Assignment Prompt & Instructions
**files (1)**
– ## makeupwork6.docx
**## makeupwork6.docx**
### Part 1: Discussion post (150-215 words) (No reference)
**_Read the following case study below and choose and answer one of the two questions at the end for your discussion…._**
**_Your discussions have been very informative thus far! Many of you have a lot of valuable experiences that you have shared with the class!_**
**_Chapter 12 discusses and highlights academic and social-emotional transitions and struggles. Please share a professional experience that you have dealing with this topic. Explain the scenario/situation and its outcome? How would you deal with this? What valuable information would you tell a counselor in training here regarding this case?_**
**_Your responses should be well thought out and comprehensive and will be assessed based on your evidence of content knowledge and critical thought._**
*FOR SWEET STUDY*
**Use AMERICAN VERSION OF WORDS**
**Respond to two students (30-50 words)**
Student 1: In my professional experience working with adolescents in a correctional setting, I have frequently observed academic and social-emotional struggles during transitional periods. Many of the youth had disruptions in their education due to incarceration, unstable home environments, or behavioral issues that resulted in suspensions or expulsions. These experiences often created academic gaps and emotional stress, making it difficult for them to reintegrate into structured school environments. One situation involved a student preparing to transition back into the community and return to a traditional school. During counseling sessions, he expressed anxiety about returning because he felt academically behind and feared being judged by peers due to his time in a correctional facility. He also struggled with low self-confidence and frustration when facing academic challenges. In response, I worked with him on coping strategies, emotional regulation, and problem-solving skills. We also identified support systems such as school counselors, teachers, and family members to help him during the transition. Over time, he became more confident and began to express hope about continuing his education.
If faced with a similar situation again, I would continue to emphasize the importance of a structured transition plan that includes collaboration between counselors, teachers, probation officers, and family members. Early preparation and consistent support can help reduce anxiety and improve the chances of a successful adjustment. For counselors in training, it is important to understand that youth in correctional settings often experience trauma, academic challenges, and feelings of stigma. Approaching these students with empathy, patience, and a strengths-based perspective is essential. Building rapport, creating a safe environment, and celebrating small successes can help adolescents develop confidence and believe that positive change is possible.
Student 2:
**_Academic and Social-Emotional Transitions and Struggles._**
Test anxiety is a common, debilitation response triggered by academic pressure and social-emotional shifts, such as transitions to higher grade levels or high-stakes environments. Moving to middle school, high school introduces harder curriculum, more teachers, and increased responsibility, often overwhelming students and sparking anxiety. Pressure from teachers and parents combined with the fear of failure, makes students feel that their worth is defined by test scores, leading to intense fear. Students commonly experience symptoms weeks before tests, including stomach aches, headaches, nausea and during the exam, panic attacks. Anxiety often disrupts sleep, leading to further fatigue and a negative cycle of stress and poor performance.
Counseling youth with test anxiety involves normalizing feelings, teaching relaxation techniques and promoting proactive preparation. The counselor should encourage students to view anxiety as a natural, manageable reaction rather that a sign of failure. Build self-efficacy by focusing on study strategies and positive affirmation, such as encouraging students to write about their feelings. The counselor should suggest mindfulness techniques by encouraging the student to practice deep breathing and being present minded to manage symptoms during high stakes tests.
### Assignment 2: Application 11.2 (1 PAGE, NO references) **View 11.2 in the mylab. You will choose one of those and write a 1 page reflection based on the questions provided. Please clearly identify which section you will be reviewing as well as the question. It is recommended that you respond to the question in a word document and upload it here to canvas. You will not need to use the mylab component to input this information. These responses are expected to be specific, comprehensive, and evidence of critical thinking, as it relates to course content and clinical objectives, must be demonstrated. (expected length= 1 page)**
### **11:2 Diagnosable Disruptive, Impulse-Control, and Conduct Disorders** **Using what you know about diagnostic criteria, explain some common features associated with oppositional defiant disorder, conduct disorder, intermittent explosive disorder, pyromania, and kleptomania.** **Question 1: What are the similarities and differences of oppositional defiant disorder and conduct disorder?** **Hint: Consult your textbook as well as the fifth edition of the** **_Diagnostic and Statistical Manual of Mental Disorders._** **Question 2:** What are the similarities and differences of pyromania and kleptomania? **Hint:** Consult your textbook as well as the fifth edition of the _Diagnostic and Statistical Manual of Mental Disorders._ **Question 3:** Explain the diagnostic features of intermittent explosive disorder. **Hint:** Consult your textbook as well as the fifth edition of the _Diagnostic and Statistical Manual of Mental Disorders_ *FOR SWEET STUDY* **Use AMERICAN VERSION OF WORDS **NO NEED TO LIST REFRANCES **PLEASE ANSWER ALL 3 QUESTIONS MUST BE 1 PAGE LEGNTH.
**## makeupwork6.docx**
### Part 1: Discussion post (150-215 words) (No reference)
**_Read the following case study below and choose and answer one of the two questions at the end for your discussion…._**
**_Your discussions have been very informative thus far! Many of you have a lot of valuable experiences that you have shared with the class!_**
**_Chapter 12 discusses and highlights academic and social-emotional transitions and struggles. Please share a professional experience that you have dealing with this topic. Explain the scenario/situation and its outcome? How would you deal with this? What valuable information would you tell a counselor in training here regarding this case?_**
**_Your responses should be well thought out and comprehensive and will be assessed based on your evidence of content knowledge and critical thought._**
*FOR SWEET STUDY*
**Use AMERICAN VERSION OF WORDS**
**Respond to two students (30-50 words)**
Student 1: In my professional experience working with adolescents in a correctional setting, I have frequently observed academic and social-emotional struggles during transitional periods. Many of the youth had disruptions in their education due to incarceration, unstable home environments, or behavioral issues that resulted in suspensions or expulsions. These experiences often created academic gaps and emotional stress, making it difficult for them to reintegrate into structured school environments. One situation involved a student preparing to transition back into the community and return to a traditional school. During counseling sessions, he expressed anxiety about returning because he felt academically behind and feared being judged by peers due to his time in a correctional facility. He also struggled with low self-confidence and frustration when facing academic challenges. In response, I worked with him on coping strategies, emotional regulation, and problem-solving skills. We also identified support systems such as school counselors, teachers, and family members to help him during the transition. Over time, he became more confident and began to express hope about continuing his education.
If faced with a similar situation again, I would continue to emphasize the importance of a structured transition plan that includes collaboration between counselors, teachers, probation officers, and family members. Early preparation and consistent support can help reduce anxiety and improve the chances of a successful adjustment. For counselors in training, it is important to understand that youth in correctional settings often experience trauma, academic challenges, and feelings of stigma. Approaching these students with empathy, patience, and a strengths-based perspective is essential. Building rapport, creating a safe environment, and celebrating small successes can help adolescents develop confidence and believe that positive change is possible.
Student 2:
**_Academic and Social-Emotional Transitions and Struggles._**
Test anxiety is a common, debilitation response triggered by academic pressure and social-emotional shifts, such as transitions to higher grade levels or high-stakes environments. Moving to middle school, high school introduces harder curriculum, more teachers, and increased responsibility, often overwhelming students and sparking anxiety. Pressure from teachers and parents combined with the fear of failure, makes students feel that their worth is defined by test scores, leading to intense fear. Students commonly experience symptoms weeks before tests, including stomach aches, headaches, nausea and during the exam, panic attacks. Anxiety often disrupts sleep, leading to further fatigue and a negative cycle of stress and poor performance.
Counseling youth with test anxiety involves normalizing feelings, teaching relaxation techniques and promoting proactive preparation. The counselor should encourage students to view anxiety as a natural, manageable reaction rather that a sign of failure. Build self-efficacy by focusing on study strategies and positive affirmation, such as encouraging students to write about their feelings. The counselor should suggest mindfulness techniques by encouraging the student to practice deep breathing and being present minded to manage symptoms during high stakes tests.
### Assignment 2: Application 11.2 (1 PAGE, NO references) **View 11.2 in the mylab. You will choose one of those and write a 1 page reflection based on the questions provided. Please clearly identify which section you will be reviewing as well as the question. It is recommended that you respond to the question in a word document and upload it here to canvas. You will not need to use the mylab component to input this information. These responses are expected to be specific, comprehensive, and evidence of critical thinking, as it relates to course content and clinical objectives, must be demonstrated. (expected length= 1 page)**
### **11:2 Diagnosable Disruptive, Impulse-Control, and Conduct Disorders** **Using what you know about diagnostic criteria, explain some common features associated with oppositional defiant disorder, conduct disorder, intermittent explosive disorder, pyromania, and kleptomania.** **Question 1: What are the similarities and differences of oppositional defiant disorder and conduct disorder?** **Hint: Consult your textbook as well as the fifth edition of the** **_Diagnostic and Statistical Manual of Mental Disorders._** **Question 2:** What are the similarities and differences of pyromania and kleptomania? **Hint:** Consult your textbook as well as the fifth edition of the _Diagnostic and Statistical Manual of Mental Disorders._ **Question 3:** Explain the diagnostic features of intermittent explosive disorder. **Hint:** Consult your textbook as well as the fifth edition of the _Diagnostic and Statistical Manual of Mental Disorders_ *FOR SWEET STUDY* **Use AMERICAN VERSION OF WORDS **NO NEED TO LIST REFRANCES **PLEASE ANSWER ALL 3 QUESTIONS MUST BE 1 PAGE LEGNTH.