Action Plans and Presenting to Colleagues Case Study Essay
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages
Action Plans and Presenting to Colleagues Case Study Essay
Name of Institution
The case encompasses a first-year female college student who has visited a counselor in the Center for Student Services. The young female student talks about some life challenges she is encountering while adjusting to the college lifestyle. Precisely, the first-year is naïve coming from a small town in the remote areas, and being in a large, well-developed state university has been a mystery experience. The female student is jubilant, speaks responsively, and appears to be in a good mood. While the student seems ecstatic, she worries about her college life, especially when interacting with her friends, who appear confident and much worldlier.
Her college life has been a big deal since she has never traveled to other countries, does not have the latest most excellent smartphone and laptop, unlike her friends who do not see college life as a big deal. The first time she landed in the college assumed that her life and her family would change since it seemed like being on the moon. However, she is worried and pressured about college life and its environs, but she does not wish to let her family down who has hope in her.
Identity of Client
Ethnic-racial identity is typically denoted by an individual’s ethnic legacy and racialized beliefs or experiences within a given context. There is a need to understand people’s exploration based on their ethnic-racial context to know their privilege and other racial-related discrimination (Egan, & Reese, 2018). Considering the selected case study, the client’s age, race, culture, and ethnicity are not given. It will be unfair to guess or assume such details in this case. Nonetheless, the client is a young female student from a rural town. There is a possibility that the city is not modernized since she has never traveled or experienced a luxurious lifestyle such as having the latest version of phones and computers. The client is at a life stage where she needs to find and understand herself better (Egan, 2018). It appears the student is naïve and has not attained maturity. Although her socioeconomic is unknown, it seems low or medium, considering her life inexperience. She is unaware of technological advances that have occurred outside her country. She needs to suit in the college life, be prosperous and relish life other students.
Consequently, some theories or models might align with my client’s history or description. Indeed, the ideal model for this client might be White Racial Identity Model. Formulated by psychologist Janet Helms, it is an ethnic and racial identity for whites (Willis, & Neblett, 2020). The female student seems to fall under the disintegration phase of the model since the individual has new experiences in college. Again, she feels guilty and humiliated due to the unique life experience and concept she is introduced to. She has never been exposed to life experiences, new technologies, and things like her new friends. Being in college is a big deal to her which is different from her friends. There is a need to change her perception regarding life and focus on positives by embracing unique cultural settings and experiences.
There is a need to lead with empath when dealing with clients. Having concise responsiveness might affect how the client opens up and the ideal solutions for their life challenges. My ethnicity, cultural background, identity, and race might affect how I communicate and understand my clients’ messages (Egan, 2018). My ethnicity is different from my client, which makes me understand her challenges in the new life exposure and experiences. I come from a modernized city, while my client hails from a rural town. Such a disparity will enable me to guide my client on adjusting to modern college life without unnecessary challenges (Miller-Cotto, & Byrnes, 2016). I also have adequate skills and experience with college life to assist her in coping with her life.
When engaging a client in a dialogue, there is a need to understand their identity, culture, ethnicity, and race to know the correct terms and strategies to apply. Professional counselors must embrace openness and empathy to create a friendly and conducive environment for their clients (Willis, & Neblett, 2020). They must be diverse to deal with clients from different ethnic settings by first understanding their feelings, behaviors, thoughts, and beliefs. The following is a dialogue session with the client;
Counselor: Good afternoon. Welcome and make yourself comfortable. Please feel at home! May I offer you a glass of water?
Client: Good afternoon. Yeah, I will like to take some water before commencing the session. Thank you for the offer!
The Core Message
Counselor: Welcome. Now, how are you coping with college life? Do you think you may need my assistance as a new college student?
Client: To be precise, college life is not that easy though I am trying. My new college friends seem to know a lot, are more confident and much worldlier than me. I have not traveled outside my country, unlike them, who have explored almost every part of the world. They own the latest paramount smartphones and laptops and urge that college is not a big deal. This is different from me. “To me, college is a big deal because I am the first one in my family to go to college, this makes me feel as if I landed on the moon!” (She says this with a smile on her face).… but with a bit of help, I can figure it out.
Counselor: Ooooh! You mean you feel confused, ashamed, and bothered while in college since you have never experienced such a modernized lifestyle as your new friends, and at the same time, you do not want to let your family down because you are the first to attend college?
Client: Precisely! All these have been by emotional feelings, and I am confused.
A Formula for Empathy
Counselor: I really feel and understand your experiences in the new college life. I am very sorry for not meeting with you before to assist you in adjusting and coping with your new life experiences! I am really sorry!
Client: I appreciate it! I am sure you will impact my college life positively. It is never too late!
Counselor: Absolutely! Apart from such emotional feelings, are you experiencing other feelings?
Client: Yes! I sometimes feel under pressure and irritated.
Counselor: You mean as if pressed against the wall. (Jokingly).
Client: Mmmmmh, somehow yes, and no to some extent. Sometimes the life is unbearable.
Brainstorming on Possibilities for Actions
Counselor: Uh-huh! Now tell me why you say yes and no to some extent.
Client: Indeed, the irritation comes when I am unable to align or rhyme with my new friends since I desire to be. I need to experience some things they have experienced as a college student like them. Besides, there is pressure to prosper since I am the first in my entire family to get an opportunity of going to college, and I do not wish to fail them. Hence, the pressed against the wall feelings emanate whenever I think between enjoying college life and exploring the world freely or forgetting about such new experiences and focusing on the education to be successful.
Turning Possibilities into a Goal
Counselor: Alright, thank you for sharing with me! Let us now think collectively to come up with ideal solutions. First, being from a small rural town and now being in a large college is an achievement. Your friends being much worldlier than you does not imply your incompetence in college life and life in general. There is a need to make you refrain from the feelings of shame, confusion, worry, and infamy. I suggest you join some college social forums and groups whenever you are free to open and modify your aperture to new experiences, academic goals, and innovative things.
Client: I am willing to connect with new friends, learn the latest technological advances, and complete my college successfully.
Counselor: Certainly! Before we finish our session, I would also refer you to some student resource groups focusing on life experiences and adaptive skills as a newly enrolled college student, irrespective of your background. Such resources will vastly aid you while staying in the college and pursuing your academic goals.
Client: Absolutely! Thank you immensely for your assistance; I look forward to talking with you again.
Counselor: Best of luck!
Egan, G. (2018). The Skilled Helper: A Client-Centered Approach. EMEA edition. Andover, United Kingdom: Cengage Learning EMEA.
Egan, G., & Reese, R. (2018). Student Workbook Exercises for Egan’s the Skilled Helper, 11th (p. 192). Cengage.
Miller-Cotto, D., & Byrnes, J. P. (2016). Ethnic/racial identity and academic achievement: A meta-analytic review. Developmental Review, 41, 51-70.
Willis, H. A., & Neblett, E. W. (2020). Racial identity and changes in psychological distress using the multidimensional model of racial identity. Cultural Diversity and Ethnic Minority Psychology, 26(4), 509.
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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