DISCUSSION EXAMPLE W14
1. Select one of the four approaches listed above and provide a brief (1-2
paragraph) summary.
Structural family therapy is based on the theory that an individual's symptoms are best
understood from looking at familial interactions and patterns (Corey, 2017). Salvador
Minuchin, the theorist behind it, also believed that the structure of a family must change
before an individual's symptoms can be reduced or eliminated (Corey, 2017). There are
two goals of structural family therapy: 1. reducing the symptoms of dysfunction and 2.
bringing about structural change within the system by modifying rules and establishing
appropriate boundaries within the family unit (Corey, 2017). Sub-systems were
eventually developed within this theory. These generally consistent of individuals within
the sub-system, for example, parental, spousal, or sibling, just to name a few (Corey,
2017).
2. Access Psychotherapy.net from the MBU library. Select the "Counseling &
Psychotherapy Theories in Context & Practice" videos. Once you open these
videos, select Family Systems Therapy and watch the video in its entirety. After
you have watched the video, construct 1-2 paragraphs that specifically details
your thought, feelings, and insights into the counselors use of family
sculpting and prompting congruent family communication.
I first noticed congruent family communication being used at the very beginning of the
session. Mom was saying that the boys always seem to have something negative to say
to each other. Both the boys agreed, and even sort of demonstrated a small example of
it. The whole family seemed to be in agreement that the boys always looked for the
negative in one another. Another way she used congruent family communication was by
connecting the entire family by identifying where and how they feel when they get
annoyed. The counselor demonstrated family sculpting by engaging the entire family.
She sat on the floor to demonstrate to Tanner how the feeling of being alone may look.
Tanner agreed that was a correct physical reflection of loneliness. She then got
Brayden's perspective of the situation and how anger would look to him. Then went onto
mom and identified what she is usually doing while this is taking place and the same
with dad. This exercise brought out a lot of emotions within the family because of mom's
guilt that Tanner felt lonely.
This helped to identify the roles in the family and what is happening that before may not
have been identified. I really thought these techniques were especially interesting. The
congruent family communication really seemed to connect the family as a whole. I think
this is especially beneficial for a counselor because it helps understand how the family
unit operates and each individual’s role within that family. I think this is a technique I
would want to use with a family because it helps get everyone on the same page of
communication. Family sc ...
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Acquisition of Saban Ltd On 1stJanuary 2010, Habiki Ltd acquir.docxstelzriedemarla
Acquisition of Saban Ltd
On 1
st
January 2010, Habiki Ltd acquired 90% of the share capital (ex div) of Saban Ltd for $14,500,000. At this date, the accounts of Saban Ltd included the following balances:
Share capital (9,000,000 shares) $9,000,000
General reserve 2,100,000
Retained profits 1,050,000
Dividends payable 900,000
All of the identifiable net assets of Saban Ltd were recorded at fair value except for Patents which had a fair value of $1,180,000 above the carrying amount. Adjustments for the differences are made on consolidation and tax-effect entries are needed.On the 15 June 2011, Saban Ltd paid a cash dividend of $450,000 (appropriated from pre-acquisition profits). This amount was recognised as revenue by Habiki Ltd. The Financial Controller of Habiki Ltd felt that the dividend had impaired the value of the company’s investment in Saban Ltd and subsequently records an impairment of the Investment in SabanAccount for the applicable amounts received as a dividend.
(a) On 1
st
October 2014, Saban sold inventory to Habiki Ltd for $1,350,000, at a mark-up of 20%. At 31stDecember 2014, $778,000 of this inventory was still on hand
(b) On 28
th
November 2013, Habiki Ltd sold some inventory to Saban Ltd for $980,000, at a profit before tax of $530,000. This was still on hand in Saban Ltd at 31
st
December 2013, but was all sold by 31
st
December 2014.
(c) On 1
st
July 2014, Saban Ltd sold an item of equipment to HabikiLtd for $2,680,000 at a before tax loss of $985,000. The equipment has a useful life of 5 years and is depreciated using the straight-line method by both companies.
(d) During the year Habiki Ltd paid $165,000 of Staff Training Fees to Saban Ltd. This amount is disclosed under General Administrative Expenses by Habiki Ltd.
(e) Habiki Ltd extended a loan of $700,000 to Saban Ltd. This loan was issued on the 1
st
March 2012 payable over 10 years, with an interest rate on the loan of 5.5% pa. Interest is paid on the 1
st
April and 1
st
October every year.
(f) A goodwill impairment test in December 2014 revealed the need to impair goodwill by $221,600. No other impairment of goodwill has been recorded. For consolidation purposes the partial goodwill method is used.
(g) All dividends are recognised before receipt of cash.
(h) The corporate income tax rate is 30% and the companies in the group have financial years from 1
st
January to 31
st
December.
REQUIRED:
Consolidate Habiki Ltd and Saban Ltd:
(a) Prepare the consolidation journal entries, with narrations, and the consolidated worksheet (using Excel) to consolidate HABIKI Ltd and SABAN Ltd for the year ended 31
st
December 2014.
(b) Produce the completed Consolidated Financial Reports (Statement of Comprehensive Income and Statement of Financial Position) for the year ended 31stDecember 2014. You are advised to comply with AASB standards and the requirements in the Australian Corporations Legislation when determining the structure and presentation r.
ACCT221 Principles of Accounting II1. Which one of.docxstelzriedemarla
ACCT221 Principles of Accounting II
1. Which one of the following is not necessary in order for a
corporation to pay a cash dividend?
a. Approval of stockholders
b. Adequate cash
c. Declaration of dividends by the board of directors
d. Retained earnings
2. Which one of the following events would not require a formal journal
entry on a corporation's books?
a. 100% stock dividend
b. 2 for 1 stock split
c. 2% stock dividend
d. $1 per share cash dividend
3. Buick, Inc. has 5,000 shares of 6%, $100 par value, noncumulative
preferred stock and 100,000 shares of $1 par value common stock
outstanding at December 31, 2012, and December 31, 2013.
The board
of directors declared and paid a $20,000 dividend in 2012. In 2013,
$40,000 of dividends are declared and paid. What are the dividends
received by the preferred and common shareholders in 2013?
Preferred
Common
—————————
———————
a. $0
$40,000
b. $30,000
$10,000
c. $20,000
$20,000
d. $40,000
$0
4. A prior period adjustment that corrects income of a prior period
requires that an entry be made to
a. an income statement account.
b. a current year revenue or expense account.
c. an asset account.
d. the retained earnings account
5. The discontinued operations section of the income statement refers
to
a. discontinuance of a product line.
b. the income or loss on products that have been completed and sold.
c. obsolete equipment and discontinued inventory items.
d. the disposal of a significant segment of a business.
6. Indicate the circumstances under which an item would be classified
as an extraordinary item on the income statement.
Unusual in Nature
Infrequent in Occurrence
—————————————————
a.
Yes
No
b.
No
Yes
c.
Yes
Yes
d.
No
No
7. From the standpoint of the issuing company, a disadvantage of using
bonds as a means of long-term financing is that
a. bond interest is deductible for tax purposes.
b. interest must be paid on a periodic basis regardless of earnings.
c. income to stockholders may increase as a result of trading on the
equity.
d. the bondholders do not have voting rights.
8. Bonds that are secured by real estate are termed
a. mortgage bonds.
b. serial bonds.
c. debentures.
d. bearer bonds.
9. The contractual interest rate is always stated as a(n)
a. monthly rate.
b. daily rate.
c. semiannual rate.
d. annual rate.
10. If the market interest rate is greater than the contractual interest
rate, bonds will sell
a. at a premium.
b. at a discount..
c. at face value.
d. only after the stated interest rate is increased.
11. If twenty $1,000 convertible bonds with a carrying value of $25,000
are converted into 3,000 shares of $5 par value common stock, the
journal entry to record the conversion is
a. Bonds Payable ...........................
25,000
Common Stock .........................
25,000
b. Bonds Payable ...........................
20,000
Premium on Bonds Payable ........
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Acquisition of Saban Ltd On 1stJanuary 2010, Habiki Ltd acquir.docxstelzriedemarla
Acquisition of Saban Ltd
On 1
st
January 2010, Habiki Ltd acquired 90% of the share capital (ex div) of Saban Ltd for $14,500,000. At this date, the accounts of Saban Ltd included the following balances:
Share capital (9,000,000 shares) $9,000,000
General reserve 2,100,000
Retained profits 1,050,000
Dividends payable 900,000
All of the identifiable net assets of Saban Ltd were recorded at fair value except for Patents which had a fair value of $1,180,000 above the carrying amount. Adjustments for the differences are made on consolidation and tax-effect entries are needed.On the 15 June 2011, Saban Ltd paid a cash dividend of $450,000 (appropriated from pre-acquisition profits). This amount was recognised as revenue by Habiki Ltd. The Financial Controller of Habiki Ltd felt that the dividend had impaired the value of the company’s investment in Saban Ltd and subsequently records an impairment of the Investment in SabanAccount for the applicable amounts received as a dividend.
(a) On 1
st
October 2014, Saban sold inventory to Habiki Ltd for $1,350,000, at a mark-up of 20%. At 31stDecember 2014, $778,000 of this inventory was still on hand
(b) On 28
th
November 2013, Habiki Ltd sold some inventory to Saban Ltd for $980,000, at a profit before tax of $530,000. This was still on hand in Saban Ltd at 31
st
December 2013, but was all sold by 31
st
December 2014.
(c) On 1
st
July 2014, Saban Ltd sold an item of equipment to HabikiLtd for $2,680,000 at a before tax loss of $985,000. The equipment has a useful life of 5 years and is depreciated using the straight-line method by both companies.
(d) During the year Habiki Ltd paid $165,000 of Staff Training Fees to Saban Ltd. This amount is disclosed under General Administrative Expenses by Habiki Ltd.
(e) Habiki Ltd extended a loan of $700,000 to Saban Ltd. This loan was issued on the 1
st
March 2012 payable over 10 years, with an interest rate on the loan of 5.5% pa. Interest is paid on the 1
st
April and 1
st
October every year.
(f) A goodwill impairment test in December 2014 revealed the need to impair goodwill by $221,600. No other impairment of goodwill has been recorded. For consolidation purposes the partial goodwill method is used.
(g) All dividends are recognised before receipt of cash.
(h) The corporate income tax rate is 30% and the companies in the group have financial years from 1
st
January to 31
st
December.
REQUIRED:
Consolidate Habiki Ltd and Saban Ltd:
(a) Prepare the consolidation journal entries, with narrations, and the consolidated worksheet (using Excel) to consolidate HABIKI Ltd and SABAN Ltd for the year ended 31
st
December 2014.
(b) Produce the completed Consolidated Financial Reports (Statement of Comprehensive Income and Statement of Financial Position) for the year ended 31stDecember 2014. You are advised to comply with AASB standards and the requirements in the Australian Corporations Legislation when determining the structure and presentation r.
ACCT221 Principles of Accounting II1. Which one of.docxstelzriedemarla
ACCT221 Principles of Accounting II
1. Which one of the following is not necessary in order for a
corporation to pay a cash dividend?
a. Approval of stockholders
b. Adequate cash
c. Declaration of dividends by the board of directors
d. Retained earnings
2. Which one of the following events would not require a formal journal
entry on a corporation's books?
a. 100% stock dividend
b. 2 for 1 stock split
c. 2% stock dividend
d. $1 per share cash dividend
3. Buick, Inc. has 5,000 shares of 6%, $100 par value, noncumulative
preferred stock and 100,000 shares of $1 par value common stock
outstanding at December 31, 2012, and December 31, 2013.
The board
of directors declared and paid a $20,000 dividend in 2012. In 2013,
$40,000 of dividends are declared and paid. What are the dividends
received by the preferred and common shareholders in 2013?
Preferred
Common
—————————
———————
a. $0
$40,000
b. $30,000
$10,000
c. $20,000
$20,000
d. $40,000
$0
4. A prior period adjustment that corrects income of a prior period
requires that an entry be made to
a. an income statement account.
b. a current year revenue or expense account.
c. an asset account.
d. the retained earnings account
5. The discontinued operations section of the income statement refers
to
a. discontinuance of a product line.
b. the income or loss on products that have been completed and sold.
c. obsolete equipment and discontinued inventory items.
d. the disposal of a significant segment of a business.
6. Indicate the circumstances under which an item would be classified
as an extraordinary item on the income statement.
Unusual in Nature
Infrequent in Occurrence
—————————————————
a.
Yes
No
b.
No
Yes
c.
Yes
Yes
d.
No
No
7. From the standpoint of the issuing company, a disadvantage of using
bonds as a means of long-term financing is that
a. bond interest is deductible for tax purposes.
b. interest must be paid on a periodic basis regardless of earnings.
c. income to stockholders may increase as a result of trading on the
equity.
d. the bondholders do not have voting rights.
8. Bonds that are secured by real estate are termed
a. mortgage bonds.
b. serial bonds.
c. debentures.
d. bearer bonds.
9. The contractual interest rate is always stated as a(n)
a. monthly rate.
b. daily rate.
c. semiannual rate.
d. annual rate.
10. If the market interest rate is greater than the contractual interest
rate, bonds will sell
a. at a premium.
b. at a discount..
c. at face value.
d. only after the stated interest rate is increased.
11. If twenty $1,000 convertible bonds with a carrying value of $25,000
are converted into 3,000 shares of $5 par value common stock, the
journal entry to record the conversion is
a. Bonds Payable ...........................
25,000
Common Stock .........................
25,000
b. Bonds Payable ...........................
20,000
Premium on Bonds Payable ........
According to TV’s Great Black Hope,” racial and ethnic minorities w.docxstelzriedemarla
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Steve Arnold is a production manager at Acme Manufacturing Company in New
Jersey. When drove into the parking lot at the plant on Tuesday morning at 8:35, he was
already 35 minutes late for work. Steve had overslept that morning because the night before he
had stayed up late to finish the monthly production report for his department. He parked his car
and entered the rear of the plant building. Passing through the shipping area, Steve spotted his
friend George Summers and stopped to ask how work was progressing on the new addition to
George’s house.
Entering the office at 8:55, Steve greeted his secretary, Ruth Sweeney, and asked whether
anything urgent needed his immediate attention. Ruth reminded him of the staff meeting at
9:30 with Steve’s boss—Frank Jones, the vice president for Production—and the other produc-
tion managers. Steve thanked Ruth for reminding him (he had forgotten about the meeting) and
continued on to his adjoining inner office to look for the memo announcing the meeting. He
vaguely remembered getting the memo in an email one or two weeks earlier, but did not take the
time to read it or look at the attached materials.
His phone rang, and it was Sue Bradley, the sales vice president, who was inquiring about
the status of a rush order for one of the company’s important clients. Steve promised to look
into the matter and get back to her later in the day with an answer. Steve had delegated the
rush order last week to Lucy Adams, one of his production supervisors, and he had not thought
about it since then. Stepping back into the outer office, Steve asked Ruth if she had seen Lucy
today. Ruth reminded him that Lucy was at a training workshop in California. She would be
difficult to reach until the session ended late in the afternoon, because the workshop facilitators
regard cell phone calls and text messages as an unnecessary distraction.
Going back into his office, Steve emailed a message to Lucy asking her to call him as
soon as possible. Then, he resumed his search for the memo about the meeting with his boss
and the other production managers. He finally found it in his large collection of unprocessed
emails. The purpose of the meeting was to discuss a proposed change in quality control proce-
dures. By now it was 9:25, and there was no time to read the proposal. He hurried out to get to
the meeting on time. During the meeting, the other production managers participated in the
discussion and made helpful comments or suggestions. Steve was not prepared for the meet-
ing and did not contribute much except to say that he did not anticipate any problems with the
proposed changes.
The meeting ended at 10:30, and Steve returned to his office, where he found Paul Chen,
one of his production supervisors, waiting for him. Paul wanted to discuss a problem caused
in the production schedules by a major equipment breakdown. Steve called Glenda Brown,
his assistant manager, .
According to the textbook, sociologists use the religious economy ap.docxstelzriedemarla
According to the textbook, sociologists use the religious economy approach or a business perspective to describe religions as organizations competing with each other for followers. Speculate on the relation between the religious economy approach and the trend of more adults becoming nonaffiliated with any religion.
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According to the Congressional Budget Office, current projections estimate the Social Security program will have a zero balance in its trust fund sometime around 2040. Predict the major changes that would need to occur within the program if the trust fund disappears. Provide a rationale for your position.
Economists agree that the solution to the Social Security crisis is relatively simple: take in more taxes or pay out fewer benefits. From the e-Activity, defend the option—i.e., taking in more taxes or paying out fewer benefits—that that you believe to be the more effective solution. Speculate upon the necessary rise in taxes or fall in benefits that would restore the fund’s balance. Determine whether or not Peter Diamond would agree with your proposed solution. Provide a rationale for your response.
AND ONE STUDENT RESPOND
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According to social science research, how are media violence and soc.docxstelzriedemarla
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reply to this:
It has been proven according to the first video that the violence in the games can lead to some violent behavior in people that are already prone to the violence. If the person is not already prone to the violence then the media violence may make them a little bit angry, but will not lead to any social violence. They have said that media does have the power to inspire copycat crimes. One that is mentioned by the book is the school shootings in the late 90's. Some people have even tried to use video games as a defense to why they did the shootings.
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According to Ang (2011), how is Social Media management different th.docxstelzriedemarla
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According to Nieto and Bode (2008), “Becoming a multicultural teacher …means first becoming a multicultural person” (p. 392). Throughout this course, we will discover ways to create multicultural learning environments that are responsive to the needs of children and their families. The first step is to examine our own beliefs about multicultural education. For this assignment, you will:
Describe your current beliefs about multicultural education (i.e., how you define it). Complete this step before reading the article and the other source you choose.
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Multicultural education
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Discuss two to three specific ways to incorporate your philosophy into a multicultural classroom.
Discuss two to three obstacles you might encounter when creating a multicultural learning environment and include ways to address these challenges.
For this assignment, you will create a multimedia presentation using
NewHive
, or PowerPoint. If you choose to use NewHive, start by creating a free account. Your multimedia presentation should thoroughly address each of the four points above and your information should be presented in a clear, creative, and visually appealing way. Also, be sure to include references that are formatted according to APA style as outlined in the Ashford Writing Center.
.
According to Fiske (2014), there are core social motives” that infl.docxstelzriedemarla
According to Fiske (2014), there are “core social motives” that influence human cognition and behavior. The motives include
belonging, understanding, controlling, self- enhancing
, and
trusting
, and they are contingent upon an individual’s interpretation of any given situation. An individual’s cultural values, beliefs, and practices can also affect his or her experiences and perceptions, which can in turn influence an individual’s core social motives.
For this Discussion, identify a current event that involves multiple people and focus on one particular person in that event. Consider the core motives of the person in the event that might explain his or her behavior.
Write
a brief description of the current event you selected and one individual involved in the current event. Then describe two potential core social motives that might explain the individual’s behavior in the event and why. Finally, explain one way you might use core social motives to predict individual behavior within your psychology field of interest.
More tha 300 words, less than 800. APA format. Turn in on time.
.
According to Feenstra (2013)Social psychologists investigate how.docxstelzriedemarla
According to Feenstra (2013):
“Social psychologists investigate how people view themselves and others, how they interact with and influence others, and how people act when part of a group. Given the amount of time spent thinking about and interacting with other people, it follows that much of our lives are spent with the subject matter of social psychology.”(p.xix)
This is a formal research paper and must be eight to ten pages in length. Imagine that this paper will be used as a reference for individuals who are completely unfamiliar with social psychology principles. This paper will provide them with an overview of the field, and explain the key principles associated with its practice.
Include the following components in your research paper:
1. Discovering the Self – How do we perceive ourselves and our interactions with others?
a. Self-concept, awareness, and self-schemas
b. The acting self
c. Self-esteem and self-efficacy
2. Thinking About Others – What judgments do we make about other people?
a. Attributions: internal, external, explanatory style
b. Attitudes and behavior
c. Prejudice, stereotypes, discrimination
3. Influencing Others: Persuasion – How do we use the power of persuasion?
a. Persuasion techniques
b. Characteristics of the persuader, message, audience
4. Influencing Others: Obedience and Conformity – What factors lead us to conform and become obedient?
a. Aggressive behavior and aggression cues
b. Prosocial behavior
c. Relationship building, love, and attraction
5. Group Dynamics – What are elements of a group?
a. Types of groups
b. Consequences of Groupthink
c. Social dilemmas
After addressing the components above, reflect on the future of social psychology. Given the immense changes that our society is experiencing (both nationally and internationally), what do you predict will occur in the field of social psychology? What ground-breaking new research do you anticipate?
The Final Paper must be eight to ten pages in length (excluding the title page, reference page, and any appendices) and it must follow APA format, as outlined in the Ashford Writing Center. The Final Paper will demonstrate accomplishment of course learning outcomes through critical analysis of theory and research.
Writing the Final Paper
The Final Paper:
1. Must be eight to ten double-spaced pages in length (excluding the title page, reference page, and any appendices) and formatted according to APA style as outlined in the approved style guide.
2. Must include a cover page with the following:
a. Title of paper
b. Student’s name
c. Course name and number
d. Instructor’s name
e. Date submitted
3. Must include an introductory paragraph with a succinct thesis statement.
4. Must address the topic of the paper with critic.
According to child development specialists, one of the most accur.docxstelzriedemarla
“According to child development specialists, one of the most accurate ways to learn about children is to observe them in daily activities” (Wortham, 2012, p. 117). Among the many types of observation discussed in Chapter 5, anecdotal records, running records, time sampling, and event sampling are widely used in schools and centers across the nation. For this discussion, you will begin to develop a plan for the observation types you will use in your written assignment this week, which involves the observation of an actual child. Here is what you are asked to do:
Choose either anecdotal or running records. Describe the record type and explain its characteristics. Discuss whether you will be observing social/emotional development, physical development, cognitive development, or language development (choose one), and what the purposes are for assessing that domain.
Next, choose either time sampling or event sampling. Describe the sampling method and tell what its characteristics are. Discuss whether you will be observing social/emotional development, physical development, cognitive development or language development (choose one that is a different domain from above) and what the purposes are for assessing that domain.
Attached is an example of the anecdotal and running record as well as the time and event sampling.
Here is a video to assist you with this discussion this, all about the observation process:
The Center for Early Childhood Education [EarlyChildhooldVideos]. (2013, January 30). Observing young children [Video file]. Retrieved from
http://www.youtube.com/watch?v=t1Xtr3RKjGc
Hardman, M.L., Drew, C.J., & Egan, M.W. (2011).
Human exceptionality: School, community, and family
. (10th edition). Boston, MA: Houghton Mifflin Company.
Kostelnik, J., Rupiper, M., Soderman, A., & Whiren, A. (2014).
Developmentally appropriate curriculum in action
. Upper Saddle River, NJ: Pearson Education.
Morrison, G. (2009).
Early childhood education today
. Upper Saddle River, NJ: Pearson.
Wortham, S.C. (2012).
Assessment in early childhood education
. (6th edition) Upper Saddle River, NJ: Pearson (Required Text)
.
According to Carl B. Klockars, the basic function of policing is d.docxstelzriedemarla
According to Carl B. Klockars, the basic function of policing is dealing with any problems that may require the use of
coercive force
(Dempsey and Forst, 2011). In a minimum 200 word response, provide examples of situations where law enforcement officers may use coercive force. Of your examples, identify which one(s) include reason(s) allowing officers to use lethal or deadly force? Which examples call for less-than-lethal force?
Dempsey, J. S., & Forst, L. S. (2011, 69-70).
Police
. Clifton Park, NY: Delmar.
.
According to the text, crime has been part of the human condition si.docxstelzriedemarla
According to the text, crime has been part of the human condition since people began to live in groups. Ancient documents indicate that conduct we now call murder, theft, or robbery was identified as criminal by civilizations that existed thousands of years ago. Criminal laws regulate human conduct and tell people what they can and cannot do and, in some instances, what they must do under certain circumstances. In this assignment, you will explore different types of criminal conduct and the goals of criminal law.
Write a four to six (4-6) page paper in which you:
Determine whether or not a conviction is feasible when an alleged perpetrator does not have the required mens rea but has engaged in the actus rea. Provide a rationale to support your position.
Explain the distinction between diplomatic immunity and legislative immunity. Next, support or criticize the premise that diplomatic immunity is vital for Americans abroad.
Argue for or against the theory that the courts should not hold a defendant of questionable competency to the standard sentencing guidelines. Provide a rationale to support your response.
Identify the four (4) goals of criminal law, and discuss the manner in which these four (4) goals effectuate the purpose of protecting the public and preventing the conviction of innocent persons.
Use at least three (3) quality academic resources in this assignment.
Note:
Wikipedia and similar type Websites do not qualify as academic resources.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
Describe the nature and history of American criminal law.
Explain the role of individuals and federal, state, and local government agencies in crime fighting and prosecution of criminal offenses.
Analyze the essential legal elements of criminal conduct.
Use technology and information resources to research issues in criminal law.
Write clearly and concisely about criminal law using proper writing mechanics.
.
According to the lectureThe dominant group places the blame for d.docxstelzriedemarla
According to the lecture:
The dominant group places the blame for disadvantage on the disadvantaged, based on assumptions about group characteristics such as lack of motivation, cultural preferences, or other victim-blaming ideas. On the other side, resistance to change and a seeming refusal to open the doors of opportunity are interpreted as racist or sexist attempts to deny dominant group members their rights, strategies to oppress and exploit them, or simple hatred. While arguments for and against both sides can be made, none are very useful in addressing the real issue – inequality itself, and its costs to the society at large.
You live in a middle class suburban area in the northeastern portion of the U.S.
A building planning board has been approached to have a federally-funded homeless shelter in a suburban town. Advocates for the shelter presented architectural plans for a five-story building that would contain 200 hotel-style rooms. This shelter would provide privacy and dignity to those who were homeless. The advocates noted that most of the homeless population in the area is comprised of women and children. In addition, most of the homeless belong to a group called the working poor. They are working but do not earn enough income to afford housing. The board will be meeting today to decide the approval of the shelter.e.
Assignment
As the leader of this team, you need to state your position and explain your reasoning.
Your statement will impact the final decision 100%.
Please state your answer and defend your position in a two-paragraph submission.
.
Accident Prevention Plan
(Shatha Aldahban)
TECH 462 –Industrial Safety Engineering
March 16, 2015
Table of Contents
Introduction
Goal & Intentions
Page 5
Company Presidents Statement
Page 6
Management Responsibilities
Manager Responsibilities
Page 8
Supervisors Responsibilities
Page 8-9
Employee Orientation
How and When
Page 11
Emergency Action Plan
Page 12-24
Emergency Shutdown Procedures
Page 25
Injury and Illness Procedures
Procedures
Page 27
Record Keeping
Page 27
Supervisor Responsibilities
Page 28
Report Form
Page 29
Incident/Accident Investigation Procedures
Procedure Steps
Page
31
Worksheet Form
Page
32
Incident/accident Table
Page
33
Safety Guidelines
General Guidelines
Page
35-36
Equipment Specific
Page
37
Individual Specific
Page
38
Safety Disciplinary Policy
Safety Disciplinary Policy
Page
40
Safety Awareness Program
Safety Committee
Page
42
Safety Meetings
Page
43
Safety Training Forms
Page
43-44
Safety Award Program
Page 45
Appendix A: Material Safety Data Sheet
(
ACETOPHENONE
)
MSDS
Page 47
(
CALCIUM CARBONATE
) MSDS
Page 48
Appendix B: State and Federal Posters
(Job and Safety It’s the Law)
Page 50
(In Case of Injury at Work)
Page 51
(Fire Safety)
Page
52
(Health and Safety at Work)
Page
53
(Speak Up For Safety)
Page
54
(Please Use Your Safety Gear)
Page
55
Appendix C: OSHA Forms and Instructions
OSHA Form Instructions
Page
57
OSHA Form 300
Page
58
OSHA Form 300A
Page
59
OSHA Form 301
Page 60
ADDITIONAL FORMS
Page 61-73
Introduction
SAFETY AND HEALTH POLICY FOR XYZ COMPANY
XYZ COMPANY
places a high value on the safety of its employees. XYZ COMPANY is committed to providing a safe workplace for all employees and has developed this program for injury prevention to involve management, supervisors, and employees in identifying and eliminating hazards that may develop during our work process.
It is the basic safety policy of this company that no task is so important that an employee must violate a safety rule or take a risk of injury or illness in order to get the job done. The time during which employees are participating in training and education activities shall be considered as hours worked for purposes of wages, benefits, and other terms and conditions of employment.
The training and education shall be provided at no cost to the employees.
Members of the Safety/Health Committee will be allowed reasonable time to exercise the rights of the committee without any loss of pay or benefits.
Employees are required to comply with all company safety rules and are encouraged to actively participate in identifying ways to make our company a safer place to work.
Supervisors are responsible for the safety of their employees and as a part of their daily duties must check the workplace for unsafe conditions, watch employees for unsafe actions and take prompt action to eliminate any hazards.
Management will do its pa.
Access to Health ServicesAccording to HealthyPeople.gov, acces.docxstelzriedemarla
Access to Health Services
According to
HealthyPeople.gov
, access to comprehensive quality healthcare services is important for the achievement of health equity and for increasing the quality of a healthy life for everyone. Healthy People 2020 focuses on four components of access to care: coverage, services, timeliness, and workforce.
Create a 4- to 5-page Microsoft Word document that addresses the following:
Explain the Healthy People 2020 components of access to care pertaining to
Coverage
Services
Timeliness
Workforce
Identify at least one consequence that a lack of access to healthcare has on women and girls.
Explain why access to care issues will need to be monitored even more closely within the U.S. healthcare system beginning 2014.
Find at least two scholarly journal articles that discuss all or at least one of the topic areas related to access to care as defined by Healthy People 2020. Provide a synopsis of each article.
Explain what type of barrier(s) (structural, financial, or socio-cultural) each article examines? Describe at least two policies or strategies that can be implemented to improve access to healthcare services as they relate to the articles you reviewed.
.
According to a study conducted by Harvard Graduate School of Educati.docxstelzriedemarla
According to a study conducted by Harvard Graduate School of Education in 2011 (page 266 of the textbook), the increasing high school drop-out rate is an issue for parents, educators, and the community. Use the Internet to research and identify the high school drop-out rate for your city. Discuss two (2) of the possible effects that your city’s high school drop-out rate may have on the community. Provide a rationale for your response
.
Access the Internet to acquire a copy of the most recent annual re.docxstelzriedemarla
Access
the Internet to acquire a copy of the most recent annual report for the publicly traded company used to complete the Financial Reporting Problem, Part 1 assignment due in Week Six.
Analyze
the information contained in the company’s balance sheet and income statement to answer the following questions:
Are the assets included under the company’s current assets listed in the proper order? Explain your answer.
How are the company’s assets classified?
What are cash equivalents?
What are the company’s total current liabilities at the end of its most recent annual reporting period?
What are the company’s total current liabilities at the end of the previous annual reporting period?
Considering all the information you have gathered, why might this information be important to potential creditors, investors, and employees?
Summarize
the analysis in a 700- to 1,050-word paper in a Microsoft
®
Word document.
Include
a copy of the company’s balance sheet and income statement.
Format
your paper and presentation consistent with APA guidelines.
.
Access the following video link and reflect on how disruptive innova.docxstelzriedemarla
Access the following video link and reflect on how disruptive innovations can dislocate and eliminate established organizations
https://www.youtube.com/watch?v=rpkoCZ4vBSI
Rubric:
1. Essay provides a strong introduction to the paper that gives a background of the situation and includes a great thesis statement; provides a strong conclusion.
2. Essay pulled research from 5 or more sources and at least 3 are from peer-reviewed sources
3. Identified and discussed 3 important points required by the assignment description.
4. Student provides 3+ examples of the points discussed in the paper and cites sources to support his/her findings.
5. organizes paper with APA style headings.
6. Paper contains no errors.
7. Paper contains 0-1 APA errors.
8. Submit Turnitin
8. Paper exceeds the length requirement and is 2-3 pages in length.
BUSNWk2
Submission Instructions:•Written communication: Written communication is free of errors that detract from the overall message. •APA formatting: Resources and citations are formatted according to APA style and formatting. •Length of paper: typed, double-spaced pages of two-pages in length. •Font and font size: Times New Roman, 12 point. This paper SHOULD NOT have ever been turned into any class, symposium, or other academic area for a grade.
.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
DISCUSSION EXAMPLE W14 1. Select one of the four approache.docx
1. DISCUSSION EXAMPLE W14
1. Select one of the four approaches listed above and provide a
brief (1-2
paragraph) summary.
Structural family therapy is based on the theory that an
individual's symptoms are best
understood from looking at familial interactions and patterns
(Corey, 2017). Salvador
Minuchin, the theorist behind it, also believed that the structure
of a family must change
before an individual's symptoms can be reduced or eliminated
(Corey, 2017). There are
two goals of structural family therapy: 1. reducing the
symptoms of dysfunction and 2.
bringing about structural change within the system by
modifying rules and establishing
appropriate boundaries within the family unit (Corey, 2017).
Sub-systems were
eventually developed within this theory. These generally
consistent of individuals within
the sub-system, for example, parental, spousal, or sibling, just
to name a few (Corey,
2017).
2. Access Psychotherapy.net from the MBU library. Select the
"Counseling &
Psychotherapy Theories in Context & Practice" videos. Once
you open these
videos, select Family Systems Therapy and watch the video in
its entirety. After
2. you have watched the video, construct 1-2 paragraphs that
specifically details
your thought, feelings, and insights into the counselors use of
family
sculpting and prompting congruent family communication.
I first noticed congruent family communication being used at
the very beginning of the
session. Mom was saying that the boys always seem to have
something negative to say
to each other. Both the boys agreed, and even sort of
demonstrated a small example of
it. The whole family seemed to be in agreement that the boys
always looked for the
negative in one another. Another way she used congruent family
communication was by
connecting the entire family by identifying where and how they
feel when they get
annoyed. The counselor demonstrated family sculpting by
engaging the entire family.
She sat on the floor to demonstrate to Tanner how the feeling of
being alone may look.
Tanner agreed that was a correct physical reflection of
loneliness. She then got
Brayden's perspective of the situation and how anger would
look to him. Then went onto
mom and identified what she is usually doing while this is
taking place and the same
with dad. This exercise brought out a lot of emotions within the
family because of mom's
guilt that Tanner felt lonely.
This helped to identify the roles in the family and what is
happening that before may not
have been identified. I really thought these techniques were
especially interesting. The
3. congruent family communication really seemed to connect the
family as a whole. I think
this is especially beneficial for a counselor because it helps
understand how the family
unit operates and each individual’s role within that family. I
think this is a technique I
would want to use with a family because it helps get everyone
on the same page of
communication. Family sculpting is something I was unsure
about, but I really think the
counselor did an excellent job utilizing it. Sometimes physically
doing something makes
it translate to "real life" easier, and I think this exercise did so
for this family. I would
probably use this technique with a family as well because I
think it made a big difference
in the lives of this family.
DISCUSSION EXAMPLE W14
References
Corey, G. (2017). Theory and Practice of Counseling and
Psychotherapy. Boston, MA:
Cengage Learning.
Sommers-Flannagan, J. & Sommers-Flannagan, R. (2013).
Counseling &
Psychotherapy Theories in Context & Practice [Streaming
video]. Retrieved
from http://0-
4. www.psychotherapy.net.bridges.searchmobius.org/stream/moba
p/video?vid=277
http://0-
www.psychotherapy.net.bridges.searchmobius.org/stream/moba
p/video?vid=277
http://0-
www.psychotherapy.net.bridges.searchmobius.org/stream/moba
p/video?vid=277
Savings and Loans and the Mortgage Markets
This note provides a brief overview of the history of the
Savings and Loans, the Savings and Loans crisis of the 1980s
and early 1990s, and the creation of the mortgage markets in the
U.S. It also explains briefly the most common types of
mortgage-backed securities (MBS) available.
Savings and Loans Before the Crisis
Savings & Loans (S&Ls) first appeared as financial
intermediaries in the early to mid-1800s. The principal role of
the S&Ls was to take in retail deposits (providing a riskless,
liquid, short-term savings vehicle for large numbers of small
savers) and originate long-term fixed-rate mortgage financing
for residential homeowners. S&Ls were originally voluntary
associations. People pooled their money to make it possible for
members of the association to get mortgages on their homes
without having to resort to loan sharks or to other forms of
usury. The first documented mortgage transaction occurred in
1831, when Isaac Shallcross, as secretary of the first S&L made
a $381 mortgage loan to lamp-lighter Comly Rich. Rich bought
a house that still stands in the Frankford suburb of Philadelphia.
S&Ls were (and still are) community-based, and local in nature.
This is partly due to tradition and to prohibitions against out-of-
state lending, but it is also because mortgage origination is
mostly a local business. People with knowledge of local real-
estate market conditions need to participate in the mortgage
5. application and appraisal process, as well as deal with the loan
and property in case of default. Thus, even though the source of
funds might be distant, agents of the lender need to be locally
based, so they will have access to the necessary data to make an
informed decision. There is evidence that information and
incentive problems increase as the distance between the lender
and the borrower grows. One 1948 study of savings banks, for
example, found a direct correlation between loan loss rates and
the distance of the loan from the home office.
Another important aspect of the thrifts before the S&L crisis
was their capital structure. The voluntary nature of the early
thrifts gave rise to an unusual corporate form. The vast majority
of thrifts were not established as stock corporations, but as
mutual associations. In a mutual association, the thrift is
organized as a cooperative owned by its members. Member’s
deposits represent shares, and shareholders vote on company
matters and receive interest on their deposits in the form of
dividends. Mutual associations are not permitted to issue stock,
and deposits (i.e. “shares”) are technically subject to a waiting
period before withdrawal. In practice, withdrawals are usually
on demand, with the thrift’s liquidity assured by its ability to
borrow from the Federal Home Loan Banks (described below)
using home mortgages as collateral. Prior to the S&L crisis,
regulations constrained most thrifts to be mutually owned.
The Rise of the Mortgage Markets
Attempts in the 1800s to overcome the community-based
lending structure of S&Ls failed. It wasn’t until the Great
Depression in the 1930s, that permanent change was
forthcoming. Seeking the revival of the housing industry,
Herbert Hoover’s administration formed the Federal Home Loan
Bank System (FHLB), a dozen district public-purpose “banks”,
owned (like the Federal Reserve Banks) by their member
institutions. The FHLB banks were controlled by a national
Board (the FHLBB) appointed by the President and confirmed
by the Senate. The Housing Act of 1934 added a Home Owners
Loan Corporation (later renamed the Federal National Mortgage
6. Association, or Fannie Mae), which bought mortgages from
S&Ls. The Act also empowered the FHLBB to issue national
charters for S&Ls (which despite their national charter were
restricted to their state of origin)1 and established the Federal
Housing Administration (FHA).
It was through the FHA that the first steps in the formation of
national mortgage markets were taken. The FHA offered credit
insurance on mortgages that met the underwriting standards it
established. It also developed the long-term self-amortizing
mortgage that became the standard structure in residential
financing. The FHA not only provided means for reducing credit
risk to lenders, but also set the stage for the standardization of
the lending criteria and mortgage terms, both of which were
fundamental in the later development of the securitization
process.
While these were important advances, they did not expand the
mortgage markets from a local to an inter-regional or long-
distance market. Until the mid-60s, the S&L business was
secure, profitable, and dull. S&L managers operated under the
well known 3-6-3 rule: borrow from depositors at 3%, lend to
home buyers at 6%, and arrive at the golf course by 3:00 PM. In
1970, savings institutions accounted for 60% of the outstanding
home mortgages. The large majority of these institutions made
mortgage loans only within their home state, and often within a
more narrowly defined home region or lending area. The volume
of mortgage loans available within a particular region was
limited by the funds available to the local depository
institutions.
By the late 1960s, when interest rates began to rise and became
more volatile, there were 4,508 S&Ls, with total assets of
$124.6 billion. This rise and increased volatility of interest
rates caused difficulties for the S&Ls, which make their profit
from interest rate spreads — the difference between what they
collected in mortgage-loan interest and what they paid to
depositors. If interest rates drop, borrowers have the option of
refinancing, so the thrift gets its money back sooner than it
7. wants and has to reinvest at a lower rate. Of course, the thrift
also pays lower interest rates on the deposits, offsetting some of
this interest rate risk. However, as interest rates rose, borrowers
held on to their (fixed-rate) mortgages, and the thrifts were
stuck paying more for deposits than they earned on their loans.
Compounding the problem, interest rate ceilings, such as the
Federal Reserve’s Regulation Q, prevented S&Ls from paying
competitive interest rates on deposits. Thus, every time interest
rates rose, substantial amounts of funds were withdrawn by
consumers for placement in instruments with higher rates of
return, such as mutual funds. This process of deposit withdrawal
(“disintermediation”) and the subsequent deposit influx when
rates rose (“reintermediation”) left S&Ls highly vulnerable.
S&Ls were additionally restricted by not being allowed to enter
into businesses other than accepting deposits and granting home
mortgage loans.
1 Even more importantly, they were only permitted to lend
within a fifty-mile radius of a branch office.
In response to the resulting increase in lending institutions’ cost
of funds and the growing disintermediation problem, the Federal
National Mortgage Association (Fannie Mae) and the Federal
Home Loan Mortgage Association (Freddie Mac, formed in
early 1970 by the FHLBB) were authorized in 1970 to purchase
pools of mortgages and to issue securities collateralized by the
pools. Fannie Mae and Freddie Mac, as federally-sponsored
entities, guaranteed the payment of interest and principal. The
Government National Mortgage Association (Ginnie Mae,
created by the Johnson administration in the 1960s) also
supported securitization by insuring private securitization of
FHA- guaranteed mortgages. These securitized pools of
mortgages are known as Mortgage Backed Securities (MBS)
pass-throughs. This way, thrifts could package and sell their
mortgage loans, removing them from the balance sheet and
injecting liquidity to the institution.
Until 1977, all pass-through securities carried the full backing
of the US government. In 1977, the first private mortgage pass-
8. through not guaranteed by the government was issued by Bank
of America. Nowadays, commercial banks, investment banks,
and others package privately-issued mortgages and issue
securities backed by pools of mortgages. There are a number of
credit enhancement techniques: the issuer of the securities can
guarantee the MBS if it has a high enough credit rating, or
credit insurance can be purchased from a specialized insurer.
The issuance of these mortgage securities made investing in the
mortgage market more appealing to an even greater institutional
investor base, which had found the investment in individual
mortgages a risky proposition. As issuers of these simple MBS
pass-throughs became more comfortable with the securitization
process, other types of mortgages, such as adjustable rate
mortgages, were also securitized.
Mortgage securitization has transformed a highly localized
lending market into one in which country-wide and even
international lending is common. Of the $1 trillion of mortgages
outstanding in the United States in 1993, 63% of them were
securitized. By 1996, the amount outstanding was $3.8 trillion
(which corresponded to 32% of all public and private debt
outstanding), of which over $3 trillion was securitized.
Mortgage securitization has made the transfer of resources much
more efficient by eliminating the link between the origination
(which is still a local business) and the funding of the loan.
Additionally, securitization has also facilitated easier matching
of cash flow requirements over time. The typical long-term
fixed rate mortgage loan offers is advantageous to the borrower.
However, this single instrument might not be the optimal
investment vehicle for investors, or even for the savings
institutions that originated the mortgages in the first place. By
splitting the securitized mortgage pools into instruments of
different maturities,2 it has been possible to design different
mortgage instruments that appeal to different investors.
For example, pension funds have a need for very long-duration
assets to match their very long liabilities. With MBS, it is
possible to create very long-duration assets by separating the
9. longest- dated cash flows from the mortgage pool. In a similar
fashion, instruments were created to meet the needs of
commercial banks, pension funds, and other financial
intermediaries. As a measure of the relevance of MBS to other
financial intermediaries, in 1993, only 11% of MBS were owned
by savings and loans, while 26% were owned by banks, and 13%
by pension funds.
The Savings and Loans Crisis
Also in response to the problem of disintermediation in the late
60s, state and federal governments began the deregulation of the
industry and the application of measures to ensure the viability
of the S&Ls.
For example, after a number of California thrifts failed in 1966
after the Fed raised interest rates to control Vietnam war-
induced inflation, the FHLB, in response, allowed S&Ls to pay
a 0.25% differential on insured deposits over the maximum rates
permitted to the banks under Regulation Q. Another important
step was the gradual lifting of restrictions (beginning in 1970 in
California) on the issuance of adjustable-rate (ARM) mortgages.
Regulatory “forbearance” was also begun in this period with
respect to loosening restrictions on S&L assets. For example,
the State of Texas allowed property development loans of up to
50% of a bank’s equity in 1967, and in 1978, the Financial
Institutions Regulatory and Interest Rate Control Act allowed
S&Ls to invest up to 5% of assets in each of land development,
construction, and education loans.
In 1979, the problems facing the S&L industry intensified. Oil
prices doubled, inflation moved into double digits for the
second time in five years, and the Federal Reserve decided to
target the money supply in order to control inflation, letting
interest rates not only rise, but become even more volatile. As
the prime rate hit 21%, certificates of deposit issued by the
S&Ls went for as high as 15%, while their income came in the
form of long-term lending of fixed rate mortgages, many made
at 7% or 8%. Additionally, Regulation Q led to a large drain of
deposits out of thrifts and into unregulated investment vehicles
10. (such as Eurodollar deposits and mutual funds), further
exacerbating their problems.
In response, the government enacted statutory and regulatory
changes that gave the S&L industry new powers so they could
enter new areas of business and return to profitability. For the
first time, the government approved measures intended to
increase S&L profits as opposed to promoting home-ownership.
In March 1980, the Depository Institutions Deregulation and
Monetary Control Act (DIDMCA) was enacted.
DIDMCA was an initiative aimed at eliminating many of the
distinctions among different types of depository institutions and
ultimately removing interest rate ceilings on deposit accounts.
DIDMCA authorized all depository institutions to offer interest-
bearing checkable deposits, such as NOW accounts, and
mandated the elimination of Regulation Q by 1986. DIDMCA
also allowed the Federal Savings and Loans Insurance
Corporation (FSLIC), the government-sponsored S&L deposit
insurance corporation, to raise insurance deposit limits from
$40,000 per account to $100,000. This increased the protection
of the thrifts by the government, but had the added perverse
effect of allowing thrift managers to “gamble” with insured
deposits.3 Finally, DIDMCA allowed insured thrifts to invest in
broader, riskier classes of assets, such as real estate and ADC
(acquisition, development, and construction) loans. Removing
these asset restrictions was viewed by some as a step towards
deregulation, which would allow thrifts to diversify and grow
their way back to health, but was seen by others as a reduction
in the intensity of monitoring of insured thrifts, which would
cause further problems down the road.
3 This is an example of the well-known “moral-hazard”
problem. In this case, the government socialized and distributed
the risk of questionable loans, while leaving the potential
rewards private. Another illustrative example is the increased
incidence of speeding or reckless driving as cars with enhanced
safety measures such as anti-lock brakes or airbags become
more common.
11. This regulatory forbearance, begun with DIDMCA, and aimed at
having S&Ls grow themselves into profitability, continued
through the early 1980s. The regulations and statutes enacted
were many and varied, but five of them stand out as being
particularly relevant.
1. In November 1980, the Federal Home Loan Bank Board
(FHLBB) reduced the net worth requirement for FSLIC-insured
S&Ls from 5 to 4% of total deposits, and removed the limits on
the amount of brokered deposits4 an S&L could hold. In
January, 1982, the FHLBB further reduced the net worth
requirement from 4 to 3% of total deposits. Additionally, S&Ls
were allowed to meet the low net worth standard not in terms of
generally accepted accounting principles (GAAP) but of the
more liberal regulatory accounting principles (RAP). This
relaxation in accounting standards and net worth requirement
allowed some of the insolvent thrifts to become statutorily (but
not economically) solvent.
2. The approval of “Memorandum R-49”, by the FHLBB in
September, 1981. The memorandum encouraged “loss deferral.”
Loss deferral allowed S&Ls to sell loans on which they showed
a loss and amortize the loss over the life of the loan. An
additional “safe harbor” clause was inserted to allow the S&Ls
to show the total amount of the loss only for tax purposes when
the assets were sold (thereby generating a tax credit for the
year.) By encouraging S&Ls to dispose of bad loans and
mortgages, funds could be released for ostensibly safer and
more profitable investments. However, the new loans issued
were not necessarily safer. Under the new rules, S&Ls could
buy even riskier investments, such as below-investment grade
bonds (“junk bonds.”)
3. The Garn-St. Germain Depository Institutions Act of 1982
further expanded the classes of assets that a thrift could invest
in, and changed the procedures for rescuing insolvent S&Ls
through merger. The Act changed the FHLBB accounting rules
to permit an S&L that acquired another to capitalize as goodwill
the difference between the net worth of the acquired institution
12. and the price paid for it, and to allow the amortization of
goodwill to occur over forty years. The result was that
insolvent, money-losing S&Ls would be worth more to an
acquirer than sound ones, because the goodwill that could be
booked in such a transaction would permit a larger increase in
the acquirer’s statutory capital, allowing greater opportunities
of expansion of the loan portfolio.
4. The Garn-St. Germain Act also included a provision that
legalized and encouraged mutual associations to convert
voluntarily to stock ownership. The proponents of stock
conversion believed that the Act represented a chance to bolster
the thrift’s capital positions (through equity issuance) and
would lead to higher efficiency through better monitoring of
managers by stockholders. Before the passage of the Act, 77%
of thrifts were mutual associations, and 23% were stock owned.
Stock owned institutions controlled about 30% of the industry’s
assets. Between 1982 and 1986, close to 500 thrifts converted to
stock ownership, raising over $5.3 billion in equity capital.
Also, 75% of new institutions opted for stock ownership. By
1988, over 70% of the industry’s assets were held in stock
owned institutions. Consistent with the theory of equity holder’s
incentives,5 stock-owned thrifts grew faster, had higher
leverage, went out of the local market to obtain brokered
deposits, and sold more of their mortgages for securitization
than did mutuals. Stock-owned thrifts then used the money
raised from equity issues, mortgage sales, and brokered deposits
to fund riskier portfolios than those of mutuals.
5. The FHLBB ruling in November 1982 that allowed
“appraised equity capital.” An S&L that owned commercial
property could credit into capital any increase in the appraised
value of that property. This led to a perverse incentive to over-
appraise properties in thrift’s balance sheets in order to increase
its statutory capital.
4 Brokered deposits are funds packaged by brokerage houses in
units of $100,000, to be eligible for deposit insurance. They are
13. then placed in thrifts and commercial banks as deposits, earning
market rates of interest, and serving as funding sources for the
institutions.
5 In a stock-owned thrift, the shareholders are residual
claimants, and their claims can be transferred via a sale of
stock. Specifically, shareholders hold the equivalent of a call
option on risky assets. As a result, they have incentives to
increase the riskiness of the underlying assets and to take on
additional debt. The shareholders have a strong incentive to
maximize the value of the residual claim at the expense of
debtholders or a guarantor (e.g. the FSLIC.) In contrast, in a
mutual association, the depositors are not a distinct class. There
is no transfer of shares, and only the face value of the deposit
can be redeemed when an account is closed. Depositors have
weak incentives to increase the riskiness of the assets or to take
on additional debt.
Much of the money raised by thrifts was invested in commercial
and residential rental real estate ventures. Although these
ventures might have been profitable by themselves, the
tremendous increase of these transactions by thrifts, coupled
with the use of insured deposits to fund these ventures, led to
unjustified risk-taking. Even though regulatory forbearance was
reversed in the late 1980s, enough S&Ls had failed through
disintermediation, excessive risk-taking, compounded losses,
and fraud, that by January 1987 the General Accounting Office
(GAO) declared the FSLIC (which had to rescue the depositors
of the failed thrifts) insolvent by at least $3.8 billion. By 1989,
when the Financial Institutions Reform Recovery and
Enforcement Act (FIRREA) was passed, the number of FSLIC-
insured S&Ls had fallen from 4,002 in 1980 (with total assets of
$618.5 billion) to 2,930.
FIRREA abolished the FHLBB and FSLIC, and switched S&L
regulation to the newly created Office of Thrift Supervision.
Deposit insurance functions were shifted to the FDIC, and a
new entity, the RTC, was created to liquidate the insolvent
14. S&Ls. The RTC, which closed its doors in December 1995,
eventually closed or merged 747 thrifts, protected 25 million
depositor accounts worth $220.6 billion, and sold off more than
$465 billion in assets, including 120,000 real estate properties.
The final cost of the bailout was estimated at $145 billion, with
the RTC’s share totaling about $90 billion.6 By 1995, only
1,478 S&Ls remained, with total assets of $777.4 billion.
The Future of Savings and Loans
Even while the government was, at great expense, trying to save
the thrifts in the early 1990s, both of the thrifts’ economic
functions of taking deposits and issuing mortgages were being
taken over by other institutional mechanisms. The creation of
MBS, issued initially to help the thrifts, led to the creation of a
national mortgage market that then allowed mutual funds and
pension funds to become major funding alternatives to the
thrifts. These markets also allowed the entry of investment
banks and mortgage brokers to compete with the thrifts for the
origination and servicing of loans and mortgages. On the
deposit side, mutual funds and other investment vehicles
competed directly with thrifts and commercial banks for
deposits, further eroding the thrifts’ ability to generate new
loans.
Mortgage securitization has had a tremendous impact on the
structure of the S&L industry. The largest originator of
mortgages in 1993 was not a thrift or a financial intermediary,
but Countrywide Credit Industries, Inc., a mortgage broker.
Savings institutions still originated and held mortgages for
homes in their communities, but by 1993 they held only 15% of
the mortgages outstanding, down from 60% in 1970.
There were other issues facing the thrift industry in the mid
1990s. The S&L crisis weakened the industry. The healthy and
well-managed thrifts that remained have been left to service $8
billion in bonds issued in 1987 as part of the initial
recapitalization of the FSLIC. This alone will cost $780 million
a year for the next 24 years. Also, the deposit insurance fund
created to replace the FSLIC, the Savings Association Insurance
15. Fund (SAIF) had to be recapitalized. This cost was estimated at
around $14 billion in 1996 dollars, equivalent to a quarter of the
equity base of the country’s remaining 1,500 S&Ls. The
recapitalization of the SAIF was expected to take until the year
2003.
This additional burden on the S&Ls could be big enough to shift
deposits from S&Ls to banks. With lower insurance premiums,
banks were able to offer higher deposit rates. Even after the
SAIF is recapitalized, the servicing of the long-term bonds
issued in 1987 will continue to be a burden on the remaining
S&Ls.
Even if a solution is found to the costs of insurance and of
servicing the bonds, the future for thrifts is unclear. One
problem is competitiveness. As an industry, S&Ls made a return
on assets in 1995 of 56 basis points, less than half the 115 basis
points of commercial banks. That reflected in part the lower
risks (and lower returns) associated with residential mortgages.
However the low profitability also reflected lingering interest
rate exposures and a failure to cut costs in a much more
competitive mortgage market.
Additionally, there has been a structural change in the demand
for mortgages from S&Ls. In the two decades after WW II, the
assets of the thrifts grew at a rate of 15% per year, three times
as fast as those of the banks. But many in the post-war
generations used banks or other lenders — insurers such as
Prudential, or mortgage brokers such as Countrywide Credit to
finance their home purchases.
In response to these threats, deregulation of the thrift industry
has allowed thrifts to offer a diversified product base, including
auto loans, checking accounts, and mutual funds. Ironically, this
deregulation has given thrifts, in some products, more freedom
than banks. For example, S&Ls do not face the same geographic
limitations as banks when it comes to selling insurance.
National banks may sell credit-related, fixed annuities without
geographic restrictions. However, liability, casualty,
automobile, life, health and accident insurance must also be
16. sold in towns of 5,000 or less where the bank has a branch.
Thrifts face no such restrictions. Thrifts also have the most
liberal branching rights of all federal depository institutions,
and virtually unlimited holding company activities. This means
that any business can own a thrift through a holding company.
This is not the case with banks; non-banks cannot own banks.
The answer for many to this situation is to merge the bank and
thrift charters and their respective insurance funds. But before
that happens, there has to be a broad rewrite of banking
legislation. Both banks and thrifts now appear to favor such
reforms. After fighting for decades, the two industries are both
lobbying for legislation that could merge the bank and thrift
charters. Their efforts have become mired, however, in the
ongoing discussion on the repeal of the 1934 Glass-Steagall Act
separating commercial and investment banking.
6 E.J. Kane, in his book The S&L Insurance Mess (Washington,
The Urban Institute Press, 1990), estimated that if in 1983 all
insolvent thrifts had been closed down, the cost to the FSLIC
would have been only about $25 billion.
Mortgage-Backed Securities
Aside from credit risk, the main characteristic that separates
mortgages from other types of fixed-income securities is the
degree of uncertainty associated with the cash flows of principal
repayment and interest. Even Treasury or corporate callable
bonds have provisions that prohibit calling or refunding the
bond prior to a certain date. Also, the bondholder can expect
that the issuer will not exercise the call option when the coupon
rate is less than the current market interest rate. This is not the
case with fixed-rate mortgages.
The uncertainty about the cash flows in a mortgage comes from
the call option that the borrower holds to prepay (call) part or
all of the mortgage at any time. Any payment that is made in
excess of the regularly scheduled principal prepayment is
considered a prepayment. While the prevailing interest rates are
an important determinant affecting the homeowner’s decision to
17. prepay, other factors come into play (such as sale of the home,
death of the homeowner, personal tax considerations, or
misinformation), resulting in unexpected prepayments even
when the prevailing mortgage rate is greater than the loan rate.
An investor in a pass-through security is exposed to the total
prepayment risk associated with the mortgage pool. There are
two types of prepayment risk: contraction risk and extension
risk. Contraction risk is the risk of prepayments when interest
rates have declined, forcing the investor to reinvest the cash
flow at lower (market) rates of return. Extension risk is the
slowdown in prepayments when interest rates rise, resulting in
reduced cash flow that can be reinvested at the higher interest
rates.
In 1983, Freddie Mac introduced a security called a
collateralized mortgage obligation (or CMO). CMOS can be
backed by pools of agency pass-throughs or by whole loans. In a
CMO, the distribution of principal repayment (both scheduled
and prepayments) is done on a prioritized basis to different
tranches, so as to redistribute prepayment risk among the
different tranches. In that way, each tranche’s prepayment
schedule can be predicted much more accurately, reducing
prepayment risk.
In a plain vanilla CMO, only one tranche would receive
principal repayment until it was completely paid off. Then the
second tranche would start receiving principal repayments until
this tranche was completely paid off. The CMO tranches are
usually labeled alphabetically, with the last tranche to pay off
always known as the Z tranche. Other kinds of CMOs, such as
the planned amortization class (PAC) bonds, or the Targeted
Amortization class (TAC) bonds, are designed to have more
precise estimates of prepayments, or to protect investors only
against extension or contraction risk, but not both.
In 1986, another type of derivative MBS was introduced by
Fannie Mae. This security is known as the stripped MBS. In a
stripped MBS, all of the interest from the pass-through is
distributed to one tranche, known as the Interest Only class, or
18. IO “strip”, while all the principal was assigned to the Principal
Only class, or PO “strip”. Stripped MBS allowed investors to
create synthetic securities with risk-return profiles not available
in standard CMOs, and provided institutional investors with
instruments that could be used to more effectively hedge their
liabilities.
1. What are the similarities and differences of the problems
encountered by the S&L industry and the more recent problems
of the mortgage / housing industry?
2. The US government has created several agencies – the FHA,
FHLB, Fannie Mae, Freddie Mac, Ginnie Mae – to provide
assistance to the housing market and essentially took over
Fannie and Freddie in mid-2008 …
19. 1. Select one of the four approaches listed above and provide a
brief (1-2
paragraph) summary.
Intergenerational theory in Family Therapy is therapy among
family members across
different generations. This includes, family members who live
in the home and issues
arose while living there. Many times this technique is used
when children are young
adults and older who struggled growing up and cannot move
past their feelings or
issues which happened when they were younger (DiBlasio,
2002). For example, if a
child's mother is overprotective and the father shows no
emotion during their childhood
they may feel ineffective as an adult, this technique helps the
child express their
feelings towards what happened helping him free these emotions
and become new.
This technique also helps an adult child who feels they were
emotionally cut-off by their
parents (DiBlasio, 2002). Using this theory in family therapy
will help the client express
their feelings and open up about how it truly affected them.
This will also help the adult
child to not repeat what their parents did. This theory is
successful for the use of being
able to express how they feel and gain feedback from their
families in a neutral setting.
2. Access Psychotherapy.net from the MBU library. Select the
20. "Counseling &
Psychotherapy Theories in Context & Practice" videos. Once
you open these
videos, select Family Systems Therapy and watch the video in
its entirety. After
you have watched the video, construct 1-2 paragraphs that
specifically details
your thought, feelings, and insights into the counselors use of
family
sculpting and prompting congruent family communication.
Watching the video, I felt as though the counselor did a
tremendous job during her
session. While working with family she was kind-hearted, open
but also set boundaries
so all family members were heard. Dr. Flanagan (2013)
mentioned how family therapy
is similar to feminist therapy as counselors try to set the root of
the problem outside of
the individuals. The biggest focus is if the counselor can change
interactions between
family members so they can address symptoms in family
members (Flanagan &
Flanagan, 2013). Sculpting was the technique Kirsten utilized
during the video and it
worked very well.
Sculpting allowed each family member to express their
perspective of the issues going
on at home. During the video, Kirsten let Brayden start
sculpting and noticed he was
lonely because his older brother picks on him, his mother is
busy studying and dad is
usually working on the computer (Flanagan & Flanagan, 2013).
I really liked this
strategy and believe it is very effective in showing parents and
21. siblings the effect their
actions are having on the family. It also opens them up for
positive change along with
not putting blame on themselves. It is also helpful to see
Kirsten point out family
member’s nonverbal cues and ask them to explain what they are
feeling. It opens up
communication between family members. Lastly, I really
enjoyed how during the
counseling session you could see Kirsten ask one of the children
to please pay attention
to what the other sibling is stating and they will get their chance
in a minute. Setting
these boundaries helped all family members feel comfortable
when sharing, knowing
the attention is on them.
References:
DiBlasio, F. A. (2002). The use of a decision‐based forgiveness
intervention within
intergenerational family therapy. Retrieved April 8, 2020,
from https://onlinelibrary.wiley.com/doi/pdf/10.1111/1467-
6427.00069 (Links to an
external site.)
Sommers-Flanagan, J. & Sommers-Flanagan, R. (2013).
Counseling & Psychotherapy
Theories in Context & Practice [Streaming video]. Retrieved
from http://0-
www.psychotherapy.net.bridges.searchmobius.org/stream/moba
p/video?vid=277
23. when the boys were
having an issue. (John Sommers-Flanagan, & Rita Sommers-
Flanagan). Family
sculpting was used for the entire family. (John Sommers-
Flanagan, & Rita Sommers-
Flanagan). Braydon was feeling alone and the counselor
modeled how alone might
look. (John Sommers-Flanagan, & Rita Sommers-Flanagan) The
counselor then asked
Tanner how he was feeling inside when he was picking on his
brother. (John Sommers-
Flanagan, & Rita Sommers-Flanagan). Tanner had a feeling of
anger so the therapist
asked Tanner to show her how that looked. (John Sommers-
Flanagan, & Rita
Sommers-Flanagan). The therapist then placed mom and dad
according to how the
boys saw them. (John Sommers-Flanagan, & Rita Sommers-
Flanagan). Family
sculpting gets feedback from all family members. (John
Sommers-Flanagan, & Rita
Sommers-Flanagan). It provides a visual to the families of what
it looks like when the
fighting is occurring. I think it helped the boys to realize they
were feeling more lonely
than anything. I like the use of family sculpting. I feel it can
bring out a way of looking
at things that maybe they did not see before. The boys were
able to say they felt lonely
and the parents were able to see how their actions were
affecting the boys. (John
Sommers-Flanagan, & Rita Sommers-Flanagan) . Tanner was
able to feel his opinion
mattered and Braydon was able to let out that he felt hurting
more than he felt teasing.
(John Sommers-Flanagan, & Rita Sommers-Flanagan). The
24. boys were able to see how
mom felt when she was working. (John Sommers-Flanagan, &
Rita Sommers-
Flanagan). I think this is a great technique to see what is
happening in the home. It
offers a visual and strong emotional responses.
References:
John Sommers-Flanagan, & Rita Sommers-Flanagan. (n.d.).
Counseling and
Psychotherapy Theories in Context and Practice. Retrieved
February 10, 2020,
from https://www.psychotherapy.net/video/counseling-
psychotherapy-theories (Links to
an external site.)
Sharf, R. S. (2016). Theories of psychotherapy and counseling.
Boston, MA: Cengage
Learning.
https://www.psychotherapy.net/video/counseling-
psychotherapy-theories
https://www.psychotherapy.net/video/counseling-
psychotherapy-theories
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Concepts and Cases
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29. 5T H E D I T I O N
Theories of
Psychotherapy
and Counseling
Concepts and Cases
Richard S. Sharf
University of Delaware
Australia Brazil Japan Korea Mexico Singapore Spain United
Kingdom United States
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For Jane, Jennie, and Alex
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30. Brief Contents
Preface xxii
C H A P T E R 1 Introduction 1
C H A P T E R 2 Psychoanalysis 28
C H A P T E R 3 Jungian Analysis and Therapy 82
C H A P T E R 4 Adlerian Therapy 123
C H A P T E R 5 Existential Therapy 160
C H A P T E R 6 Person-Centered Therapy 206
C H A P T E R 7 Gestalt Therapy: An Experiential Therapy 240
C H A P T E R 8 Behavior Therapy 280
C H A P T E R 9 Rational Emotive Behavior Therapy 331
C H A P T E R 1 0 Cognitive Therapy 369
C H A P T E R 1 1 Reality Therapy 416
C H A P T E R 1 2 Constructivist Approaches 452
C H A P T E R 1 3 Feminist Therapy: A Multicultural Approach
484
C H A P T E R 1 4 Family Therapy 533
C H A P T E R 1 5 Other Psychotherapies 582
31. C H A P T E R 1 6 Comparison and Critique 631
C H A P T E R 1 7 Integrative Therapies 662
Glossary 691
Name Index 712
Subject Index 723
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Contents
Preface xxii
C H A P T E R 1 Introduction 1
Theory 2
Precision and Clarity 2
Comprehensiveness 3
Testability 3
Usefulness 3
32. Psychotherapy and Counseling 4
Theories of Psychotherapy and Counseling 5
Psychoanalysis 6
Jungian Analysis and Therapy 6
Adlerian Therapy 7
Existential Therapy 7
Person-Centered Therapy 7
Gestalt Therapy 7
Behavior Therapy 7
Rational Emotive Behavior Therapy 8
Cognitive Therapy 8
Reality Therapy 8
Constructivist Therapy 8
Feminist Therapy 9
Family Therapy 9
Other Psychotherapies 9
Integrative Therapy 9
Organization of the Chapters 10
History or Background 10
Personality Theories 11
Theories of Psychotherapy 11
Psychological Disorders 12
Brief Psychotherapy 16
Current Trends 17
Using a Theory with Other Theories 20
Research 20
Gender Issues 22
Multicultural Issues 22
Group Therapy 23
Ethics 23
My Theory of Psychotherapy and Counseling 24
33. Your Theory of Psychotherapy and Counseling 24
Suggested Readings 25
References 25
viii
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C H A P T E R 2 Psychoanalysis 28
History of Psychoanalysis 29
Freud’s Drive Theory 33
Drives and Instincts 33
Levels of Consciousness 33
Structure of Personality 34
Defense Mechanisms 35
Psychosexual Stages of Development 37
Ego Psychology 39
Anna Freud 39
Erik Erikson 40
Object Relations Psychology 41
Donald Winnicott 42
Otto Kernberg 43
34. Kohut’s Self Psychology 43
Relational Psychoanalysis 45
Psychoanalytical Approaches to Treatment 47
Therapeutic Goals 47
Assessment 48
Psychoanalysis, Psychotherapy, and Psychoanalytic Counseling
48
Free Association 49
Neutrality and Empathy 49
Resistance 50
Interpretation 51
Interpretation of Dreams 51
Interpretation and Analysis of Transference 52
Countertransference 53
Relational Responses 54
Psychological Disorders 54
Treatment of Hysteria: Katharina 55
Childhood Anxiety: Mary 56
Borderline Disorders: Mr. R. 58
Narcissistic Disorders: Mr. J. 59
Depression: Sam 61
Brief Psychoanalytic Therapy 62
Current Trends 65
Using Psychoanalysis with Other Theories 66
Research 67
Gender Issues 70
35. Multicultural Issues 72
Group Therpy 73
Summary 74
Suggested Readings 75
References 76
Contents ix
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C H A P T E R 3 Jungian Analysis and Therapy 82
History of Jungian Analysis and Therapy 83
Theory of Personality 86
Levels of Consciousness 87
Archetypes 89
Personality Attitudes and Functions 91
Personality Development 94
Jungian Analysis and Therapy 96
Therapeutic Goals 96
Analysis, Therapy, and Counseling 96
Assessment 97
36. The Therapeutic Relationship 99
Stages of Therapy 99
Dreams and Analysis 100
Active Imagination 104
Other Techniques 104
Transference and Countertransference 105
Psychological Disorders 106
Depression: Young Woman 107
Anxiety Neurosis: Girl 108
Borderline Disorders: Ed 109
Psychotic Disorders: Patient 109
Brief Therapy 110
Current Trends 110
Using Jungian Concepts with Other Theories 111
Research 112
Gender Issues 113
Multicultural Issues 115
Group Therapy 116
Summary 117
Suggested Readings 118
References 118
C H A P T E R 4 Adlerian Therapy 123
History of Adlerian Theory 124
37. Influences on Adlerian Psychology and Therapy 125
Adler’s Theory of Personality 126
Style of Life 127
Social Interest 128
Inferiority and Superiority 129
Birth Order 130
Adlerian Theory of Therapy and Counseling 130
Goals of Therapy and Counseling 131
The Therapeutic Relationship 131
Assessment and Analysis 132
Insight and Interpretation 137
Reorientation 138
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Psychological Disorders 142
Depression: Sheri 143
Generalized Anxiety: Robert 146
Eating Disorders: Judy 146
Borderline Disorders: Jane 147
Brief Therapy 148
38. Current Trends 149
Using Adlerian Therapy with Other Theories 150
Research 151
Gender Issues 152
Multicultural Issues 153
Group Counseling and Therapy 154
Summary 155
Suggested Readings 155
References 156
C H A P T E R 5 Existential Therapy 160
History of Existential Thought 161
Existential Philosophers 161
Originators of Existential Psychotherapy 164
Recent Contributors to Existential Psychotherapy 165
Existential Personality Theory 166
Being-in-the-World 166
Four Ways of Being 167
Time and Being 168
Anxiety 169
Living and Dying 170
Freedom, Responsibility, and Choice 171
Isolation and Loving 172
Meaning and Meaninglessness 173
Self-Transcendence 173
Striving for Authenticity 174
39. Development of Authenticity and Values 175
Existential Psychotherapy 175
Goals of Existential Psychotherapy 176
Existential Psychotherapy and Counseling 176
Assessment 177
The Therapeutic Relationship 178
Living and Dying 180
Freedom, Responsibility, and Choice 182
Isolation and Loving 184
Meaning and Meaninglessness 185
Psychological Disorders 186
Anxiety: Nathalie and Her Son 186
Depression: Catherine 189
Borderline Disorder: Anna 189
Obsessive-Compulsive Disorder: Female Patient 190
Alcoholism: Harry 190
Contents xi
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Brief Therapy 191
Current Trends 193
40. Using Existential Therapy with Other Theories 194
Research 194
Gender Issues 196
Multicultural Issues 196
Group Counseling and Psychotherapy 198
Living and Dying 198
Freedom, Responsibility, and Choice 198
Isolation and Loving 199
Meaning and Meaninglessness 199
Summary 200
Suggested Readings 200
References 201
C H A P T E R 6 Person-Centered Therapy 206
History of Person-Centered Therapy 207
Person-Centered Theory of Personality 211
Psychological Development 211
Development and Conditionality 212
Self-Regard and Relationships 212
The Fully Functioning Person 213
A Person-Centered Theory of Psychotherapy 213
Goals 213
Assessment 214
The Necessary and Sufficient Conditions for Client Change 214
The Client’s Experience in Therapy 218
The Process of Person-Centered Psychotherapy 220
41. Psychological Disorders 221
Depression: Graduate Student 222
Grief and Loss: Justin 223
Borderline Disorder: Woman 225
Brief Therapy 226
Current Trends 226
Societal Implications 226
Theoretical Purity versus Eclecticism 227
Training Trends 227
Using Person-Centered Therapy with Other Theories 228
Research 229
Research on the Core Conditions 229
The Effectiveness of Person-Centered Therapy 230
Gender Issues 232
Multicultural Issues 232
Group Counseling 233
xii Contents
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42. Summary 234
Suggested Readings 235
References 236
C H A P T E R 7 Gestalt Therapy:
An Experiential Therapy 240
History of Gestalt Therapy 241
Influences on the Development of Gestalt Therapy 243
Gestalt Theory of Personality 245
Gestalt Psychology and Gestalt Therapy 245
Contact 247
Contact Boundaries 248
Contact Boundary Disturbances 248
Awareness 250
The Present 251
Theory of Gestalt Psychotherapy 251
Goals of Therapy 252
The Therapeutic Relationship 253
Assessment in Gestalt Psychotherapy 253
Therapeutic Change 254
Enhancing Awareness 255
Integration and Creativity 263
Risks 264
Psychological Disorders 264
Depression: Woman 264
Anxiety: Man 265
Posttraumatic Stress Disorder: Holocaust Survivor 266
Substance Abuse: Mike 267
43. Brief Therapy 268
Current Trends 268
Using Gestalt Psychotherapy with Other Theories 269
Research 269
Gender Issues 271
Multicultural Issues 272
Group Therapy 273
Summary 275
Suggested Readings 275
References 276
C H A P T E R 8 Behavior Therapy 280
History of Behavior Therapy 281
Classical Conditioning 281
Operant Conditioning 282
Social Cognitive Theory 283
Current Status of Behavior Therapy 284
Contents xiii
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Behavior Theory of Personality 285
Positive Reinforcement 285
Negative Reinforcement 286
Extinction 286
Generalization 286
Discrimination 287
Shaping 287
Observational Learning 287
Theories of Behavior Therapy 289
Goals of Behavior Therapy 289
Behavioral Assessment 290
General Treatment Approach 291
Systematic Desensitization 292
Imaginal Flooding Therapies 294
In Vivo Therapies 295
Virtual Reality Therapy 296
Modeling Techniques 297
Self-Instructional Training: A Cognitive-Behavioral Approach
299
Stress Inoculation: A Cognitive-Behavioral Approach 299
Psychological Disorders 301
Generalized Anxiety Disorder: Claire 301
Depression: Jane 305
Obsessive-Compulsive Disorder: June 306
Phobic Disorder: Six-Year-Old Girl 308
Brief Therapy 309
Current Trends 309
45. Eye-Movement Desensitization and Reprocessing 310
Acceptance and Commitment Therapy 311
Dialectical Behavior Therapy 312
Ethical Issues 316
Using Behavior Therapy with Other Theories 316
Research 317
Review of the Evidence 317
Obsessive-Compulsive Disorder 318
Generalized Anxiety Disorder 318
Phobias 319
Gender Issues 320
Multicultural Issues 321
Group Therapy 322
Social-Skills Training 322
Assertiveness Training 323
Summary 323
Suggested Readings 324
References 325
C H A P T E R 9 Rational Emotive Behavior Therapy 331
History of Rational Emotive Behavior Therapy 332
Rational Emotive Behavior Theory of Personality 334
Philosophical Viewpoints 334
xiv Contents
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Factors Basic to the Rational Emotive Behavior Theory of
Personality 335
The Rational Emotive Behavior A-B-C Theory of Personality
337
Rational Emotive Behavior Theory of Psychotherapy 339
Goals of Therapy 339
Assessment 340
The Therapeutic Relationship 340
The A-B-C-D-E Therapeutic Approach 343
Other Cognitive Approaches 346
Emotive Techniques 347
Behavioral Methods 349
Insight 349
Psychological Disorders 350
Anxiety Disorder: Ted 350
Depression: Penny 353
Obsessive-Compulsive Disorder: Woman 353
Alcohol and Substance Abuse 354
Brief Therapy 355
Current Trends 355
Using Rational Emotive Behavior Therapy with Other Theories
47. 356
Research 357
Gender Issues 359
Multicultural Issues 361
Group Therapy 361
Summary 362
Suggested Readings 363
References 364
C H A P T E R 1 0 Cognitive Therapy 369
History of Cognitive Therapy 370
Theoretical Influences 371
Current Influences 373
Cognitive Theory of Personality 373
Causation and Psychological Disorders 373
Automatic Thoughts 374
The Cognitive Model of the Development of Schemas 374
Cognitive Schemas in Therapy 375
Cognitive Distortions 377
Theory of Cognitive Therapy 379
Goals of Therapy 379
Assessment in Cognitive Therapy 380
The Therapeutic Relationship 384
The Therapeutic Process 385
Therapeutic Techniques 387
48. Cognitive Treatment of Psychological Disorders 389
Depression: Paul 389
General Anxiety Disorder: Amy 392
Obsessive Disorder: Electrician 393
Substance Abuse: Bill 396
Contents xv
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Brief Cognitive Therapy 398
Current Trends 399
Mindfulness-Based Cognitive Therapy 399
Schema-Focused Cognitive Therapy 400
Treatment Manuals 401
Using Cognitive Therapy with Other Theories 401
Research 402
Research on Depression 403
Research on Generalized Anxiety 404
Research on Obsessional Disorders 405
Gender Issues 406
Multicultural Issues 407
49. Group Therapy 408
Summary 409
Suggested Readings 410
References 410
C H A P T E R 1 1 Reality Therapy 416
History of Reality Therapy 417
Personality Theory: Choice Theory 419
Pictures of Reality 419
Needs 420
Choice 420
Behavior 421
Choosing Behavior 422
Theory of Reality Therapy 422
Goals of Reality Therapy 422
Assessment 423
The Process of Reality Therapy 424
Therapist Attitudes 429
Reality Therapy Strategies 430
Psychological Disorders 434
Eating Disorders: Choosing to Starve and Purge: Gloria 434
The Choice to Abuse Drugs: Janet 438
The Choice to Depress: Teresa 440
The Choice to Anxietize: Randy 441
Current Trends 442
Using Reality Therapy With Other Theories 443
50. Research 443
Gender Issues 444
Multicultural Issues 445
Group Counseling 446
Summary 447
Suggested Readings 448
References 448
xvi Contents
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C H A P T E R 1 2 Constructivist Approaches 452
History of Constructivist Approaches 453
Early Influences 453
George Kelly 454
Milton Erickson 454
Early Family Therapy Approaches 455
Recent Constructivist Approaches 456
51. Solution
-Focused Therapy 457
Views About Therapeutic Change 457
Assessment 458
Goals 458
Techniques 458
Case Example: Rosie 463
Narrative Therapy 466
Personal Construct Therapy 466
Case Example: Barry 467
Epston and White’s Narrative Therapy 468
Assessment 468
Goals 469
Techniques of Narrative Therapy 470
Case Example: Terry 472
Current Trends 473
Using Constructivist Theories with Other Theories 474
Research 475
52. Gender Issues 476
Multicultural Issues 477
Group Therapy 478
Summary 478
Suggested Readings 480
References 480
C H A P T E R 1 3 Feminist Therapy: A Multicultural
Approach 484
Gender as a Multicultural Issue 485
History of Feminist Therapy 486
Feminist Theories of Personality 489
Gender Differences and Similarities Across the Lifespan 489
Schema Theory and Multiple Identities 492
Gilligan’s Ethic of Care 494
The Relational Cultural Model 495
53. Theories of Feminist Therapy 497
Goals of Feminist Therapy 497
Assessment Issues in Feminist Therapy 499
The Therapeutic Relationship 499
Techniques of Feminist Therapy 500
Using Feminist Therapy with Other Theories 507
Feminist Psychoanalytic Theory 507
Contents xvii
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Feminist Behavioral and Cognitive Therapy 508
Feminist Gestalt Therapy 509
Feminist Narrative Therapy 509
54. Feminist Therapy and Counseling 510
Brief Therapy 510
Psychological Disorders 511
Borderline Disorder: Barbara 511
Depression: Ms. B 513
Posttraumatic Stress Disorder: Andrea 514
Eating Disorders: Margaret 516
Current Trends and Issues 517
Research 519
Gender Issues 520
Feminist Therapy with Men 520
Feminist Therapy with Gay, Lesbian, Bisexual, or
Transgendered Clients (GLBT) 522
Multicultural Issues 523
Group Counseling 525
Summary 526
55. Suggested Readings 527
References 527
C H A P T E R 1 4 Family Therapy 533
Historical Background 534
Early Approaches to Family Counseling 535
Psychoanalytic and Related Influences on Family Therapy 535
The Study of Communication Patterns in Families with
Members Having Symptoms of
Schizophrenia 536
General Systems Theory 537
Bowen’s Intergenerational Approach 539
Theory of Family Systems 539
Therapy Goals 542
Techniques of Bowen’s Family Therapy 542
An Example of Intergenerational Family Systems Therapy:
Ann’s family 544
Structural Family Therapy 545
Concepts of Structural Family Therapy 546
Goals of Structural Family Therapy 547
56. Techniques of Structural Family Therapy 548
Example of Structural Family Therapy: Quest Family 550
Strategic Therapy 553
Concepts of Strategic Therapy 553
Goals 554
Techniques of Strategic Family Therapy 554
An Example of Strategic Therapy: Boy Who Set Fires 557
Experiential and Humanistic Family Therapies 558
The Experiential Therapy of Carl Whitaker 558
The Humanistic Approach of Virginia Satir 559
xviii Contents
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57. Integrative Approaches to Family Systems Therapy 560
Theories of Individual Therapy as Applied to Family Therapy
561
Psychoanalysis 561
Adlerian Therapy 562
Existential Therapy 562
Person-Centered Therapy 562
Gestalt Therapy 562
Behavior Therapy 563
Rational Emotive Behavior Therapy 563
Cognitive Therapy 563
Reality Therapy 563
Feminist Therapy 564
Brief Family Systems Therapy 565
The Mental Research Institute Brief Family Therapy Model 565
Long Brief Therapy of the Milan Associates 566
Current Trends in Family Therapy 567
Psychoeducational Approaches 567
Professional Training and Organizations 568
Family Law 568
Medicine 569
58. Research 569
Gender Issues 572
Multicultural Issues 573
Family Systems Therapy Applied to the Individual 575
Couples Counseling 575
Summary 576
Suggested Readings 576
References 577
C H A P T E R 1 5 Other Psychotherapies 582
Asian Psychotherapies 583
Background 583
Asian Theories of Personality 584
Asian Theories of Psychotherapy 586
Summary 591
References 591
59. Body Psychotherapies 593
Background 593
Personality Theory and the Body 595
Psychotherapeutic Approaches 597
Summary 600
References 601
Interpersonal Psychotherapy 602
Background 602
Personality Theory 604
Goals 605
Techniques of Interpersonal Therapy 605
Contents xix
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60. An Example of Interpersonal Therapy 610
Other Applications of Interpersonal Therapy 612
Summary 612
References 613
Psychodrama 615
Background 615
Theory of Personality 615
Theory of Psychotherapy 617
Summary 621
References 621
Creative Arts Therapies 622
Art Therapy 623
Dance Movement Therapy 624
Drama Therapy 626
Music Therapy 628
Summary 629
References 629
Summary 630
C H A P T E R 1 6 Comparison and Critique 631
61. Basic Concepts of Personality 632
Goals of Therapy 635
Assessment in Therapy 635
Therapeutic Techniques 636
Differential Treatment 640
Brief Psychotherapy 641
Current Trends 642
Common Factors Approach 642
Treatment Manuals and Research-Supported Psychological
Treatment
Psychotherapy 643
Postmodernism and Constructivism 643
Using the Theory with Other Theories 645
Research 645
Outcome Research 646
Future Directions 646
62. Gender Issues 646
Multicultural Issues 649
Family Therapy 650
Group Therapy 650
Critique 653
Psychoanalysis 653
Jungian Analysis 654
Adlerian Therapy 654
Existential Therapy 655
Person-Centered Therapy 655
Gestalt Therapy 656
Behavior Therapy 656
xx Contents
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Rational Emotive Behavior Therapy 657
Cognitive Therapy 657
Reality Therapy 657
Constructivist Theories 658
Feminist Therapy 658
Family Systems Therapy 659
Summary 660
References 661
C H A P T E R 1 7 Integrative Therapies 662
Wachtel’s Cyclical Psychodynamics Theory …
Week 14 Discussion
This week, we will explore family theory. Of the many
different family systems therapy approaches, this week, we will
focus on four: inter-generational, structural, strategic, and
64. experiential. Because many family therapists use more than one
of these four approaches, learning to integrate them is critical.
This week's discussion has two distinct parts:
1. Select one of the four approaches listed above and provide a
brief (1-2 paragraph) summary.
2. Access Psychotherapy.net from the MBU library. Select the
"Counseling & Psychotherapy Theories in Context & Practice"
videos. Once you open these videos, select Family Systems
Therapy and watch the video in its entirety. After you have
watched the video, construct 1-2 paragraphs
that specifically details your thought, feelings, and insights into
the counselors use of family sculpting and prompting congruent
family communication.
In order to adequately complete this discussion assignment, you
will need to watch the Family Systems theory video in full
and properly cite it in your discussion post. You will also need
to include citations from the course text in this week's post.
There are no peer-reviewed citations required this week,