatigued and found it increasingly difficult to concentrate at school. Her close friends have noticed that she is often irritable and withdrawn, which is quite different from her typically upbeat and friendly disposition. She has missed school due to illness on several occasions, which is completely unlike her. On those days she stays in bed all day, watching TV or sleeping.
At home, Jessica’s mother has noticed changes as well. She has shown little interest in family activities and whenever possible, she isolates herself in her room. Jessica has had difficulties falling asleep at night. Her insomnia has been keeping her awake as she tosses and turns for an hour or two after going to bed. When her mother tries to get her to open up about what is bothering her, she pushes him away with an abrupt “everything’s fine”.
Jessica has found herself increasingly dissatisfied with her life. She has been having frequent thoughts of wishing she was dead. She gets frustrated with herself because she feels like she has every reason to be happy, yet cannot seem to shake the sense of doom and gloom that has been clouding each day as of late
Now, based on your reading this week and the research you have done regarding crisis intervention, answer the following prompts (Make sure to use first person responses using quotation marks):
1. Construct one normalizing response to Jessica.
2. Construct one calming and caring response to Jessica.
4. Construct one safety response to Jessica
5. Construct one action response to Jessica.
6. Construct one debriefing response to Jessica
7. In 2-3 paragraphs identify and discuss vicarious trauma, burnout, and self-care as it relates to working with clients who are in crisis situations
In order to adequately complete this discussion assignment, you must answer all seven prompts thoroughly and MUST cite one peer-reviewed journal article when responding to prompt #7.
BCO126 Mathematics of Finance Task brief & rubrics
Task: Assignment 2 (15% of the Final grade)
You are asked to answer all the questions in the pro.
See Chapter 13 in Textbook for Support Please carefully read the.docx
1. See Chapter 13 in Textbook for Support
Please carefully read the following case study:
Case Study: Jessica is a 15-year female and a sophomore at the
local high school. Jessica has a very demanding life. She is the
oldest of five children. Her parents divorced three years ago so
her mother had to pick up a second job to make ends meet. As a
result, Jessica is responsible for the care of her younger siblings
from the time school gets out until her mother comes home from
work around 9:00 p.m. Jessica is very intelligent and is
currently enrolled in five advanced placement (AP) courses.
Jessica has always been a high achiever. She has very high
standards for herself and can be very self-critical when she fails
to meet them. Lately, she has struggled with significant feelings
of worthlessness and shame due to her inability to balance life
responsibilities.
For the past several weeks Jessica has felt unusually fatigued
and found it increasingly difficult to concentrate at school. Her
close friends have noticed that she is often irritable and
withdrawn, which is quite different from her typically upbeat
and friendly disposition. She has missed school due to illness on
several occasions, which is completely unlike her. On those
days she stays in bed all day, watching TV or sleeping.
At home, Jessica’s mother has noticed changes as well. She has
shown little interest in family activities and whenever possible,
she isolates herself in her room. Jessica has had difficulties
falling asleep at night. Her insomnia has been keeping her
awake as she tosses and turns for an hour or two after going to
bed. When her mother tries to get her to open up about what is
bothering her, she pushes him away with an abrupt
“everything’s fine”.
Jessica has found herself increasingly dissatisfied with her life.
She has been having frequent thoughts of wishing she was dead.
She gets frustrated with herself because she feels like she has
every reason to be happy, yet cannot seem to shake the sense of
2. doom and gloom that has been clouding each day as of late
Now, based on your reading this week and the research you
have done regarding crisis intervention, answer the following
prompts (Make sure to use first person responses using
quotation marks):
1. Construct one normalizing response to Jessica.
2. Construct one calming and caring response to Jessica.
4. Construct one safety response to Jessica
5. Construct one action response to Jessica.
6. Construct one debriefing response to Jessica
7. In 2-3 paragraphs identify and discuss vicarious trauma,
burnout, and self-care as it relates to working with clients who
are in crisis situations
In order to adequately complete this discussion assignment,
you must answer all seven prompts thoroughly and MUST cite
one peer-reviewed journal article when responding to prompt
#7.
BCO126 Mathematics of Finance Task brief & rubrics
Task: Assignment 2 (15% of the Final grade)
You are asked to answer all the questions in the proposed case.
This task assesses the following learning outcomes:
· Assess the present value of future cash flows and the future
value of regular savings, annually and periodically.
· Understand the annuity valuation and their factors – annual
and periodical – and with various starting dates with and
without growth.
· Demonstrate an ability to apply the technical skills in a
practical context.
LAUNCH: WEEK 10 / DELIVERY: APRIL 24th, 2020,
23:59HRS ON MOODLE
Submission file format: Word document with all the answers,
clearly identifying all steps, results, and including comments
besides each answer.
Task (100 points)
3. You decided to quit eating junk food today.
Now that you are going to save 325 €/month, you decided to
save those 325€ per month in a bank account that offers a 5%
interest rate compounded monthly, till the day you retire (that is
to say, in 30 years). Please answer the following questions:
1. If you do your deposits at the end of every month (so your
first deposit will be in one month from today) in a bank account
that offers a 5% interest rate compounded monthly, and you
continue doing so till the day you retire (that is to say, in 30
years):
a) Draw the timeline (at least the first five periods) with its
corresponding numeration of periods and cashflows in their
corresponding points(10 points)
b) How many cashflows will be there?(10 points)
c) how much money will you have at the end?Show the
workout(10 points)
2. If you decide to do your deposits at the beginning of every
month (so your first deposit will be done today) in a bank
account that offers a 5% interest rate compounded monthly, and
you continue doing so till the day you retire (that is to say, in
30 years):
a) Draw the timeline (at least the first five periods) with its
corresponding numeration of periods and cashflows in their
corresponding points(10 points)
b) What is the difference between this case and the previous
one?(10 points)
c) According to your opinion, what is it better? To bring the
4. amounts to the bank at the beginning of every month (as
described in this ex.) or at the end of every month (as described
in the previous ex.)? Explain the reason(10 points)
d) How much money will you have at the end? Show the
workout(10 points)
3. If you decide to do your deposits at the end of every month
(similarly to ex.1, so your first deposit will be in one month
from today) in a bank account that offers a 5% interest rate
compounded monthly, and the deposits will increase in a 0.25%
month after month, and you keep on doing so for the next 30
years:
a) Draw the timeline (at least the first five periods) with its
corresponding numeration of periods and cashflows in their
corresponding points(10 points)
b) how much money will you have at the end?Show the
workout(10 points)
c) What would it happen if the growth rate and the interest rate
is the same?(10 points)
Rubrics
100 Points
Descriptor
40%
The student demonstrates understands the concepts and uses the
right approach with the right formulas
10%
The student explains the calculations, and which is the theory
behind
35%
The student applies the right numbers in the formulas
5. 10%
The student finds the right answer
5%
The student shows an accurate presentation
Points are at the end of each question.
Copyright 2018 Cengage Learning. All Rights Reserved. May
not be copied, scanned, or duplicated, in whole or in part.
WCN 02-200-203
Intentional
Interviewing
and Counseling
Interviewing
and Counseling
Interviewing
Facilitating Client Development
in a Multicultural Society
Allen E. Ivey, Ed.D., ABPP
Distinguished University Professor (Emeritus)
University of Massachusetts, Amherst
Consultant: Microtraining/Alexander Street Press
Mary Bradford Ivey, Ed.D., NBCC
Amherst, Massachusetts Schools
7. Cengage Learning
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Intentional Interviewing and Counseling:
Facilitating Client Development in a
Multicultural Society, 9th Edition
Allen E. Ivey, Mary Bradford Ivey,
Carlos P. Zalaquett
Product Director: Marta Lee-Perriard
Product Manager: Julie Martinez
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Marketing Manager: Jennifer Levunduski
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Printed in the United States of America
Print Number: 01 Print Year: 2016
Copyright 2018 Cengage Learning. All Rights Reserved. May
not be copied, scanned, or duplicated, in whole or in part.
WCN 02-200-203
Love is listening.
Paul Tillick, Ph.D., Licentiate of �eology
University Professor, Harvard University
Most influential theologian of the last century
10. Copyright 2018 Cengage Learning. All Rights Reserved. May
not be copied, scanned, or duplicated, in whole or in part.
WCN 02-200-203
iv
Derald Wing Sue, Ph.D. Professor, Columbia University,
originator of the Multicultural
Competencies, nationally and internationally known for writing
on microaggressions,
past president of the Society for Counseling Psychology
President’s Committee on Race
Patricia Arredondo, Ed.D. President, Arredondo Advisory
Group, author of the Multicultural
Competencies and Guidelines, past president of the American
Counseling Association,
National Latina/o Psychological Association, APA Society for
Counseling Psychology
Co
ur
11. te
sy
o
f P
at
ric
ia
A
rre
do
nd
o
Eduardo Duran, Ph.D. Private practice, consultant, author of
Native American Postcolonial
Psychology and Psychology and Psychology �e Soul Wound
describing historical trauma of Native Americans, �e Soul
Wound describing historical trauma of Native Americans, �e
Soul Wound
12. professor of psychology in several graduate settings, continues
to teach and lecture in
community settings all over the world
Co
ur
te
sy
o
f E
du
ar
do
D
ur
an
�omas Parham, Ph.D. Vice chancellor, University of California,
Irvine, past president of
the Association for Multicultural Counseling and Development
13. and the Association of
Black Psychologists (Distinguished Psychologist), 100 Black
Men of America Wimberly
Award
Co
ur
te
sy
o
f T
ho
m
as
P
ar
ha
m
14. Paul Pedersen, Ph.D. Professor emeritus Syracuse University,
first White scholar to introduce
multicultural issues to the helping fields, author of 40 books,
American Psychological
Association Award for Distinguished Contributions to the
International Advancement of
Psychology
Co
ur
te
sy
o
f P
au
l P
ed
er
se
n
16. Copyright 2018 Cengage Learning. All Rights Reserved. May
not be copied, scanned, or duplicated, in whole or in part.
WCN 02-200-203
v
ABOUT THE AUTHORS
Allen E. Ivey is Distinguished University Professor (Emeritus),
University of Massachusetts,
Amherst. He is the founder of Microtraining Associates, an
educational publishing firm,
and now serves with Microtraining/Alexander Street Press as a
consultant. Allen is a Diplo-
mate in Counseling Psychology and a Fellow of the American
Counseling Association. He
is past president and Fellow of the Society for Counseling
Psychology. He is also a Fellow of
the American Counseling Association (where he made the first
presentation on neuros-
cience and counseling), Society for the Psychological Study of
Culture, Ethnicity, and Race,
17. and the Asian American Psychological Association. He has
keynoted conferences in
25 countries, but is most proud of being named a Multicultural
Elder at the National
Multicultural Conference and Summit. Allen is author or
coauthor of more than 40 books
and 200 articles and chapters, translated into 25 languages. He
is the originator of the
microskills approach, which is fundamental to this book.
Carlos P. Zalaquett is a professor in the Department of
Educational Psychology, CounCarlos P. Zalaquett is a professor
in the Department of Educational Psychology, CounCarlos P.
Zalaquett -
seling, and Special Education at the Pennsylvania State
University, and a licensed men-
tal health counselor in the State of Florida. He is also vice
president for the United
States and Canada of the Society of Interamerican Psychology,
president of the
Pennsylvania Mental Health Counselors Association, and past
president of the Florida
Mental Health Counseling Association, the Suncoast Mental
Health Counselors Asso-
ciation (SMHCA), and the Florida Behavioral Health Alliance.
18. Carlos is the author or
coauthor of more than 50 scholarly publications and five books,
including the Spanish
version of Basic Attending Skills. He has received many
awards, including the University
of South Florida’s Latinos Association’s Faculty of the Year,
the Tampa Hispanic
Heritage’s Man of Education Award, and the SMHCA Emeritus
Award. His current
research uses a neuroscience-based framework to compare brain
activity and self-reported
decision making. �is cutting-edge research integrates mind,
brain, and body in the
exploration of human responses central to counseling and
psychotherapy. He is an
internationally recognized expert on mental health, counseling,
psychotherapy,
diversity, and education and has conducted workshops and
lectures in 11 countries.
Co
ur
te
sy
19. o
f A
lle
n
E.
Iv
ey
Mary Bradford Ivey is a consultant with
Microtraining/Alexander Street Press and a Mary Bradford Ivey
is a consultant with Microtraining/Alexander Street Press and a
Mary Bradford Ivey
former school counselor. She has served as a visiting professor
at the University of
Massachusetts, Amherst; Keene State College University of
Hawai‘i; and Flinders
University, South Australia. Mary is the author or coauthor of
many articles and of
16 books, translated into multiple languages. She is a Nationally
Certified Counselor
(NCC) and has held a certificate in school counseling. She is
20. also known for her work
in promoting and explaining developmental counseling in the
United States and inter-
nationally, with a special background to the prevention of
bullying. Her elementary
counseling program was named one of the 10 best in the nation
at the Christa McAuliffe
Conference. She is one of the first 15 honored Fellows of the
American Counseling
Association for her extensive contributions to the multicultural
and social justice field,
as well as her well-known video demonstrations and writing. Co
ur
te
sy
o
f M
ar
y
Br
22. et
t
Copyright 2018 Cengage Learning. All Rights Reserved. May
not be copied, scanned, or duplicated, in whole or in part.
WCN 02-200-203
vi
CONTENTS
List of Boxes xi
Preface xiii
SECTION I
The Foundations of Counseling and Psychotherapy 1
CHAPTER 1 Intentional Interviewing, Counseling, and
Psychotherapy 3
Introduction: Interviewing, Counseling, and Psychotherapy 4
Cultural Intentionality: �e Flexible, Aware, and Skilled
Counselor 8
Resilience and Self-Actualization 10
23. �e Microskills Hierarchy: �e Listening and Action Skills of the
Helping Process 11
Neuroscience and Neurobiology: Implications of Cutting-Edge
Science for the Future
of Counseling and Psychotherapy 16
Office, Community, Phone, and Internet: Where Do We Meet
Clients? 19
Your Natural Helping Style: Establishing Your Baseline 20
Key Points: �e Art of Applying and Taking Action As You
Work �rough �is Book 23
Portfolio of Competencies and Personal Reflection 25
CHAPTER 2 Ethics, Multicultural Competence, Neuroscience,
and Positive
Psychology/Resilience 27
Introduction: Ethics and the Counseling and Psychotherapy
Process 28
Awareness, Knowledge, and Skills of Ethics, Multicultural
Competence, Positive Psychology,
and �erapeutic Lifestyle Changes 30
Awareness, Knowledge, Skills, and Action for Multicultural
Competence 38
Positive Psychology and �erapeutic Lifestyle Changes:
24. Building Client Resilience 43
Action: Key Points and Practice of Ethics, Multicultural
Competence, Positive Psychology,
and �erapeutic Lifestyle Changes 51
Practice and Feedback: Individual, Group, and Microsupervision
53
Portfolio of Competencies and Personal Reflection 54
CHAPTER 3 Attending and Empathy Skills 56
Introduction: Attending Behavior: �e Foundational Skill of
Listening 57
Awareness, Knowledge, and Skills of Attending Behavior and
Empathy Skills 58
Empathy: Awareness, Knowledge, and Skills 66
Neuroscience and Empathy 68
Observe: Attending Behavior and Empathy in Action 70
Attending and Empathy in Challenging Situations 73
�e Samurai Effect, Magic, and the Importance of Practice to
Mastery 74
Action: Key Points and Practice of Attending Behavior and
Empathy Skills 76
Practice and Feedback: Individual, Group, and Microsupervision
77
Portfolio of Competencies and Personal Reflection 81
25. Copyright 2018 Cengage Learning. All Rights Reserved. May
not be copied, scanned, or duplicated, in whole or in part.
WCN 02-200-203
Contents vii
CHAPTER 4 Observation Skills 83
Introduction: Are You a Good Observer? 84
Awareness, Knowledge, and Skills: Principles for
ObservationAwareness, Knowledge, and Skills: Principles for
ObservationA 85
Nonverbal Behavior 85
Verbal BehaviorVerbal BehaviorV 90
Observe: Is �is Interview About Studying or Racial
Harassment? 94
Discrepancies, Mixed Messages, and Conflict 97
Action: Key Points and Practice of Observation Skills 99
Practice and Feedback: Individual, Group, and Microsupervision
100
Portfolio of Competencies and Personal Reflection 104
SECTION II
26. The Basic Listening Sequence: Organizing a Session to Be More
Fully
Empathic and to Promote Creative
