For this Discussion, you will analyze gender-related differences in physical health for a specific health issue of your choosing

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   HEALTH STATISTICS DEMONSTRATE THAT MORBIDITY (SICKNESS) AND MORTALITY (DEATH)

Health statistics demonstrate that morbidity (sickness) and mortality (death) rates for specific diseases and other health issues (e.g., violence, accidents, homicide) are different for men and women. For example, men are diagnosed with and die from specific cancers, such as lung cancer and colon cancer, at higher rates than women do. Women are diagnosed with breast cancer at higher rates than men (though more than 1,000 men each year are diagnosed with breast cancer). While this difference in disease and disorder prevalence and mortality is interesting, it would be useful to know why there are differences between men and women.
Biological differences between men and women in areas such as hormones and immune response certainly can contribute to health differences between the sexes, but in order to fully explore their causes, other variables must be examined. An important area to consider when looking at health and gender is behavior. That is, do men and women behave differently when it comes to health? Health-related behaviors fall into two basic categories: preventative behaviors and direct health-related behaviors. For example, seeing a physician for an annual check-up and health screening, eating well, exercising, and maintaining low stress levels are preventative behaviors. Engaging in high-risk sports and smoking are direct health-related behaviors. Gender differences in health behaviors must be interpreted carefully. For example, frequency of doctor visits—which is higher among women—should not necessarily be interpreted as a reliable indicator of higher morbidity in women, since women tend to engage in more preventative health behaviors.
A second group of variables related to gender differences in health issues is made up of the confounding variables that your text refers to as artifacts. These include physician bias and how the health care system treats men and women. For example, men and women are screened differently, diagnosed differently, and treated differently for many health problems. It also includes differences in socioeconomic status, such as education and income, that correspond to health outcomes.
Lastly, gender differences in social roles may contribute to health differences. Physically demanding careers held more often by men may lead to greater health risks such as job-related injury. On the other hand, women’s traditional role as family caretaker can also lead to health risks such as poor self-care and fatigue.
For this Discussion, you will analyze gender-related differences in physical health for a specific health issue of your choosing. You will not only explore its incidence and causes, but will also share potential strategies to mitigate risk.
To prepare
· Review this week’s Learning Resources, focusing on the gender-related differences and similarities in issues related to health.
· Select a physical health issue that interests you that has gender-related differences, and research this health issue using the Walden Library and other reputable academic sources.
· Search the literature for effective strategies to mitigate the risk of the health issue.
Reading for this week, and please review this week’s readings and try to incorporate in your answer.
Helgeson, V. S. (2017). Psychology of gender (5th ed.). New York, NY: Taylor and Francis.
Chapter 10, “Sex Differences      in Health: Evidence and Explanations” (pp. 438–489)
Chapter 11, “Relationships and Health” (pp.      503–559)
Mars vs. Venus: The gender gap in health. (2010, January). Harvard Men’s Health Watch, 14(6), 1–5. Retrieved from the MEDLINE with Full Text database (Accession No. 20464795).

HOW DO RELATIONSHIPS WORK ON OUR BRAINS?

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HOW DO RELATIONSHIPS WORK ON OUR BRAINS?
Personal Essay: How do relationships impact us in crucial ways?
Please make sure your essay adheres in these ways:
— You state how a specific relationship impacted you in an important way and why
— From this event, you will choose concepts that can be RESEARCHED
— 3.5 – 4 pages in length
— 4 quotes using researched viewpoints for supporting your own ideas (using MLA and in-text citations)
— Works Cited section after essay
— Essay must start with an in-the-moment scene using narrative description and DIALOGUE
— Essay must have an introduction, body paragraphs, and conclusion
For this first essay, we’ll be telling HOW a relationship impact us in an important way. Please include how your experience can help others learn something of value.
DIALOGUE is executed as follows:
—
It was January. A great deal of snow settled upon the tree branches outside my dad’s dining room window. Thoughts plagued my mind of the future. How long might it be before I was able to start a business? More practically speaking, how could I raise the money enough to do such a thing? I sat cross-legged on a chair in that room, and noted how clear and vibrant my mom’s skin was, despite her age. “Ma’am, you have amazing skin,” I offered, as I sipped on my hot, bitter coffee.
Her face lit up from across the table. “Thanks, cookie! If you and I were not long-time soul sisters, you might not notice such a thing!” For whatever reason, I was taken into that moment from my worries to her words. Soul sisters. My mother was right: we were very close, always had been. I imagined people like my sister who do not feel close to their mothers. What about people whose mothers died when their children were young? They would never come to know a charismatic, loving mother such as mine.
Suddenly, as I considered the snowy branches outside and reflected on my mom’s olive, clear complexion once more, the future didn’t matter. Suddenly, I vowed to appreciate the power of family connections more and more every day. Such strong bonds, if we’re fortunate enough to have them, allow us to remain in the present moment. They help us to protect ourselves from worrying about events that may never come to pass. My relationship with my mother helps me to realize I should enjoy every moment in the now.
—
It might be helpful to structure some of your sections using these questions:
–Significance: Why is this researchable topic significant in society, or important to consider?
–Time period: What is significant about THIS period of your life when you encountered the change?
–Change: What types of changes did you undergo? How are you different now? How has this change shaped who you are today?
–Researchable concepts: What are the most important ideas for me to support in my research?
–Teachable: What can others learn about my experiences?
—-
Here’s an example of how an essay can work:
PAR 1: Introduction from Above
Thesis: Such strong bonds, if we’re fortunate enough to have them, allow us to remain in the present moment. They help us to protect ourselves from worrying about events that may never come to pass. My relationship with my mother helps me to realize I should enjoy every moment in the now.
PAR 2: Researchable concept #1:
How do relationships work on our brains? What is the science behind how they make us feel supported? (Look up brain scientist’s view)
PAR 3: Back to scene or exposition (story of thought)
PAR 4: Researchable concept #2:
The role of mothers in a young person’s life. How is success more possible if a child trusts its parent? (Look up psychology)
Back to scene or exposition (story of thought)
PAR 5: Back to scene or exposition (story of thought)
PAR 6: Researchable concept #3:
The impacts of having strained relationships with family (Look up psychology)
PAR 7: Conclusion

WHY: “IT WILL BE IMPORTANT TO KNOW WHAT NEED YOUR SON IS SEEKING TO SATISFY WITH HIS BEHAVIOR POWER? ATTENTION? SELF-PROTECTION?”

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WHY: “IT WILL BE IMPORTANT TO KNOW WHAT NEED YOUR SON IS SEEKING TO SATISFY WITH HIS BEHAVIOR POWER? ATTENTION? SELF-PROTECTION?”

Unit 4AA Discussion 1 & 2? $30.00 Due (Friday) 7/29/2018.
Unit 4 Discussion 1
Theoretical Approaches and Counseling Techniques
Compare the counseling techniques you observed in the person-centered counseling videos (with the child, Wood), to the counseling techniques you observed in the video that corresponded to the additional chapter you selected in Counseling Children.
Identify the key similarities and differences between the two theoretical approaches in the following areas, using course readings to support your conclusions:
· Typical therapeutic goals for helping children and adolescents.
· Counseling methods and process used by the counselors used in the video sessions.
· Specific techniques used by the counselors, and the client’s response.
· Adaptability of the theory for use with children from diverse cultures and backgrounds.
o APA Style and Format.
[u04d2] Unit 4 Discussion 2
Unit 4 Discussion 2
How Theories Determine Interventions
Discussion Scenario
For this discussion, first imagine the following scenario.
A father of a 4-year-old boy brings his son to counseling. His son has recently begun biting other children at preschool. As would be expected, this behavior is extremely upsetting to the teachers, the children who have been bitten, and their parents. The director of the preschool has told the father that the problem must be addressed by a professional if the child is to remain in preschool.
The father of the boy wants to get the best help he can, so he arranges an initial session with five counselors who advertise themselves as working from five different theoretical perspectives. He asks them all the same two questions: “Why is my child biting? And how will you make him stop?” He receives the following answers:
Psychodynamic Counselor
· Why: “Your child may have an oral fixation that he has tied to his aggressive impulses.”
· What to do: “When your child’s unconscious motives have been freely expressed and resolved, his behavior and peer interactions will become more age-appropriate.”
Behavioral Counselor
· Why: “It doesn’t matter why; what matters is precisely selecting the behavior you want to change.”
· What to do: “Through observation, we will determine the contingencies that are reinforcing this biting behavior and eliminate them, while simultaneously establishing rewards for desired behaviors.”
Adlerian Counselor
· Why: “It will be important to know what need your son is seeking to satisfy with this behavior—power? Attention? Self-Protection?”
· What to do: “When we find more constructive ways for your son to satisfy his need and encourage his use of these alternate ways, the biting behavior will discontinue.”
Person-Centered Counselor
· Why: “I wonder if your child feels truly seen and understood, and feels prized for who he is.”
· What to do: “When we create a space where your son feels unconditionally accepted, he will work through this on his own and I expect the biting will stop.”
Solution Focused Counselor
· Why: “I don’t know why, but answer this: Are there days when he doesn’t bite?”
· What to do: “Let’s figure out what’s happening on the days he doesn’t bite, and do more of that.”
This whimsical scenario is overly simplified to the point of being humorous. Nevertheless, it underlines the point that the same problem would be understood and addressed differently by counselors working from different orientations. It also makes the point that the answer to what to do is based on the counselor’s answer to why the problem is occurring.
Discussion Instructions
Now it is your turn. Select a common problem behavior that a child or teen might display (such as school refusal, bed-wetting, lying to teachers, sneaking out at night, obsessive fingernail biting, or always losing homework).
· Briefly describe the problem.
· Then, offer responses, from three different counselors who represent three different theoretical perspectives, to the why and the what to do questions.
· Use your textbook to ensure that you design responses that are consistent with the theories on which they are based.
· Offer a rationale, citing your support, for how you see each of your responses as exemplifying each of your chosen theories.
Audiovisual Media
Watch these videos to observe person-centered counseling in action:
· Person-Centered Counseling: Wood Interview, Clip 1: Access this video from the textbook’s companion Web site. In the drop-down menu, select Chapter 6, “Person-Centered Counseling,” and choose Video Activity 1 to get started. Transcript.
· Person-Centered Counseling: Wood Interview, Clip 2: Access this video from the textbook’s companion Web site. In the drop-down menu, select Chapter 6, “Person-Centered Counseling,” and choose Video Activity 2 to get started. Transcript.
In addition, watch the video that corresponds to the additional chapter you chose to read:
· Gestalt Therapy: Jennifer Interview, Clip 1: Access this video from the textbook’s companion Web site. In the drop-down menu, select Chapter 7, “Gestalt Therapy,” and choose Video Activity 1 to get started. Transcript.
· Behavioral Counseling: Laney Interview, Clip 1: Access this video from the textbook’s companion Web site. In the drop-down menu, select Chapter 8, “Behavioral Counseling,” and choose Video Activity 1 to get started. Transcript.
· Reality Therapy: Tim Interview, Clip 1: Access this video from the textbook’s companion Web site. In the drop-down menu, select Chapter 9, “Reality Therapy,” and choose Video Activity 1 to get started. Transcript.
· Reality Therapy: Tim Interview, Clip 2: Access this video from the textbook’s companion Web site. In the drop-down menu, select Chapter 9, “Reality Therapy,” and choose Video Activity 2 to get started. Transcript.
· Brief Counseling: Sarah Interview, Clip 1: Access this video from the textbook’s companion Web site. In the drop-down menu, select Chapter 10, “Brief Counseling,” and choose Video Activity 1 to get started. Transcript.
· Brief Counseling: Sarah Interview, Clip 2: Access this video from the textbook’s companion Web site. In the drop-down menu, select Chapter 10, “Brief Counseling,” and choose Video Activity 2 to get started. Transcript.
· Individual Psychology: Sarah Interview, Clip 1: Access this video from the textbook’s companion Web site. In the drop-down menu, select Chapter 11, “Individual Psychology,” and choose Video Activity 2 to get started. Transcript.
· Individual Psychology: Sarah Interview, Clip 2: Access this video from the textbook’s companion Web site. In the drop-down menu, select Chapter 11, “Individual Psychology,” and choose Video Activity 2 to get started. Transcript.

Examine the discrepancy between the client’s self-concept and ideal self-concept.

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IDENTIFY HOW PRESENTING CONCERNS RELATE TO CLIENTS ABILITY TO SUCCESSFULLY MEET SPECIFIC LIFE TASKS.

Case Conceptualization Process
Case conceptualization refers to the process in which one makes sense of a client’s presenting concerns in the context of a theoretical framework. In other words, it refers to how one explains or understands the pseudo-client’s symptoms, personality characteristics, cognitions, feelings, and behaviors in the light of a particular theory or integration of theories. Such understanding should lead to the formulation of counseling goals and intervention strategies.
At this stage, you will conceptualize the client’s case from 1 theoretical orientation at a time. The content of the conceptualization of the same case will differ according to the various theories depending on the aspect of human experiencing that each theory emphasizes.
In general, however, the case conceptualization process (as with the counseling process itself) starts with an understanding of the client’s presenting concerns (as presented in the case summary) from the perspective of the client.
Use the outline below to assist you in developing your Case Conceptualization according to the theory you choose to discuss.
Client’s Presenting Concerns:
This is derived from your Case Summary.
Case Conceptualization:
Present information used to generate hypothesis regarding the origins of the client’s current problems. Use outside sources and the Jones and Butman textbook to explain the concepts utilized in this section. Below offers an outline of how to discuss these issues.
Psychoanalysis or Object Relations Theory:
Explore      current and early relationships as they relate to issues of attachment and      autonomy. This includes gaining an understanding of how the client      understands the world and his/her relationships with others (e.g., the client’s      mental representations based on internalized objects). Understanding the client’s      internal frame of reference will help the counselor understand the client’s      behaviors.
Describe the      ideas and feelings about self that the client might have developed in the      context of these early relations (internalized objects).
Establish a      relationship between the client’s sense of self and current problems, identify      conflictive patterns that the client may be repeating in current life, and      explore to what extent current experiences trigger the client’s emotional      reactions elicited by past experiences (reliving the trauma).
Uncover      defense mechanisms embedded in the client’s presenting concerns and other      symptoms, and explain how they relate to the client’s current difficulties      and past experiences.
Help the      client become aware of issues described above, and help the client process      and resolve early conflicts.
Individual Psychology:
1. Identify how presenting concerns relate to client’s ability to successfully meet specific life tasks.
2. Explore family constellation to discover experiences that might have led the client to develop his/her specific faulty logic. Describe the content of this faulty logic and the sense of self the client developed in the context of these experiences.
3. Establish a connection between the content of the client’s faulty logic and (1) experiences in the family of origin, (2) problems in current life, and (3) the sense-of-self in relation to the world that the client developed.
4. Identify the underlining purpose of the client’s problematic behavior, and describe how it prevents the client from successfully meeting the life tasks.
Person-Centered:
1. While exploring the client’s presenting concerns, the counselor will assume that internalized conditions of worth have led the client to disconnect from parts of himself/herself. This disconnect, in turn, has resulted in feelings of incongruency and anxiety, which has impaired his/her internal locus of control as well as thwarted his/her self-actualizing tendency.
2. Examine the discrepancy between the client’s self-concept and ideal self-concept. Since the theory proposes that given the adequate facilitative conditions (empathy, positive regard, and congruence) in the counseling relation, clients will be able to reconnect with themselves and find their own way, the theory does not offer much in terms of a framework to explain the particular issues of each client. This is more a theory of the change process itself than a theory of personality development.
Existential:
1. Identify how presenting concerns (problem behaviors/cognitions) relate to specific givens of existence.
2. Elucidate how these difficulties represent (as mechanisms of defense) or are the consequences of the client’s efforts to avoid facing the normal anxiety generated by specific givens of existence.
3. Describe how these defensive behaviors have led the client to experience of neurotic anxiety and/or neurotic guilt and further problems.
Behavioral/Cognitive/REBT:
1. Relate the presenting concerns to faulty learning, irrational thoughts, and/or faulty cognitions.
2. Identify the client’s irrational thoughts (Ellis) and/or specific faulty cognitions or maladaptive thought patterns (Beck), and illustrate how these lead to the problematic behaviors.
3. Describe the antecedent behaviors and cognitions that trigger the client’s maladaptive behaviors and thoughts (this is called behavioral assessment).
Goal Setting and Interventions