I have a question about Healthcare policies.
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**files (1)** – ## DeepDiveConversation4.docx **## DeepDiveConversation4.docx** Deep Dive Conversation 4: Territorial States, Nomads, and Microsocieties Hello! Remember, conversations are meant to help us think about, digest, discuss, and question the issues we are confronting and the materials we a…
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– ## DeepDiveConversation4.docx
**## DeepDiveConversation4.docx**
Deep Dive Conversation 4: Territorial States, Nomads, and Microsocieties
Hello! Remember, conversations are meant to help us think about, digest, discuss, and question the issues we are confronting and the materials we are engaging. Pick something from the Deep Dive options that looks interesting, read (or watch or listen to) it, and then tell us about it. Some tips:
· Go beyond simple summaries of the item you selected (though your summary should be accurate)
· Share what you found interesting, surprising, or significant about what you read (or viewed, or heard)
· Connect the item back to what we read and/or viewed for this module ("Things everyone should read and review" from the module front page)
Let's be sure that our conversations are informal, open, and engaging dialogues (and keep in mind you are more than welcome to use the video function to record yourself—note that it may take a few minutes to save). You can review the tips for conversations
[here](https://uncfsu.instructure.com/courses/49327/pages/tips-for-deep-dive-conversations)—remember to check back through the module.
_Deep Dive options_(remember, select
**one** of these nine items to read, watch, or listen to):
_Readings:_
· (Oceania) Adrian Horridge, “
[Origins and Relationships of Pacific Canoes and RigsLinks to an external site.](http://adrian-horridge.org/downloads/Pacific%20canoes.pdf)” in
_Canoes of the Grand Ocean_
· “
[Oracle BonesLinks to an external site.](https://www.worldhistory.org/Oracle_Bones/)”
_World History Encyclopedia_
·
_JSTOR Daily:_ [_Drinking Wine in Ancient China_ Links to an external site.](https://daily.jstor.org/wine-in-ancient-china/)
·
_JSTOR Daily:_ [_How to Read the Bones Like a ScapulimancerLinks to an external site._](https://daily.jstor.org/how-to-read-bones-like-a-scapulimancer/)
_Podcasts:_
· (Egypt) “
[The Temple of Karnak at LuxorLinks to an external site.](https://www.wonderspodcast.com/karnak)”
_Wonders of the World Podcast_
· (Egypt) “
[The Temple of Ramesses at Abu SimbelLinks to an external site.](https://www.wonderspodcast.com/abu-simbel)”
_Wonders of the World Podcast_
· (East Africa) “
[Ancient Nubia and the Kingdom of KushLinks to an external site.](https://wondery.com/shows/tides-of-history/episode/5629-ancient-nubia-and-the-kingdom-of-kush-interview-with-dr-geoff-emberling/)”
_Tides of History_
_Documentaries and explainer videos:_
·
_CrashCourse "_ [_Bronze Age Collapse_ Links to an external site.](https://www.youtube.com/watch?v=ErOitC7OyHk) _"_
· (Egypt)
_TedEd, "_ [_The Pharoah That Wouldn't Be Forgotten_ Links to an external site.](https://www.youtube.com/watch?v=8bYRy_wZEJI) _"_
·
**(Bablyon)**
**_Today I Found Out “_** [**_The Code of Hammurabi_ Links to an external site.**](https://www.youtube.com/watch?v=98J5OnttLFI) ****
## image1.png
**## DeepDiveConversation4.docx**
Deep Dive Conversation 4: Territorial States, Nomads, and Microsocieties
Hello! Remember, conversations are meant to help us think about, digest, discuss, and question the issues we are confronting and the materials we are engaging. Pick something from the Deep Dive options that looks interesting, read (or watch or listen to) it, and then tell us about it. Some tips:
· Go beyond simple summaries of the item you selected (though your summary should be accurate)
· Share what you found interesting, surprising, or significant about what you read (or viewed, or heard)
· Connect the item back to what we read and/or viewed for this module ("Things everyone should read and review" from the module front page)
Let's be sure that our conversations are informal, open, and engaging dialogues (and keep in mind you are more than welcome to use the video function to record yourself—note that it may take a few minutes to save). You can review the tips for conversations
[here](https://uncfsu.instructure.com/courses/49327/pages/tips-for-deep-dive-conversations)—remember to check back through the module.
_Deep Dive options_(remember, select
**one** of these nine items to read, watch, or listen to):
_Readings:_
· (Oceania) Adrian Horridge, “
[Origins and Relationships of Pacific Canoes and RigsLinks to an external site.](http://adrian-horridge.org/downloads/Pacific%20canoes.pdf)” in
_Canoes of the Grand Ocean_
· “
[Oracle BonesLinks to an external site.](https://www.worldhistory.org/Oracle_Bones/)”
_World History Encyclopedia_
·
_JSTOR Daily:_ [_Drinking Wine in Ancient China_ Links to an external site.](https://daily.jstor.org/wine-in-ancient-china/)
·
_JSTOR Daily:_ [_How to Read the Bones Like a ScapulimancerLinks to an external site._](https://daily.jstor.org/how-to-read-bones-like-a-scapulimancer/)
_Podcasts:_
· (Egypt) “
[The Temple of Karnak at LuxorLinks to an external site.](https://www.wonderspodcast.com/karnak)”
_Wonders of the World Podcast_
· (Egypt) “
[The Temple of Ramesses at Abu SimbelLinks to an external site.](https://www.wonderspodcast.com/abu-simbel)”
_Wonders of the World Podcast_
· (East Africa) “
[Ancient Nubia and the Kingdom of KushLinks to an external site.](https://wondery.com/shows/tides-of-history/episode/5629-ancient-nubia-and-the-kingdom-of-kush-interview-with-dr-geoff-emberling/)”
_Tides of History_
_Documentaries and explainer videos:_
·
_CrashCourse "_ [_Bronze Age Collapse_ Links to an external site.](https://www.youtube.com/watch?v=ErOitC7OyHk) _"_
· (Egypt)
_TedEd, "_ [_The Pharoah That Wouldn't Be Forgotten_ Links to an external site.](https://www.youtube.com/watch?v=8bYRy_wZEJI) _"_
·
**(Bablyon)**
**_Today I Found Out “_** [**_The Code of Hammurabi_ Links to an external site.**](https://www.youtube.com/watch?v=98J5OnttLFI) ****
## image1.png
DUE 2/9 5PM EST PLEASE ANSWER THE QUESTIONS! FOR EXAMPLE, READ THE 1ST QUESTION AND ANSWER IT AS #1 AND THEN THE SAME FOR #2. BOTH QUESTIONS SHOULD BOTH BE 500 WORDS. (If you don't understand, please don't accept!) Instructions attached. Each question is to be 500 words each TOTAL 1000 WORDS PLEASE …
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PLEASE ANSWER THE QUESTIONS! FOR EXAMPLE, READ THE 1ST QUESTION AND ANSWER IT AS #1 AND THEN THE SAME FOR #2. BOTH QUESTIONS SHOULD BOTH BE 500 WORDS.
(If you don't understand, please don't accept!)
Instructions attached. Each question is to be 500 words each TOTAL 1000 WORDS
PLEASE ANSWER THE QUESTIONS!!! FOR EXAMPLE
1) (ANSWER THE QUESTION WHICH IS 500 WORDS!
2) THEN ANSWER #2 (WHICH IS 500 WORDS!
1)The Govor article, beginning on page 175, describes 4 “common problems” with which families struggle. Take a few minutes to reflect on these “common problems”. What is your reaction to what is written here from your own perspective as a person and as a clinician? Consider the “common problems” and talk about how you might encounter these things in a clinical setting, and how you might balance personal faith, and professional and ethical obligations in your work with clients and families.
2) _Which of these “common problems” are prevalent in your city, county, or state? (FLORIDA) (choose 1 or 2 “common problems” to really focus on) As a person of faith and as a future professional counselor, reflect on how your faith will help you as you encounter clients and families struggling with any or all of these “common problems.”_
– [\
\
Instructions3.docx](https://www.sweetstudy.com/files/instructions3-docx-10495145 "Instructions3.docx")
– [\
\
TheChristianFamilyinContemporarySociety.docx](https://www.sweetstudy.com/files/thechristianfamilyincontemporarysociety-docx "TheChristianFamilyinContemporarySociety.docx")
– [\
\
Counseling_and_Psychotherapy_A_Christian_Perspecti…_—-_Part_2_Major_Counseling_and_Psychotherapy_Theories_and_Techniques.pdf](https://www.sweetstudy.com/files/counseling-and-psychotherapy-a-christian-perspecti-part-2-major-counseling-and-psychotherapy-theories-and-techniques-pdf-10495149 "Counseling_and_Psychotherapy_A_Christian_Perspecti…_—-_Part_2_Major_Counseling_and_Psychotherapy_Theories_and_Techniques.pdf")
**files (1)** – ## InterpersonalEAR.docx **## InterpersonalEAR.docx** **Part A** **Journal Assignment Comp 120** Be sure to use MLA format and double space. Choose **only one** **of the questions below**, discuss in detail and be sure to provide examples to support your views. You are not limited to…
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– ## InterpersonalEAR.docx
**## InterpersonalEAR.docx**
**Part A**
**Journal Assignment Comp 120**
Be sure to use MLA format and double space. Choose
**only one** **of the questions below**, discuss in detail and be sure to provide examples to support your views. You are not limited to the suggestions listed below; you may write about any concept from Module 4 that you can relate with personal experiences. Please let me know if you have any questions.
**Suggestions for Third Journal Entry**
1. In what ways would you alter your personal appearance if you were trying to look friendlier? Smarter? More liberal? Wealthier? What aspects of personal appearance convey those messages?
2. Touch is a form of nonverbal communication that is highly affected by social and cultural rules. What are some of the rules of touch that you perceive? Are you comfortable with touch or do you consider yourself a touch avoider? Explain and give examples.
3. How mindful of you about the way you dress, wear your hair, or do your makeup? What messages are you intentionally sending? To what extent do the people in your group receive your message accurately?
4. Why do you suppose people tend to overestimate how good they are at listening? How good are you at active listening? How might you improve your listening skills?
5. What is the difference between interrupting and competitive interrupting? Why do people engage in competitive interrupting? Can you think of a time you engaged in competitive interrupting? What was the context of this situation and why did you choose this form of communication?
**Part B**
Nonverbal communication is the behaviors and characteristics that convey meaning without the use of words. Many times we think of body language when we think of nonverbal communication, but in this module, we learn that it is much more complex and there are 10 channels of nonverbal communication. We infer a lot about people, not just by their body language, but by what they wear, where they sit in a meeting or in a classroom, the tone of voice they use, the amount of eye contact they give or do not give, and by many other nonverbal factors. After reviewing chapter 6 and your lecture notes in Module 4, consider the 10 channels of nonverbal communication and how culture might influence meaning in each of these channels.
The Prompt
What meaning does space convey? When someone has a larger house, a larger office, or a larger seat on an
airplane, what conclusions do you make about that person? How do you feel when someone keeps you
waiting? Touch and eye contact are important forms of nonverbal communication, what are your cultural norms in this area? How might someone from a collectivist, high context culture view these forms of nonverbal
communication differently than you?
**Part C**
Read the section in your textbook discussing the various ways culture impacts our memory on p. 282-285 and refer back to it for the following questions:
_(Note: the textbook and e-book pages do not line up. While in the e-book, the actual page numbers will be indicated on the right hand on the screen within the text of the chapters)_
1. Summarize two examples from the above section of the textbook of how culture impacts memory.
2. What memory processes do you think are universal and not impacted by cultural differences? Would you describe the overall process of forming memory as "universal" across cultures? Why or why not?
3. Research a current event in
**your assigned country** (
_an event that is not COVID-19)_. Please include the link to a news article about this event and summarize it here.
4. Using what you researched, discuss how being from that country/culture might impact the experience and memory of that particular event. Be sure to link your answer back to the readings from the textbook.
**Response Post (due Sunday, February 8, by 11:59 PM):**
**_Note – the response post format is a little different this week!_**
1. Refer to the current event your classmate discussed in their Main Post. How might someone from
**your assigned country** experience hearing about/remember this event differently?
2. COVID-19 was a global pandemic, affecting everyone differently. Briefly discuss how the pandemic directly impacted
**your assigned country**. How may someone from your assigned country remember the pandemic differently in the future?
**## InterpersonalEAR.docx**
**Part A**
**Journal Assignment Comp 120**
Be sure to use MLA format and double space. Choose
**only one** **of the questions below**, discuss in detail and be sure to provide examples to support your views. You are not limited to the suggestions listed below; you may write about any concept from Module 4 that you can relate with personal experiences. Please let me know if you have any questions.
**Suggestions for Third Journal Entry**
1. In what ways would you alter your personal appearance if you were trying to look friendlier? Smarter? More liberal? Wealthier? What aspects of personal appearance convey those messages?
2. Touch is a form of nonverbal communication that is highly affected by social and cultural rules. What are some of the rules of touch that you perceive? Are you comfortable with touch or do you consider yourself a touch avoider? Explain and give examples.
3. How mindful of you about the way you dress, wear your hair, or do your makeup? What messages are you intentionally sending? To what extent do the people in your group receive your message accurately?
4. Why do you suppose people tend to overestimate how good they are at listening? How good are you at active listening? How might you improve your listening skills?
5. What is the difference between interrupting and competitive interrupting? Why do people engage in competitive interrupting? Can you think of a time you engaged in competitive interrupting? What was the context of this situation and why did you choose this form of communication?
**Part B**
Nonverbal communication is the behaviors and characteristics that convey meaning without the use of words. Many times we think of body language when we think of nonverbal communication, but in this module, we learn that it is much more complex and there are 10 channels of nonverbal communication. We infer a lot about people, not just by their body language, but by what they wear, where they sit in a meeting or in a classroom, the tone of voice they use, the amount of eye contact they give or do not give, and by many other nonverbal factors. After reviewing chapter 6 and your lecture notes in Module 4, consider the 10 channels of nonverbal communication and how culture might influence meaning in each of these channels.
The Prompt
What meaning does space convey? When someone has a larger house, a larger office, or a larger seat on an
airplane, what conclusions do you make about that person? How do you feel when someone keeps you
waiting? Touch and eye contact are important forms of nonverbal communication, what are your cultural norms in this area? How might someone from a collectivist, high context culture view these forms of nonverbal
communication differently than you?
**Part C**
Read the section in your textbook discussing the various ways culture impacts our memory on p. 282-285 and refer back to it for the following questions:
_(Note: the textbook and e-book pages do not line up. While in the e-book, the actual page numbers will be indicated on the right hand on the screen within the text of the chapters)_
1. Summarize two examples from the above section of the textbook of how culture impacts memory.
2. What memory processes do you think are universal and not impacted by cultural differences? Would you describe the overall process of forming memory as "universal" across cultures? Why or why not?
3. Research a current event in
**your assigned country** (
_an event that is not COVID-19)_. Please include the link to a news article about this event and summarize it here.
4. Using what you researched, discuss how being from that country/culture might impact the experience and memory of that particular event. Be sure to link your answer back to the readings from the textbook.
**Response Post (due Sunday, February 8, by 11:59 PM):**
**_Note – the response post format is a little different this week!_**
1. Refer to the current event your classmate discussed in their Main Post. How might someone from
**your assigned country** experience hearing about/remember this event differently?
2. COVID-19 was a global pandemic, affecting everyone differently. Briefly discuss how the pandemic directly impacted
**your assigned country**. How may someone from your assigned country remember the pandemic differently in the future?
[>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal) **Supervisors** in criminal justice must brief their teams on effective processes to use with individuals experiencing a mental health crisis and must be ready to provide appropriate referrals to **community mental health serv…
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**Supervisors** in criminal justice must brief their teams on effective processes to use with individuals experiencing a mental health crisis and must be ready to provide appropriate referrals to **community mental health services** for justice-involved individuals. Different populations will require different approaches, particularly in the case of addressing mental health needs. Criminal justice professionals and first responders need to be able to recognize the signs of mental health crisis and identify behaviors related to mental illness and disabilities to distinguish them from threatening criminal behaviors. Once they can assess a situation accurately, first responders can more effectively intervene and negotiate with the person experiencing the crisis, de-escalate the situation, and refer the affected individual to appropriate community mental health services.
As a supervisor of first responders, you will need to inform your team of procedures to follow in different circumstances depending on the needs of the individuals involved. Your team of criminal justice professionals will be discussing best practices at an upcoming meeting to evaluate strategies and initiatives for supporting varied populations.
For this summative assessment, you will prepare the presentation that you would give at the meeting. Focus on strategies and initiatives for supporting justice-involved individuals in need of community mental health services as a result of mental health crisis, mental illness, disabilities, or a traumatic incident, and share your recommendations on community resources appropriate for the population and scenario that you identify.
Select one of the following examples of a mental health crisis that might occur in the criminal justice system as your scenario and focus population for this assessment:
– A vulnerable individual has been taken into custody as a result of worrying behaviors related to mental health issues and/or disabilities.
– An individual with a trauma background has called 911 in crisis after witnessing or experiencing a traumatic incident and is showing symptoms of PTSD.
– A suicidal individual experiencing a mental health crisis has been intercepted by first responders who need to de-escalate the situation.
– An individual has been taken into custody as a suspect of a crime and is experiencing a mental health crisis while handcuffed inside a police vehicle or detained in a cell.
– An accused individual on trial who has been diagnosed with PTSD becomes angry and violent during court proceedings.
– A detainee is showing worrying behavior that looks like withdrawal symptoms while in a holding cell.
– An inmate has been assaulted or has assaulted or engaged in a physical altercation with another inmate.
– An incarcerated individual with known mental health issues and/or disabilities did not receive treatment in the facility and has committed suicide. Their cellmate is experiencing symptoms of PTSD as a result.
Research and identify strategies or initiatives for providing mental health and/or disability services and support for the individual described in the scenario you selected, including de-escalation tips for first responders. Consider the factors particular to the situation and how the application of the strategy or initiative might vary in different situations.
#### **Assessment Deliverable**
**Create a 10- to 12-slide Microsoft® PowerPoint® presentation as if you were a supervisor presenting a briefing to first responders about strategies for supporting justice-involved individuals with mental health issues and/or disabilities who have experienced trauma**. Your presentation should include the following information supported by evidence from your research of the professional context that you selected:
– Summarize the crisis scenario you selected and describe any relevant details specific to the situation for your team to consider. Identify the trauma involved in the crisis and describe behaviors such an individual might exhibit in this type of scenario.
– Identify an innovative strategy or initiative for negotiating with such an individual and ethically de-escalating the situation. Describe the intent of the selected strategy or initiative.
– Evaluate a strategy or initiative for providing community mental health and/or disability services and support to such an individual. Describe the intent of the selected strategy or initiative. Identify resources available in your area that you would recommend to such an individual and summarize their benefits.
– Explain potential outcomes and limitations associated with employing the selected strategies or initiatives when referring such individuals to these community mental health and/or disability services. Recommend ways to use the strategy or initiative more effectively in similar situations in your area.
Download and review the [Presentation Template Example](https://multimedia.phoenix.edu/cms/202337970). This example has been customized to reflect your summative assessment presentation components and will help you get a better idea of how to organize your presentation so you can focus on the slide content. Inputting your content into this presentation template is optional; you can use presentation software and design layouts of your choice to customize your presentation’s appearance (e.g., color, images, font). However, ensure you have faculty member approval in advance to use other software.
Whether you use the presentation template example or another template of your choice, include the following slides and topics in your presentation:
– 1: Title
– 2: Introduction
– 3: Trauma Factors to Consider in a Crisis Situation
– 4: Behaviors of an Individual Experiencing a Mental Health/Disability Crisis
– 5: De-escalation Strategy/Initiative and Intention of Proposed Strategy/Initiative for De-escalation
– 6: Evaluation of Proposed Strategy/Initiative for Providing Services and Intention of Services
– 7: Recommended Community Mental Health and/or Disability Services and Benefits of Resources
– 8: Potential Outcomes and Limitations of Strategy/Initiative for Services
– 9: Recommendations for More Effective Use of Strategy/Initiative
– 10: Conclusion/References
– Presentation recording link (if recording using video software)
**Format citations and references for any sources and images according to APA guidelines. Include citations either within the slide’s content or in the speaker notes on the slide where they are mentioned. Use the references slide to list your references. Cite at least 3 scholarly sources. You must provide speaker notes on your presentation ~ too much information on your slides can take away from the presentation. Information on slides should not be presented in paragraph format but rather bulleted.**
**_Diversity Project: Guiding Question & Subject Identification_** * * * In last week's module, you chose an organization to analyze and stated a problem related to diversity you would like to investigate. In this module, you will be generating a guiding question and identifying the subjects you wil…
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* * *
In last week's module, you chose an organization to analyze and stated a problem related to diversity you would like to investigate. In this module, you will be generating a guiding question and identifying the subjects you will be studying. Please fill in the [Guiding Question Worksheet](https://stu.instructure.com/courses/50992/files/4516564?wrap=1 "Link") [Download Guiding Question Worksheet](https://stu.instructure.com/courses/50992/files/4516564/download?download_frd=1)to complete this assignment.
The process of transforming organizational culture begins with the process of changing the mindset of each employee.
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Research the best practices for ensuring database security controls for confidentiality and address the following questions in your discussion post: – What are the primary challenges organizations face in maintaining confidentiality within their databases, and what are the implications for data prot…
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Order on TutorsGallery →Research the best practices for ensuring database security controls for confidentiality and address the following questions in your discussion post:
– What are the primary challenges organizations face in maintaining confidentiality within their databases, and what are the implications for data protection?
– Can you share an example of a security incident that occurred due to insufficient confidentiality measures in database management?
– What strategies can be employed to enhance encryption practices and access controls to safeguard confidential information?
– How does compliance with regulatory frameworks and the conducting of regular security assessments enhance the confidentiality of database systems?
apa style 200 words peer review **files (1)** – ## Topic3DQ2ResptoCodyOhira.docx **## Topic3DQ2ResptoCodyOhira.docx** Cody Ohira In the “Putting Clients Ahead of Personal Values” case, counselor students were dismissed from their education programs for refusing to work with clients whose identities …
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200 words peer review
**files (1)**
– ## Topic3DQ2ResptoCodyOhira.docx
**## Topic3DQ2ResptoCodyOhira.docx**
Cody Ohira
In the “Putting Clients Ahead of Personal Values” case, counselor students were dismissed from their education programs for refusing to work with clients whose identities and beliefs conflicted with their own (Shallcross, 2024). These cases highlighted the tension between counselors’ personal values and the counseling profession's responsibility to serve all clients equitably. As counselors, it is our responsibility to engage in self-awareness of our own spiritual and moral frameworks and how they can influence our clinical work. The ASERVIC Spiritual and Religious Competencies emphasize that counselors should understand their own beliefs while respecting and recognizing client diversity and the cross-cultural approach of others and work collaboratively with clients/students from different social and cultural contexts (Association for Spiritual, Ethical, and Religious Values in Counseling, n.d.).
The ACA code of ethics reinforces that all counselors should avoid imposing their personal values and must respect client diversity (American Counseling Association [ACA], 2014, Standard A.4.b). If a counselor refuses counseling due to value conflicts, it can lead to discrimination and unethical decision-making. Ethical practice requires that referrals be made for reasons of competence, not because opposing values clash, ensuring that beneficence, nonmaleficence, and respect for diversity guide decision making.
American Counseling Association. (2014). ACA Code of Ethics.
[https://www.counseling.org/docs/default-source/default-document-library/ethics/2014-aca-code-of-ethics.pdf](https://www.counseling.org/docs/default-source/default-document-library/ethics/2014-aca-code-of-ethics.pdf)
Association for Spiritual, Ethical, and Religious Values in Counseling. (n.d.). Spiritual and religious competencies.
[https://aservic.org/spiritual-and-religious-competencies/](https://aservic.org/spiritual-and-religious-competencies/?utm_source=chatgpt.com)
Shallcross, L. (2024). Putting clients ahead of personal values. Counseling Today Archive.
[https://ctarchive.counseling.org/2010/11/putting-clients-ahead-of-personal-values/](https://ctarchive.counseling.org/2010/11/putting-clients-ahead-of-personal-values/?utm_source=chatgpt.com)
**## Topic3DQ2ResptoCodyOhira.docx**
Cody Ohira
In the “Putting Clients Ahead of Personal Values” case, counselor students were dismissed from their education programs for refusing to work with clients whose identities and beliefs conflicted with their own (Shallcross, 2024). These cases highlighted the tension between counselors’ personal values and the counseling profession's responsibility to serve all clients equitably. As counselors, it is our responsibility to engage in self-awareness of our own spiritual and moral frameworks and how they can influence our clinical work. The ASERVIC Spiritual and Religious Competencies emphasize that counselors should understand their own beliefs while respecting and recognizing client diversity and the cross-cultural approach of others and work collaboratively with clients/students from different social and cultural contexts (Association for Spiritual, Ethical, and Religious Values in Counseling, n.d.).
The ACA code of ethics reinforces that all counselors should avoid imposing their personal values and must respect client diversity (American Counseling Association [ACA], 2014, Standard A.4.b). If a counselor refuses counseling due to value conflicts, it can lead to discrimination and unethical decision-making. Ethical practice requires that referrals be made for reasons of competence, not because opposing values clash, ensuring that beneficence, nonmaleficence, and respect for diversity guide decision making.
American Counseling Association. (2014). ACA Code of Ethics.
[https://www.counseling.org/docs/default-source/default-document-library/ethics/2014-aca-code-of-ethics.pdf](https://www.counseling.org/docs/default-source/default-document-library/ethics/2014-aca-code-of-ethics.pdf)
Association for Spiritual, Ethical, and Religious Values in Counseling. (n.d.). Spiritual and religious competencies.
[https://aservic.org/spiritual-and-religious-competencies/](https://aservic.org/spiritual-and-religious-competencies/?utm_source=chatgpt.com)
Shallcross, L. (2024). Putting clients ahead of personal values. Counseling Today Archive.
[https://ctarchive.counseling.org/2010/11/putting-clients-ahead-of-personal-values/](https://ctarchive.counseling.org/2010/11/putting-clients-ahead-of-personal-values/?utm_source=chatgpt.com)
**files (1)** – ## Clinicalguidelineassignment.docx **## Clinicalguidelineassignment.docx** **Clinical guideline assignment** Topic: Special Populations: Clinical Guideline for the Management of Violence, Abuse, and Neglect among Children, Adolescents & Older Adults. Instructions Please provide a br…
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Order on TutorsGallery →**files (1)**
– ## Clinicalguidelineassignment.docx
**## Clinicalguidelineassignment.docx**
**Clinical guideline assignment**
Topic: Special Populations: Clinical Guideline for the Management of Violence, Abuse, and Neglect among Children, Adolescents & Older Adults.
Instructions
Please provide a brief overview of the condition. Discuss the following information: etiology (causative relationships), age of onset of the disorder, epidemiology (incidence, prevalence [male versus female ratios], and risk factors), DSM criteria (copy this information verbatim from the DSM-5-TR), sensitivity and specificity of screening tests, tools, or instruments if available or applicable (e.g., PHQ-9 for depression with significant scores), and pharmacological management related to your psychiatric condition and clinical guideline. Students will then present their clinical guideline, followed by a brief group discussion.
**You can search for your clinical guideline using the CINAHL, PubMed, and/or PsycINFO databases.**
**Please cite and add references. DO NOT USE AI. Document will be verified for plagiarism and AI detection.**
**## Clinicalguidelineassignment.docx**
**Clinical guideline assignment**
Topic: Special Populations: Clinical Guideline for the Management of Violence, Abuse, and Neglect among Children, Adolescents & Older Adults.
Instructions
Please provide a brief overview of the condition. Discuss the following information: etiology (causative relationships), age of onset of the disorder, epidemiology (incidence, prevalence [male versus female ratios], and risk factors), DSM criteria (copy this information verbatim from the DSM-5-TR), sensitivity and specificity of screening tests, tools, or instruments if available or applicable (e.g., PHQ-9 for depression with significant scores), and pharmacological management related to your psychiatric condition and clinical guideline. Students will then present their clinical guideline, followed by a brief group discussion.
**You can search for your clinical guideline using the CINAHL, PubMed, and/or PsycINFO databases.**
**Please cite and add references. DO NOT USE AI. Document will be verified for plagiarism and AI detection.**