SOAP note and Referral assignment instructions

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Unit 4 DB: Client Questions
Assume you are employed by the Midtown rehabilitation Center, the Agency discusses in the textbook, as an intake interviewer. How do you answer the following questions that your client has during the initial meeting? For this forum, your initial response can be formatted in bullet points to address each question. Be sure to also provide justification for your response.

• How often will I come to see you?
• Can I reach you after the center closes?
• What happens if I forget an appointment?
• Is What I tell you confidential?
• What if I have an emergency?
• How will I know when our work is finished?
• What will I be charged for services?
• Will my insurance company reimburse me?
  In response to your peers, provide feedback on the responses to the above questions. Please also identify additional questions that a client may have based on your peer’s responses.

Unit 4 DB discussion.docx

MA Level Cultural Diversity Paper
The purpose is to assist students in exploring and understanding information about a non-dominant or minority group in Canada and how they may bring this knowledge into their counselling work clients who may be in this group. Please follow the instructions below and ensure that you divide the paper based on the following headings mentioned below in the instruction details (6 A, B, C & D)

Instruction
Instructions Write a paper about counselling a specific cultural group that is clearly identified in the literature as a cultural group and that is in Canada. Your paper should be approximately eight (8) double-spaced pages long (or approximately 2000 words, +/- 100 words), excluding the cover page and the reference list.
Please provide at least eight (8) recent (last 7 years), peer-reviewed sources and a maximum of 16 recent, peer-reviewed sources. Remember that the course textbooks are not peer-reviewed sources. If you cite from course texts, make sure that you correctly cite the original source and not the editor of the book. Title the report "Counselling X," where X is the specific cultural group being reported on and focus on cultural groups in Canada. You must include Canada or Canadian in the title.
Examples of appropriate titles are: -Counselling Turkish-Canadian Clients, -Counselling Greek-Canadian Clients, -Counselling Eastern-European Canadian Clients -Counselling Indigenous Youth in Canada Papers on counselling a specific Indigenous group of bands (such as the Inuit, prairie dwellers, youth, women, urban dwellers, adolescents living on reserves, etc.) are encouraged, as are reports on an Indo-Canadian or Chinese-Canadian subculture, such as children, adolescents, or women. Make sure to clearly define the group and delineate the age range for groups such as youth, children, or adolescents. Reports on other specific groups or subcultures are also welcome. Examples include: -Counselling Muslim Immigrant Clients in Canada, -Counselling Syrian Refugees in Canada, -Counselling Members of the Canadian Armed Forces, -Counselling Bicultural Adolescents in Canada, -Counselling Interethnic Couples in Canada, and -Counselling Deaf Clients in Canada. Do not write on a topic that is too general such as Counselling Asian, Latino, African, European, Indigenous, Refugee, or Immigrant Clients in Canada. 6. Include a brief introduction as well as a brief conclusion with a maximum of about 100 words for each. Do not include an abstract. Complete these four sections. A. Socio-cultural and demographic background (20%) In this section, include descriptive information about the specific cultural group that you have researched, such as demographics, history, social and cultural customs, traditions, belief system and values, as well as epidemiological data on the prevalence of certain conditions, if such data exist. Make sure to be as specific as possible in your description. For example, if you write about youth in a particular group, make sure to define what age range you mean and that researchers have noted. Include at least two (2) recent (last seven years), peer-reviewed sources.
You may use information from required course readings and remember that the course texts are not peer-reviewed. Write about 450 words for this section. B. Counselling strategies (30%) In this section, include information about how you would conceptualize a presenting concern or concerns brought into counselling by someone in the cultural group. For illustrative purposes, you may develop a hypothetical client. The focus in this section is on considerations of therapeutic alliance and experiences that a client in this group may have had such as intergenerational trauma, personal trauma such as adverse childhood experiences, or experiences that may have contributed to them becoming migrants who are now refugees or immigrants in Canada, experiences of oppression and/or marginalization or anything that you believe may have contributed to them seeking counselling. You may make references to the theoretical material covered in the course, such as influences of individualism and collectivism, models of cultural identity formation, acculturation, or any other topic area that you think is relevant to the cultural group. Include at least three (3) recent (last seven years), peer-reviewed sources. You may use information from required course readings and remember that the course texts are not peer-reviewed. Look for sources that are about the particular cultural group in Canada. If you cite sources that are about the cultural group in other countries than Canada, explain how you think the information fits for the cultural group in Canada. Remember to include your voice in what you are writing and note what you think about the research that you have read about the cultural group. Write about 700 words for this section. C. Counselling interventions (20%) In this section, address specific practical techniques that you believe would be appropriate and effective in working with clients in the cultural group. Include at least three (2) recent (last seven years), peer-reviewed sources. Describe which interventions you may already utilize or would most likely utilize when you work from clients in the cultural group and why you think that they would be effective. Write about 450 words for this section D. Directions for future research (10%) In this section, identify existing gaps in the current research on and knowledge of diversity and cross-cultural counselling theory and practice related to the cultural group and/or areas of research that need to be expanded or improved and provide an agenda for future research. Describe what area or areas that you think are most important for researchers to focus on and how this may be useful to counselling work with clients from the cultural group. Include at least one (1) recent (last seven years), peer-reviewed source. Write about 200 words for this section. The total number of required recent, peer-reviewed sources is eight (8)) and a maximum of 16 recent, peer-reviewed sources.
Required components: Title page and reference page(s) Length of Assignment: The text body of paper (i.e., not including references and title page; do NOT include an abstract) should consist of approximately 2000 (+/- 100) words, (Times New Roman font size: 12) Format: Please, format your assignment in Word (files with extension .doc or .docx) References: Please provide at least a total of eight (8) recent (last 7 years, currently 2015-2022), peer-reviewed sources and a maximum of 16 recent, peer-reviewed sources. Remember that the course textbooks are not peer-reviewed sources.
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Addressing Case Study Discussion Questions
Part 1 For this Discussion, there are two case studies to assist you with real-life examples of improving reading and math skills. Read the case study on Sharon Smart. After reviewing the study, discuss with your classmates how Sharon's instructors can address the following: What are the characteristics of good versus poor readers? What does this suggest about the skills that Sharon will need to learn in order to be successful? If you were Sharon's teacher, discuss strategies you might use to teach specific reading skills. What demands must both Sharon and you meet in order for these to be successful? Examine the graphic organizers presented in the text. How might these be incorporated into Sharon's classroom?

Part2 Writing Assignment: Reading Strategy Instructional Plan Purpose: Reading is the foundation of all other academic skills and can often determine whether a student is successful in school. The skills associated with reading include phonics, vocabulary, comprehension, and interpretation. Students with learning disabilities often struggle with reading and have deficits resulting in dyslexia. For that reason, teachers working with these students need to have a good understanding of reading strategies that are applicable to this student population. Directions: For the Unit 2 Assignment, you will create a Reading Plan to be used with learning disabled students. Review several reading strategies appropriate for learning disabled students and select one to apply to a specific grade level. Use the Reading Plan Template to complete this assignment. Include the following in the Reading Plan Template: The definition of dyslexia and characteristics of this learning disability. The strategy you have selected and why. Include how it addresses a need of students with learning disabilities. The process for teaching this strategy to the student. Outline your lesson with Language Objectives and Vocabulary within the lesson. What instructional plan will you use for this lesson? List your instructional strategies, learning tasks, literacy skills, and strategies. Discuss how you will measure the successful implementation of this strategy. What is the timeline for this lesson?
Part3 The prior case study focused on reading skills; in this case study, you will examine how to improve math skills. Read the Unit 2 essay by Melissa, a young woman who has struggled with dyscalculia. After you read the essay, discuss how you would address these issues with Melissa if she had been your student when she was at the grade level(s) you teach or plan to teach. What guidelines would you have followed in developing appropriate mathematics curriculum for students like Melissa? What formal and informal assessment strategies might you have used to determine the math skills of a student like Melissa? Describe some of the affective and motivational deficits students like Melissa will most likely face. What strategies might you use for overcoming these deficits? Compare and contrast the math strategies you have read about. Why might these be effective methods for teaching students like Melissa at your grade level? You have focused on math strategies in this discussion, explain if or how you would use these strategies for science and social studies. What changes would you need to make within your strategies for these two subjects?
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