accounting case study assignment help

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age care

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complete the essay writing
2500 word

ethics

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60 aud undercharge

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60 aud 

Trauma informed care

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Essay:

Part one: 1200 Words

1.    600 words – Describe the neurophysiological mechanisms underpinning trauma and influencing the ongoing effects of trauma.

2.    600 words – Explain how this informs the principles of informed trauma-informed care with reference to attachment theory.

Rationale and Expectations:

Demonstrate understanding of theoretical concepts and their relationship to the application of trauma-informed care.

 

Part two: 600 words

ASSESSMENT TASK 2

Title of Assessment: Self-care plan and safety/stabilisation practicum. (No introduction or conclusion necessary)

Prepare a plan for your ongoing well-being as a people helper (Vicarious Trauma)

1.    250 words – Identify your indicators of differing levels of ANS arousal. (Autonomic nervous system)

2.    250 words – incorporates specific self-care strategies to use when working face-to-face with survivors of trauma (technique therapists can use for their own wellbeing during sessions with their trauma clients).

3.    100 words – includes general well-being strategies for daily life.

(No introduction or conclusion necessary)

Rationale and Expectations:

Provides opportunity for personal understanding of vicarious trauma and application of this understanding to personal self-care

 

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Counselling Theories and Practice

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Integration paper 1500 words:

Integration Paper

25%

Due: Sunday Week 10

1500 words

 

Instructions

Considering the two modalities (Emotional Focus therapy and Cognitive Behaviour Therapy) taught within this unit, select the approach that most resonates with you and using theoretical

perspectives, provide a rationale for your choice. 

 

Using advanced critical awareness, compare and contrast both theoretical and practical aspects of the modalities, then utilising the framework of assimilative integration, outline an approach that you would consider using in practice. 

Key factors inherent within both theories which you might consider include their respective assumptions and explanations of human nature, psychopathology and the change process.

 

Rationale & Expectations

The purpose of this assessment is to demonstrate mastery in understanding theoretical and practical approaches to

counselling as well as how they are similar and differ. 

 

Students have the opportunity to synthesise theoretical knowledge using an integration framework. 

 

This task meets the following Learning Outcomes:

1. Critically examine the theoretical tenets and practices of two main theories of counselling. 

2. Evaluate the movement towards psychotherapy integration with a view to how this shapes their counselling practice. 

3. Plan how to incorporate integrative counselling theory into their approach to practice.

 

This assignment should be substantiated by reference to the Unit textbook and any other resources the student uses.

 

REQUIRED TEXTS 

Greenberg, L.S. (2015). Emotion-focused therapy: Coaching clients to work through their feelings (2nd ed.). American Psychological Association.

 

Simmons, J. & Griffiths, R. (2018). CBT for beginners (3rd ed.). SAGE.

 

RECOMMENDED TEXTS/BIBLIOGRAPHY

Beck, J.S. (2011). Cognitive therapy: Basics and beyond (2nd ed.). Guilford Press.

Corey, G. (2017). Theory & practice of counseling & psychotherapy (10th ed.). Cengage Learning.

Corsini, R.J., & Wedding, D. (2010). Current Psychotherapies (9th ed.). Brooks/Cole.

Davidson, R.J., & Begley, S. (2013). The emotional life of your brain: How its unique patterns affect the way you think, feel, and live – and how you can change them. Hodder.

Greenberg, L (2017). Emotion-focused therapy (revised edition). APA.

Greenberger, D., & Padesky, C.A. (2015). Mind over mood: Change how you feel by changing the way you think (2nd ed.). The Guilford Press.

Ivey, A.E., Ivey, M.B., & Zalaquett, C.P. (2018). Intentional interviewing and counselling: Facilitating client development in a multicultural society (9th ed.). Brooks/Cole.

Jones, S.L., & Butman, R.E. (2011). Modern psychotherapies: A comprehensive Chris¬tian appraisal (2nd ed.). InterVarsity Press.

McLeod, J. (2018). An introduction to counselling and psychotherapy. (6th edn). Open University Press.

Prochaska, J.O., & Norcross, J.C. (2018). Systems of psychotherapy: a transtheoretical analysis (9th ed.). Oxford University Press.

Sharf, R.F. (2011). Theories of Psychotherapy & Counseling: Concepts and Cases (5th ed.). Brooks/Cole.

Van Bilsen, H., (2013). Cognitive behaviour therapy in the real world: Back to basics. Routledge.

 

Grief and Loss

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Presentation: 1500 wordshttps://www.adhd.com.au/autism/parental-grief-and-adaptation-asd

Students will research and appraise grief parents after an autism diagnosis and how this related to working as a counsellor within the field of grief, loss and/or attachment. 

A summary of the findings will be presented to the class with reference to theoretical knowledge, critical analysis of relevant studies, implications for practice and practical applications 

Parental Grief and Adaptation in ASD

 

BOWLBY’S ATTACHMENT THEORY

DIMENSIONS OF GRIEF

BEHAVIOURS

DETERMINANTS OF GRIEF

ADAPTATION TO LOSS

COUNSELLING FOR PARENTS

Although most people are able to independently work through the broad range of reactions that follow the diagnosis of their child, some experience difficulty in resolving their feelings and emotions and may seek counselling to help them resolve their pain and clarify their thoughts. 

Counselling include; 

(a) helping the person to accept the reality that their child has a disorder; 

(b) assisting the person to work through the emotions of anger, guilt, anxiety and helplessness that he or she is feeling; and 

(c) reassuring the person that what he or she is experiencing is normal. 

 

REQUIRED TEXTS

Worden, J. (2018). Grief counselling & grief therapy: A handbook for the mental health practitioner (5th ed.). New York: Springer.

 

RECOMMENDED TEXTS/BIBLIOGRAPHY 

Attig, T. (1991). The importance of conceiving of grief as an active process. Death Studies, 15 (4), 385-394 Attig, T. (2001). How we grieve: Relearning the world. In R. Neimeyer (Ed.), Meaning reconstruction & the meaning of loss (pp. 33- 53). Washington DC: American Psychological Association Fiorini, J., & Mullen, J. (2006). Counselling children and adolescents through grief and loss. Illinois: Research Press Harris, D., & Winokuer, H. (2016). Principles and practice of grief counselling. NY: Springer Publishing Company Humphrey, K.M. (2009). Counselling strategies for loss and grief. Alexandria, VA.: American Counselling Association Klass, D., Silverman, P.R. & Nickman, S.L. (1996). Continuing bonds: New understandings of grief. Philadelphia: Taylor & Francis Neimeyer, R. (2012). Techniques of grief therapy: Creative practices for counselling the bereaved. Routledge Neimeyer, R. (2016). Techniques of grief therapy: Assessment and intervention, Routledge RECOMMENDED 

 

JOURNALS Grief Matters: The Australian Journal of Grief & Bereavement Journal of Loss and Trauma RECOMMENDED 

 

WEBSITES Australian Centre for Grief and Bereavement: www.grief.org.au Centre for Loss and Life Transition https://www.centerforloss.com

 

 

 

 

Content

 

·       Demonstrates breadth and depth of theoretical understanding in relation to chosen topic

 

·       Critiques relevant research and summarises outcomes and implications for clinical practice

 

·       Explains/demonstrates applications for clinical practice

 

 

 

Structure

 

·       Presentation well planned with key themes evident and logical flow of ideas

 

 

 

Presentation

 

·       Communicates clearly and engagingly

·       Distils complex ideas into understandable language.

·       Effective use of media, visual aids and demonstrations.

 

 

 

Grammar

 

·       Sentences are well constructed and make no errors in grammar or spelling.

 

 

Referencing

 

·       All work is supported by relevant academic referencing

·       Relevant quotes and /or paraphrases show excellent understanding of the author’s meaning and clearly support or critique the student’s response.

·       APA referencing guidelines followed.