Instructions

Please select a case scenario based on your specialization. View for school counseling, or for clinical mental health counseling (PDFs are also available, and ). Review the following instructions carefully. School counselors and clinical mental health counselors have distinct roles in suicide assessment. For this reason, the assignment instructions differ for each specialization to best prepare you for your future role as a counselor. Follow the instructions for your specialization.

Instructions for a School Counselor

1. Crisis Assessment.
   • Complete a written crisis assessment that includes the following components.
     • Risk Factors / Protective Factors.
       • Use the to observe the risk and protective factors.
     • Suicide Assessment.
       • Select from the list of crisis assessments (see the What You Need to Know for Week 6 activity) to complete a crisis assessment for this client. Complete the assessment based on the information in the case scenario. If you need information that is not included in the case scenario to complete the assessment, make note of that. Then think of what question you would ask to gather this information; you would include this in the Qualitative Suicide Assessment section.
       • Discuss your rationale for the selected assessment measure. In your rationale, address the cultural sensitivity and appropriateness of the assessment.
       • Include basic measurement constructs to support your response.
       • Provide one scholarly source to support your assessment selection.
     • Qualitative Suicide Assessment.
       • Suicide assessment is an ongoing process and cannot be completed with only a standardized measure. What other information would you need to gather before coordinating care for the student?
       • How would a clinical interview supplement the selected standardized assessment measure?
       • How would you use the MSE to support your assessment?
       • Incorporate ASCA’s Information-Gathering Tool (found on the in your response. Especially consider the information on pages 13 of this guide.
       • Provide one additional scholarly source to support your responses in the Qualitative Suicide Assessment section.
2. Ethical Considerations.
   • What are the limitations of a standardized suicide assessment?
   • Be sure to consider ASCA’s Position on Suicide Risk Assessment (found on the reading list) in your response.
   • Be sure to include references to your specific code of ethics (that is, ACA or ASCA).
3. Referral and Coordination of Care.
   • Based on your assessment, cultural considerations, and ethical/legal considerations, what is your recommendation for referral or coordination of care for this student?
   • It’s important to review ASCA’s standards on suicide assessment. School counselors cannot make a recommendation for a level of care or determine the level of risk. Instead, you might consider creating a coping plan, referring to additional mental health resources, or referring to a crisis assessment from your local crisis response team. Include your rationale for the recommendation.

Instructions for a Clinical Mental Health Counselor

1. Crisis Assessment.
   • Complete a written crisis assessment that includes the following components.
     • Risk Factors / Protective Factors.
       • Use the to observe the risk and protective factors.
     • Suicide Assessment.
       • Select from the list of crisis assessments (see the What You Need to Know for Week 6 activity) to complete a crisis assessment for this client. Complete the assessment based on the information in the case scenario. If you need information that is not included in the case scenario to complete the assessment, make note of that. Then think of what question you would ask to gather this information; you would include this in the Qualitative Suicide Assessment section.
       • Discuss your rationale for this selection. In your rationale, address the cultural sensitivity and appropriateness of the assessment.
       • Include basic measurement constructs to support your response.
       • Provide one scholarly source to support your assessment selection.
     • Qualitative Suicide Assessment.
       • Suicide assessment is an ongoing process and cannot be completed with only a standardized measure. What other information would you need to gather before making a recommendation or referral?
       • How would a clinical interview supplement the MSE and your selected standardized assessment measure?
       • Be sure to incorporate information presented in Rudd and Bryan’s 2022 article, “Finding Effective and Efficient Ways to Integrate Research Advances Into the Clinical Suicide Risk Assessment Interview” (found in the reading list).
       • Provide one additional scholarly source to support your responses in the Qualitative Suicide Assessment section.
2. Ethical Considerations.
   • What are the limitations of a standardized suicide assessment?
   • Based on a wellness approach, what other information is needed to determine the level of risk for the client?
   • Be sure to include a reference to your specific code of ethics (that is, ACA or ASCA).
3. Referral and Coordination of Care.
   • Based on your assessment, cultural considerations, and ethical/legal considerations, what is your recommendation for this client? You might consider creating a coping plan, referring to additional mental health resources, or referring for psychiatric hospitalization. Include your rationale for the recommendation.

Additional Requirements

Your assignment should also meet the following requirements:

• Written communication: Written communication is free from errors that would detract from the overall message.
• APA formatting: Resources and citations are formatted according to current APA style. Use for guidance in citing sources and formatting your paper in proper APA style. See the for more APA resources specific to your degree level.
• Number of resources: A minimum of two scholarly resources (distinguished submissions will likely exceed that minimum).
• Length of paper: 34 typed, double-spaced pages, excluding title and reference pages.
• Font and font size: Times New Roman, 12 point.

DYLAN LINK –

• Considering the evolving landscape of mental health and addiction treatment, how do you envision the role of technology in shaping the future of assessment tools? What opportunities and challenges might arise in integrating technological advancements into these assessments?

APA FORMAT

CREATE THE NARRATIVE I MUST SAY IN THE VIDEO.

Last week, you engaged in the process of conducting an assessment for a case scenario. Now, it’s time to hone your skills in effectively communicating the results of this assessment. Counselors are constantly required to communicate assessment results both to clients and to others, including parents, agencies, and other professionals. This skill is crucial as it bridges the gap between the insights gained through assessments and their meaningful application in therapeutic interventions.

Effective communication of assessment results is a pivotal aspect of the counseling process. It serves two primary purposes:

• Client understanding and collaboration: Your communication should facilitate a comprehensive understanding of the assessment results for the client. This understanding empowers the client to actively participate in their therapeutic journey. Clarity in conveying findings helps build trust and collaboration between you and the client, fostering a therapeutic alliance that is essential for progress.
• Engaging stakeholders: Beyond the client, stakeholders such as family members, educators, or other healthcare professionals may play a crucial role in the client’s well-being. Your ability to communicate assessment results to these stakeholders is vital for creating a support network. It ensures that everyone involved is on the same page, working toward common goals, and it provides a holistic approach to the client’s mental health.

Instructions

Your task is to prepare a communication for conveying the assessment results from last week’s assignment to the client or student. Remember that if the client is a minor, the guardians may be present for this discussion.

• Communicate the results to the client.
  • Client-centered communication: Craft a client-friendly summary of the assessment results for the case. Ensure that the language used is accessible, empathetic, and tailored to the unique needs and concerns of the client. If this is a minor client, you may be communicating the results to the guardians.
  • Addressing concerns and questions: Anticipate potential questions or concerns that clients and stakeholders might have about the assessment results. Prepare responses that are informative, reassuring, and foster a collaborative atmosphere.
  • Steps: Follow the five steps presented in the ebook. This begins on page 385, “The Assessment Interpretation Interview.”
  • Submission guidelines: Submit your communication in a 36 minute video.

CONDUCTING ABA RESEARCH IN APPLIED SETTINGS: ANALYZING A RESEARCH PROPOSAL

Translational research in ABA bridges the gap between basic behavioral principles, grounded in research findings, and applied practice. In applied practice, interventions are developed based on evidence that has been produced through both basic and applied research and disseminated through peer-reviewed literature sources. For this assignment, you will familiarize yourself with the research process by reviewing a hypothetical research proposal that explores a translational area of ABA. The proposal involves applying foundational behavioral concepts to a practical problem in a way that can both advance the fields theoretical knowledge and offer practical insights for behavior change in applied settings.

Hello,

Please carefully follow all attached assignment directions. My professor is very strict with APA 7 formatting, in-text citations, and the reference list, so please make sure every source cited in the paper also appears in the reference list, and every reference listed is actually cited in the paper.

Please use at least six scholarly or academic sources. The literature review must include at least five recent articles ( attached in the next message) , and the citations must be integrated throughout the paper to support the analysis.

Please make sure the paper answers every required question in the instructions, including:

• summary of the research question
• literature review
• whether the proposal is applied or basic research
• how it supports translational ABA
• research design and possible limitations
• ethical concerns or risks
• how the study could advance theory and practice
• future research directions
• final summary connecting research-based principles to ethical ABA practice

• Formatting must be APA 7: Times New Roman or Arial 12-point font, double-spaced, left-aligned, 1-inch margins, proper headings, correct citations, and a properly formatted reference page.Please do not use casual sources, blogs, or websites unless they are official academic or professional sources. Also, please do not include sources in the reference list unless they are cited in the paper.

I will send all references to complete this assignment

I will send everything needed to complete this assignment.

just follow instructions, pls make google survey (fake responses)

share link to survey and the imposed fake responses

just follow instructions, pls make google survey (fake responses)

CSL: Reflection Instructions

Weight: 10% | Format: Essay | Length: ~500-600 words

Purpose: Reflections are a core part of your CSL experience. They ask you to slow down, observe closely, and think critically about what you are seeing and experiencing in your placement. Rather than simply describing what happened, reflections push you to connect your lived experience in the community to the psychological concepts and diversity science frameworks you are encountering in class. Over time, your reflections will become a record of your intellectual and personal growth throughout the placement.

Learning Objectives:

• Deepen your understanding of course concepts (textbook, journal articles, books, etc.) by applying them to real-world community contexts
• Develop critical thinking skills by analyzing your placement experiences through a diversity science lens
• Practice self-reflection by examining how your positionality and assumptions shape what you notice and how you interpret it
• Build the habit of connecting theory to practice in community-engaged settings

Requirements:

1. Double-spaced, ~500-600 words with 12 pt font and 1 inch margins with date
2. Link a course concept (textbook, journal articles, books, etc.) with your experiences in the placement. To do this:

1. You must underline and/or bold your course concept (textbook, journal articles, books, etc.).
2. Define and explain the concept in your own words.
3. Link the concept to something that you observed or experienced in your placement. Describe a specific moment, interaction, or observation from your placement and reflect on what it revealed to you.

For example: What did this experience teach you that you could not have learned in a classroom? How does it deepen, complicate, or challenge your understanding of the communities your organization serves? Consider how your own positionality (your identities, assumptions, and prior experiences) may shape how you are interpreting the concept or the experience.

1. Apply the experience to psychological science: Choose one of the following prompts to respond to:

• Critique the research: How does your experience support, complicate, or challenge existing psychological research or theories? Does what you observed align with what the literature says about this population or issue?
• Identify the gaps: Does your placement experience reveal something that psychological science has overlooked, misrepresented, or failed to address about this community?
• Implications for practice: Based on what you experienced, what would more community-relevant, ethical, or inclusive psychological research or practice look like?

Submission:

You will complete 5 reflections across your placement period.

Reflections can be submitted in PDF format on Canvas by 11:59 pm each Friday until June 10th at 11:59pm.

Criteria	Developing	Proficient	Exemplary
Course Concept (textbook, journal articles, books, etc.)	Concept is named but not underlined or bolded as required, or definition is copied from the source rather than written in the student’s own words. No connection made to broader course themes or frameworks.	Concept is underlined or bolded, defined accurately in the student’s own words, and connected to at least one broader course theme or framework by name.	Concept is underlined or bolded, defined in the student’s own words with at least one nuance or qualification beyond a basic definition, and explicitly situated within at least one broader course theme or framework with an explanation of how it fits.
Connection to Placement	No specific moment, interaction, or observation is nameddescription stays general or could apply to any placement. Positionality is absent or mentioned in one sentence without reflection.	A specific named moment, interaction, or observation is described and linked to the course concept with an explanation of the connection. Positionality is acknowledged and connected to at least one interpretive choice.	A specific named moment, interaction, or observation is described and connected to the concept with an explanation of what it revealed that a classroom could not. Positionality is examined in at least two ways what it caused the student to notice, and how it shaped their interpretation of that moment
Application to Psychological Science	Response describes the experience without engaging with psychological science. None of the three prompt options (critique research, identify gaps, implications for practice) is addressed. Engagement stays at the level of what happened rather than what it means for the field.	One of the three prompt options is clearly chosen and addressed with at least one specific example from placement. A connection to existing research, a named gap, or a concrete practice implication is stated with supporting reasoning.	One of the three prompt options is addressed with a specific placement example, an explicit connection to psychological literature or course concepts, and at least one acknowledgment of contradiction, limitation, or unresolved question the experience raised. Response goes beyond restating the prompt to offer an insight the student arrived at through their own experience.
Citations & APA Format	In-text citations present but inconsistent or incorrectly formatted. Reference list incomplete or contains notable APA errors.	In-text citations consistent with minor APA errors. Reference list complete and mostly correctly formatted.	In-text citations and reference list complete, accurate, and consistently formatted with no or negligible errors. Sources integrated smoothly and appropriately.

Critical Analysis Papers

Weight: 10% | Due: Week 2, 3, 4, 5 | Format: Essay

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Overview

Building on the critical reading and analysis skills you’ve developed through your seminar assignments, you will now write three focused critical analysis papers that examine psychological research through a diversity science lens. These papers allow you to expand and deepen the insights you’ve begun developing in your weekly seminar work.

Learning Objectives

By completing these assignments, you will:

• Develop critical reading skills focused on diversity and inclusion

• Apply diversity science frameworks to analyze existing research

• Identify patterns of bias and exclusion in psychological research

• Generate thoughtful discussion that advances the class’s understanding

• Prepare for seminar with substantive analysis rather than surface-level reading

Submission Requirements

• You will have the opportunity to submit four critical analysis papers over the semester, but only three are required for your final grade. This means you can miss one paper, for whatever reason, without it affecting your grade. It also means that if one paper doesn’t go as well as you’d hoped, completing the remaining assignments gives you the chance to have that grade replaced by a stronger one.

• 650 words (100 words) per assignment.

• Choose readings from the current week.

• Citations/reference pace.

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Paper Structure

Part 1: Initial Analysis (~250 words)

• Pick a theme

• Summarize the key idea of the readings

• Provide brief description of main arguments supporting the key ideas

• Include introduction, methods, results, discussion (IMRD) for journal articles

• Identify the populations, perspectives, or contexts included/excluded in this research

Part 2: Critical Response (~250 words)

Choose at least two prompts to address thoroughly, framing your responses specifically through a diversity and inclusion perspective:

Bias and Exclusion Analysis

• What biases or exclusions do you identify in the methodology, sample, or interpretation?

• How might the researchers’ positionality have influenced their approach or conclusions?

Framework Application

• How do course readings on diversity science help you understand limitations in psychology and beyond?

• What diversity science concepts (intersectionality, cultural validity, etc.) apply to critiquing this work?

Alternative Approaches

• How could this research be conducted more inclusively?

• What different questions or methods might a diversity lens reveal?

Broader Implications

• How does this research reflect larger patterns of inclusion/exclusion in psychology?

• What are the real-world consequences of these limitations for different communities?

Connection to Class

• How does this reading’s approach to diversity compare with other course materials?

• What connections do you see between this work and our class discussions about inclusive research?

Part 3: Synthesis (~100 words)

• Connect your analysis to broader patterns in psychological research

• Reflect on how this reading changes or reinforces your understanding of diversity issues in psychology

• Consider implications for future research or practice

• Propose concrete suggestions for more inclusive research
• Discuss what different findings or interpretations might emerge
• Connect to broader implications for the field

Assessment Criteria

Criterion	Developing	Proficient	Exemplary
Part 1 Summary & initial analysis	A theme is identified and the reading is summarized, but the summary is general or incomplete. The diversity lens is present but underdeveloped, populations or perspectives included/excluded are mentioned without explanation.	A clear theme is identified and the reading is accurately summarized, covering key arguments and (for empirical articles) the core IMRD sections. Identifies which populations or perspectives are centered or excluded, with some explanation of why this matters.	Theme is explicitly tied to a named diversity science concept from course readings. Summary accurately covers all IMRD elements with specific detail. Identifies at least two populations centered or excluded and explains the mechanism or consequence of each.
Part 2 Critical response	Addresses at least one to two prompts but engages with them at a surface level. Diversity and inclusion framing is present but relies on general observations rather than course concepts or specific evidence from the reading.	Addresses at least two prompts with clear diversity and inclusion framing. Applies course concepts (e.g. intersectionality, cultural validity, positionality) accurately to analyze bias, limitations, or alternative approaches in the reading.	Names and correctly applies at least two diversity science frameworks (e.g., intersectionality, positionality, cultural validity) with direct evidence from the reading. Extends analysis to at least one implication not explicitly stated in the reading itself.
Part 3 Synthesis	No course concepts are referenced. Suggestions for inclusive research are absent or generic (e.g., ‘use more diverse samples’ without specifying who, how, or why).	Names at least one broader pattern in psychological research and links it to a specific element of this reading. Any suggestion specifies populations, methods, or questionsnot just ‘more diversity.	Supports a broader pattern with reference to at least one other course reading or concept. Proposes at least two concrete suggestions naming specific populations, methods, or questions. Considers real-world consequences for at least one community.
Citations & APA Format	In-text citations are present but inconsistent or incorrectly formatted. The reference list is incomplete or contains notable APA errors (e.g., missing authors, incorrect capitalization, inconsistent formatting).	In-text citations are used consistently and follow APA format with minor errors. The reference list is complete and mostly correctly formatted, with only small deviations from APA style.	In-text citations and the reference list are complete, accurate, and consistently formatted according to APA style with no or negligible errors. Sources are integrated smoothly and appropriately support claims throughout the paper.

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Additional Resources:

For your summaries please see the how to read a journal article (Getting the Most from Reading an Empirical Research Article) document in our shared folder. These will be similar to the presentations in that they should cover the Introduction, Methods, Results, and Discussion sections of the journal article.

A: Critical Reading Practices

• To read critically is to make judgments about how a text is argued. It often occurs best after some preliminary process of reading (a quick read or a strategic glance at the beginnings and ends of chapters/sections/paragraphs). The key is: dont read only for information, do read looking for ways of thinking about the subject matter. Ask How does this text work? How is it argued? How is the evidence (the facts, examples, etc.) used and interpreted? How does the text reach its conclusions?

– adapted from Critical Reading Toward Critical Writing, University of Toronto

A strong critical reading practice will help you prepare for this assignment and for seminar. Here are some things you might do while reading to support your understanding and engagement:

• Notice what reading conditions help you to focus and process information.
  • Does reading paper copies or PDFs function better for you?
  • Do you prefer quiet or music/background noise?
  • Do you prefer to sit at a desk/table or get comfy on a couch?
  • Does it work better to read in the morning, afternoon, or evening?
  • How long can you read before you need a break? What kinds of breaks help you get back into it?

• Start by looking at the whole text and gathering your knowledge about the context.
  • How long is the article/chapter? Do the section headings or other formatting tell you how it is structured?
  • What journal or book is the text from? When was it published?
  • Who is the author and what do you know about them?
  • Can you glean anything initially about the discipline or methodologies the author draws upon? What types of arguments and evidence do you expect to see?
  • What can you guess about the primary intended audience?

• Use notes and annotations to enhance your comprehension and retention of the content.
  • Get a pen/pencil and/or highlighter ready (some people use sticky notes or page flags). If youre reading a PDF, use an application with annotation features and familiarize yourself with them.
  • Look for key steps in the authors argument to mark: those places in a text where they explain their analytical moves, concepts they use, how they use them, how they arrive at conclusions.
  • Minimize marking of parts that serve as supporting evidence or examples.
  • You might also mark: key terms and ideas, dates/names/places, passages that confused you or excited you.
  • In the margins, on stickies, or in a notebook, you can write down: quick summaries of main ideas (even a word or two); notes on structure/patterns in the text; connections to other program materials/concepts and/or your own experiences; your reactions, opinions, questions.

• Scholarly readings may be dense and contain unfamiliar language. You should expect to find some of the texts challenging to read! Here are ideas for problem solving when you encounter difficulties.
  • Use an online dictionary or Wikipedia if you see words or terms you dont recognize.
  • Slow down and work through a difficult passage sentence by sentence or even word by word (especially if it seems central to the overall argument).
  • Alternately, speed up: if a passage is giving you a lot of trouble, you can move on rather than getting stuck there.
  • Get a sense of the whole article/chapter by reading the introduction and conclusion and/or the first sentence of each paragraph. Alternately, you can start out with a quick read or skim before going back to read more deeply.
  • Look for clues that might help you get oriented: if there are other authors cited, look them up; find more information on the journal or book that published the text; look over the endnotes and bibliography; try to categorize the methodology (theoretical approaches and types of evidence) the author is working with.

B: Identifying Key Concepts

If you read carefully and systematically, you may be able to identify a key concept thats significant to you as you go along. When you finish an article/chapter, take a moment to write down an idea that you could use for this assignment. If youre not there yet, set it aside; go back later and reread/review your markings, annotations or notes: what stands out to you now?

When synthesizing a reading and zeroing in on a brief summary of a key idea, here are some prompt questions that could help guide your thinking:

• What is the authors main argument in the article/chapter? (You can certainly make this the concept you summarize.)
• What question is the author trying to answer? Why is that question important?
• What did you learn that deepened your critical understanding of our program themes and questions?

What concepts resonated with other material and conversations in the program?

C: How to write a Seminar Question

Try to develop discussion questions that are not easily answered by looking up a fact or with a yes/no. A discussion question is usually a genuine question to which you do not have an answer and will prompt discussion of the powerful text (a text can be a film, work of art, article, book, etc.). While factual questions may be included, the bulk of seminars revolve around interpretive and evaluative questions that you are genuinely curious about.

Literal/factual questions: Questions that ask us to find and articulate a text’s statements- propositions, lines of argument, conclusions. There is only one correct answer to a question of fact. (e.g. When was Emergent Strategy written?)

Interpretive questions: Questions that allow for multiple explanations of the texts meaning. Often referred to as head scratching questions, responses to interpretive questions are multiple, but all should be supported by evidence in the text itself. (In what ways does how we recover from life’s events impact our learning? pg. 123, Emergent Strategy)

Evaluative questions: Questions that ask us to think about something in the work, considering prior knowledge or personal values or experiences. Often these questions can be connected with prior experience or connections with other materials. (Does it make sense to start by trusting people if we don’t even know them yet? pg. 42, E.S.)

– adapted from An Introduction to Shared Inquiry, Great Books Foundation (1992) & by Cynthia Kennedy, TESC faculty.