Facilitative Communication and Helping Skills

Topic: Applying Legal & Ethical Concepts

1. Explain the differences between professional and personal values (one paragraph)

a. What conflicts do you have between your personal values and those of your future profession?

Read the following practice case

Jonna is a 16-year-old high school student who has been working with a school counselor for the past six months. Over that period of time, Jonna has improved her grades, made new friends at school, and her father, a single parent, reports her behavior has also improved at home with fewer conflicts with her 13-year-old brother and himself. During the last session, Jonna stated that she is going to start dancing at a strip club a few nights a week, using a fake ID that shows her to be 18 years old.

2. Apply the Congress ETHIC model to the case (one paragraph)

3. What should the counselor do?  (one paragraph)

a. Include a discussion about confidentiality and what information should be revealed to parents.

Part 2: Facilitative Communication and Helping Skills

Topic: Applying Legal & Ethical Concepts

1. Explain the differences between professional and personal values (one paragraph)

a. What conflicts do you have between your personal values and those of your future profession?

Read the following practice case

Jonna is a 16-year-old high school student who has been working with a school counselor for the past six months. Over that period of time, Jonna has improved her grades, made new friends at school, and her father, a single parent, reports her behavior has also improved at home with fewer conflicts with her 13-year-old brother and himself. During the last session, Jonna stated that she is going to start dancing at a strip club a few nights a week, using a fake ID that shows her to be 18 years old.

2. Apply the Congress ETHIC model to the case (one paragraph)

3. What should the counselor do?  (one paragraph)

a. Include a discussion about confidentiality and what information should be revealed to parents.

Parts  3 and 4 have the same questions. However, you must answer with references and different writing, always addressing them objectively, as if you were different students. Similar responses in wording or references will not be accepted.

Part 3: Nonverbal Communication

Topic: Engage

North America is filled with a variety of people from all over the world. While Derek’s family has lived in his hometown for generations , Derek’s boyfriend Marcus has recently emigrated from Europe and Marcus’s extended family is still learning the local language . Although Derek likes Marcus’s family quite a bit, he feels a little left out because of not knowing exactly what they are saying . Plus , there was “the incident . ” Last time he visited the house, Derek used the restroom and ran out of toilet pap3r . Coming out from the bathroom and realizing his own boyfriend had taken a quick trip to the store, Derek had a heck of a time trying to get another roll without having a shared language system . Although he was able to eventually get them to figure it out , Marcus confides that his family still makes some odd gestures every time Derek’s name comes up. Aside from being one of the more awkward moments of his life, Derek feels like an outsider as he navigates his boyfriend’s life . Recently , his best friend Sadie encouraged him to think about all the nonnative English speakers that he interacts with daily, immigrants and new citizens who don’t have his considerable English speaking skills. Derek realized that he himself has been complicit in making others feel badly when they don’t embrace the majority language, even to the point of dismissing them as people without relevant opinions or feelings

1.  What is our obligation when communicating with diverse others? 2. Does that obligation change when we don’t share a common language?

Nonverbal communication is often described as a “universal language.”

3. Does that idea of universality impact our opinion at all when realizing that we can, in fact, send messages to one anotherand have had that shared nonverbal language system since our earliest years as a child ?

Part 4: Nonverbal Communication

Topic: Engage

North America is filled with a variety of people from all over the world. While Derek’s family has lived in his hometown for generations , Derek’s boyfriend Marcus has recently emigrated from Europe and Marcus’s extended family is still learning the local language . Although Derek likes Marcus’s family quite a bit, he feels a little left out because of not knowing exactly what they are saying . Plus , there was “the incident . ” Last time he visited the house, Derek used the restroom and ran out of toilet pap3r . Coming out from the bathroom and realizing his own boyfriend had taken a quick trip to the store, Derek had a heck of a time trying to get another roll without having a shared language system . Although he was able to eventually get them to figure it out , Marcus confides that his family still makes some odd gestures every time Derek’s name comes up. Aside from being one of the more awkward moments of his life, Derek feels like an outsider as he navigates his boyfriend’s life . Recently , his best friend Sadie encouraged him to think about all the nonnative English speakers that he interacts with daily, immigrants and new citizens who don’t have his considerable English speaking skills. Derek realized that he himself has been complicit in making others feel badly when they don’t embrace the majority language, even to the point of dismissing them as people without relevant opinions or feelings

1.  What is our obligation when communicating with diverse others? 2. Does that obligation change when we don’t share a common language?

Nonverbal communication is often described as a “universal language.”

3. Does that idea of universality impact our opinion at all when realizing that we can, in fact, send messages to one anotherand have had that shared nonverbal language system since our earliest years as a child ?

Parts  5, 6 and 7 have the same questions. However, you must answer with references and different writing, always addressing them objectively, as if you were different students. Similar responses in wording or references will not be accepted.

Part 5: Decision Making

Community: Jehovah’s Witnesses

1. What key historical, economic, and political forces predominantly influence this community (think about migration in and out of the community, wars, settlement, and economic recessions)?

2. Which groups tend to be privileged over others in this community?

3. What structural conditions and inequities are advantaging and/or disadvantaging the health and health care experiences of this person or family?

4. What power dynamics are most advantaging and/or disadvantaging the health and health care experiences of this person or family?

Part 6: Decision Making

Community: Irish women

1. What key historical, economic, and political forces predominantly influence this community (think about migration in and out of the community, wars, settlement, and economic recessions)?

2. Which groups tend to be privileged over others in this community?

3. What structural conditions and inequities are advantaging and/or disadvantaging the health and health care experiences of this person or family?

4. What power dynamics are most advantaging and/or disadvantaging the health and health care experiences of this person or family?

Part 7: Decision Making

Community: Gay black men

1. What key historical, economic, and political forces predominantly influence this community (think about migration in and out of the community, wars, settlement, and economic recessions)?

2. Which groups tend to be privileged over others in this community?

3. What structural conditions and inequities are advantaging and/or disadvantaging the health and health care experiences of this person or family?

4. What power dynamics are most advantaging and/or disadvantaging the health and health care experiences of this person or family?