Workshop 3 Reflection/Scott Step 3

workshop 3 Reflection/Scott Step 3

Due Nov 10 by 11:59pm
Points 5
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Workshop 3: Suicide Prevention Reflection Name: ____________________

Reflect on the workshop material and answer the following questions:

Was teen suicide something that was openly discussed in your community? Were you aware of it happening at all during your adolescent years? Is it something that you are aware of now in your community?

 

2. Identify some risk factors that are common among teens who commit or attempt suicide. Why do you think these factors carry so much weight? List two to three protective factors that could be put in place if someone shows the warning signs of potential suicide.

 

3. Some people shy away from openly discussing teen suicide. What are the potential problems with not acknowledging that teen suicide happens? Can talking about suicide increase the chance that someone else will do it?

 

4. After watching “What About Jonah”, answer the following :

List the environmental risk factors that Jonah demonstrated in the video.

 

List the resiliency and strength factors that you saw in Jonah.

 

Write 2 goals for Jonah as a CYC.

 

Watch https://vimeo.com/40689396,

utube.com/watch?v=0VFP3uSe9pk&feature=emb_logo. onah Mowry explains ‘Whats Goin On’ Video on Good Morning America

Watch https://www.youtube.com/watch?v=0VFP3uSe9pk&feature=emb_logo. onah Mowry explains ‘Whats Goin On’ Video on Good Morning America

Watch https://www.youtube.com/watch?v=0VFP3uSe9pk&feature=emb_logo. onah Mowry explains ‘Whats Goin On’ Video on Good Morning America

Watch https://www.youtube.com/watch?v=0VFP3uSe9pk&feature=emb_logo. onah Mowry explains ‘Whats Goin On’ Video on Good Morning America

tep 3 Instructions-2

 

Feelings

 

Unless Scott states what he is feeling, we have to use our listening skills to determine what the underlying feelings are because we will not know unless Scott confirms it. It is, therefore, necessary to use reflection of feeling/meaning by hearing the underlying feelings/ meanings attached to the key factors in Scott’s life as he speaks. You need to pay close attention to his body language, tone and words to determine his feelings.

In the next column, beside your factors you placed in the domains, is the Feeling column; beside each key factor, write a feeling(s) you think Scott could be feeling using the Feeling chart in this section to assist you. Once you have completed the worksheet, add the feelings to your case study.

EXAMPLE:

COGNITIVE DOMAIN

 

Feelings

 

KEY FACTORS

 

not focused in class

 

scattered

 

does not have a role model or mentor

 

lost

 

 

 

Coping Mechanisms

Coping Mechanisms/Defense Mechanisms

According to the text Anna Freud was more concerned with the period of adolescence than her father and suggested that in the id-ego-superego conflict of adolescence the ego uses defense mechanisms in order to cope with this conflicts.

Defense mechanisms are involuntary reactions that have an unconscious bias but can be understood by the conscious mind, even though they cannot be reasoned out of existence. They attempt to reduce anxiety and soothe pain although they are self deceptive as they distort the ego’s perception of reality in their attempt to help the ego cope with anxiety. Defense mechanisms are emotion-focused coping methods which we all employ.

 

Role of Defense mechanisms:

1. Keeps affect within limits in a crisis

2. Restores emotional balance

3. Provides a time out for the ego to monitor changes

4. Handles conflicts

5. Survive major conflicts/crisis

Think of examples where you, or someone you know, has used a defense mechanism in one of the above ways.

Problematic Defense Mechanisms

1. Defense Mechanisms may cause a person to deny or turn away from reality.

2. They fail to deal with the real problem.

3. They ease the symptoms but do not cure causes.

4. Indiscriminate use leads to vicious circles which increase anxiety.

 

The following is a review of the Coping Mechanisms/Defense Mechanisms identified by Freud and a variety of other psychologists.

1. Repression – involves the removal of painful or dangerous thoughts and experiences from consciousness although this is not always complete – dreams, slips of tongue, fears, fantasies may enable individual to decisive himself and evade learning more effective methods of dealing with a problem thus energy is tied up maintaining defenses rather than used to cope more effectively on a daily basis.

2. Suppression – milder form of anxiety displacement when conscious mind actively keeps an unpleasant thought or idea , out of mind

3. Projection – the transfer of our unacceptable desires and impulses onto others. i.e. John hates his stepfather and states that he loves his stepfather and that it is his sister who hates him. John can’t cope with the feelings of hatred towards his stepfather so he projects these feelings onto his sister.

4. Rationalization – involves the coming up with logical, ethical or socially acceptable reasons for our behaviour allows us to do things that are sources of conflict for us i.e. When turned down for a job, we convince ourselves it really was not what we wanted softens the blow of disappointments and enables us to deal with experiences without serious damage to the ego sweet lemon or sour grapes

5. Reaction Formation – a dangerous impulse is replaced by a feeling or behaviour pattern that is the opposite ie. Mother who hates her child might smoother child with love and affection characterized by compulsiveness and extravagant showiness – unattractive adolescent who fears rejection – indiscriminate sexual partners. It is an expression of exaggerated ideas and emotions that are the opposite of one’s repressed beliefs or feelings.

6. Identification – enhances self worth, poor self concept associated with successful organizations. Causes people to improve sense of acceptability and defend against feelings of inadequacy/weakness through association/identification. Taking on the characteristics of someone else to avoid feeling incompetent.

7. Regression – the reaction to stress which involves reverting back to a less mature level of adjustment Ie. Older child at birth of sibling will revert back to bedwetting severe forms individual retreats from reality to a developmental stage that is less demanding i.e. Regress to infantile behaviours – fetal position

8. Insulation – emotional blunting where the individual protects against disappointment by not caring or by distancing from the objects of fears shallow impersonal relationships normal emotion rather than pleasurable is feared and painful

9. Blind Spots – an areas of discernment where on exercises poor judgment do not perceive interpersonal realities which contradict there vested interests block out unwanted reality

10. Compartmentalization – rigid rules and absolute values are adhered to in one ‘compartment’ but not another behave certain way with parents and teachers to avoid punishment but when they depart so does compartmentalized behaviour

11. Excessive Self Control -encounter panic when they ‘let themselves go’ therefore control self rigorously reaction against sexual desires

12. Arbitrary Rightness – proclaims that certain things are right and certain things are wrong and once proclaimed doesn’t worry about it easier decision making although not necessarily right

13. Elusiveness – by never making up my mind I can never be wrong – anxiety of error is eliminated but so is decision making

14. Cynicism – constant fault finding and endless criticism, cynicism cancels the need for further understanding or greater self-extension “it’s not worth it”

15. Denial – the refusal to acknowledge unpleasant realities by ignoring their existence reality of death, deny criticism, physician’s diagnosis or prognosis protect ourselves from stress but avoids real conflicts and problems

16. Sublimation – channeling aggressive or sexual impulses into socially acceptable activity ie. Aggression = play football

17. Displacement – shift of emotion from original target to a safer one. Substitute another object for the one causing the anger/anxiety/fear
i.e. work related stress take it out at home or anger at parents, substitute the CYC.

18. Introjection – taking on of attitudes and values of others in an attempt to control own behaviour and to act in positive manner Ie. Adopt delinquent behaviour to survive

19. Intellectualization – tendency to re channel anxiety into abstract terms like rationalization. Thinking abstractly about stressful problems as a way of detaching oneself from them.

20. Compensation – involves masking weaknesses or feelings of inferiority by developing other aspects of one’s physique/personality – positive traits exaggerated to make up for those that negatively influence self-concept

 

Optional Learning Activity

To test your knowledge about defense mechanisms here is a short quiz you might like to try…

http://psychology.about.com/library/quiz/bl_defense_quiz.htm

Defense Mechanisms1. Repression – involves the removal of painful or dangerous thoughts and experiences from consciousness although this is not always complete – dreams, slips of tongue, fears, fantasies may enable individual to decisive himself and evade learning more effective methods of dealing with a problem thus energy is tied up maintaining defenses rather than used to cope more effectively on a daily basis.2. Suppression – milder form of anxiety displacement when conscious mind actively keeps an unpleasant thought or idea , out of mind 3. Projection – the transfer of blame for our own shortcoming & our unacceptable desires and impulses onto others beliefs that another person has motives, feelings or desires similar to one’s own i.e. Student who fails an exam attributes the failure to the poor quality of the test or the sibling who pushes and shoves her brother and exclaims he actually started the fight. Blame someone else for their unwanted feelings or attribute one’s own repressed feelings, motives or wishes to others.4. Rationalization – involves the coming up with logical, ethical or socially acceptable reasons for our behaviour allows us to do things that are sources of conflict for us i.e. When turned down for a job, we convince ourselves it really was not what we wanted softens the blow of disappointments and enables us to deal with experiences without serious damage to the ego sweet lemon or sour grapes 5. Reaction Formation – a dangerous impulse is replaced by a feeling or behaviour pattern that is the opposite ie. Mother who hates her child might smoother child with love and affection characterized by compulsiveness and extravagant showiness – unattractive adolescent who fears rejection – indiscriminate sexual partners. It is an expression of exaggerated ideas and emotions that are the opposite of one’s repressed beliefs or feelings.6. Identification – enhances self worth, poor self concept associated with successful organizations. Causes people to improve sense of acceptability and defend against feelings of inadequacy/weakness through association/identification. Taking on the characteristics of someone else to avoid feeling incompetent.7. Regression – the reaction to stress which involves reverting back to a less mature level of adjustment Ie. Older child at birth of sibling will revert back to bedwetting severe forms individual retreats from reality to a developmental stage that is less demanding i.e. Regress to infantile behaviours – fetal position 8. Insulation – emotional blunting where the individual protects against disappointment by not caring or by distancing from the objects of fears shallow impersonal relationships normal emotion rather than pleasurable is feared and painful9. Blind Spots – an areas of discernment where on exercises poor judgement do not perceive interpersonal realities which contradict there vested interests block out unwanted reality

10.Compartmentalization – rigid rules and absolute values are adhered to in one ‘compartment’ but not another behave certain way with parents and teachers to avoid punishment but when they depart so does compartmentalized behaviour11.Excessive Self Control -encounter panic when they ‘let themselves go’ therefore control self rigorously reaction against sexual desires12.Arbitrary Rightness – proclaims that certain things are right and certain things are wrong and once proclaimed doesn’t worry about it easier decision making although not necessarily right13.Elusiveness – by never making up my mind I can never be wrong – anxiety of error is eliminated but so is decision making 14.Cynicism – constant fault finding and endless criticism, cynicism cancels the need for further understanding or greater self-extension “it’s not worth it”15.Denial – the refusal to acknowledge unpleasant realities by ignoring their existence reality of death, deny criticism, physician’s diagnosis or prognosis protect ourselves from stress but avoids real conflicts and problems 16.Sublimation – channeling aggressive or sexual impulses into socially acceptable activity ie. Aggression = play football 17.Displacement – shift of emotion from original target to a safer one. Substitute another object for the one causing the anger/anxiety/feari.e. work related stress take it out at home or anger at parents, substitute the CYW.18.Introjection – taking on of attitudes and values of others in an attempt to control own behaviour and to act in positive manner Ie. Adopt delinquent behaviour to survive 19.Intellectualization – tendency to re channel anxiety into abstract terms like rationalization. Thinking abstractly about stressful problems as a way of detaching oneself from them.20.Compensation – involves masking weaknesses or feelings of inferiority by developing other aspects of one’s physique/personality – positive traits exaggerated to make up for those that negatively influence self-concept

Identity & Autonomy

Identity Development: Gradual and consistently changing

Role Experimentation: Trying out different roles in various situations including all and any of the following areas.

· Gender: Patterns of behaviour which suits concept of appropriate sex behavior

· Competence: Practicing skills the adolescent is trying to master

· Social: Expressing different aspects of personality in a social setting

· Independence: Self motivated behaviours and accepting ownership for actions

· Ethnic: How much one will blend/deny/embrace one’s culture

Identity Crisis

· Occurs when the adolescent cannot find someone or something to believe in or attach themselves to

· Identifies with movie stars, sports hero’s or rock stars.

Many adolescents do not experience an identity crisis

Negative Identity

· Doing the opposite of what is expected

Does not want to achieve roles expected of them

Better to be a bad somebody than a nobody

 

Autonomy = Self-Governance

Behavioural Autonomy

· Perform age appropriate tasks in a relatively autonomous manner

Emotional Autonomy

· Transformation of the affectional ties of childhood

· Learn to rely on one’s inner reserves of esteem and self-confidence in relationship

Autonomous Decision Making

· The ability to make important life decisions with a minimum of assistance from others and without an undue need for their approval

In the Ministry Stepping Stone article it discusses the sense of self as a core concept in adolescent development.

 

“After a sometimes prolonged period of exploring who they are and how they fit into the world, adolescents and young adults generally begin committing to an identity that includes roles, values, beliefs and goals. Identity development includes several different components, such as self-concepts, self-efficacy, and self-esteem.

 

 

 

 

Rubric

Workshop Rubric

Workshop Rubric

 

Criteria

 

Ratings

 

Pts

 

This criterion is linked to a Learning Outcome Mechanics

 

5.0 to >4.0 pts

Level 4

Very well organized No errors in spelling and or grammar

 

4.0 to >3.0 pts

Level 3

Well organized No errors in spelling and or grammar

 

3.0 to >2.0 pts

Level 2

Generally well organized Minimal errors in spelling and or grammar

 

2.0 to >0 pts

Level 1

Poorly organized does not follow the format Several errors in spelling and or grammar

 

5.0 pts

 

This criterion is linked to a Learning Outcome Reflection

 

5.0 to >4.0 pts

Level 4

Creates an insightful explanation of the term’s relevance to themselves as a learner that reveals critical thinking and self-reflection.

 

4.0 to >3.0 pts

Level 3

Creates a somewhat insightful explanation of the term’s relevance to themselves as a learner that partially reveals critical thinking and self- reflection.

 

3.0 to >2.0 pts

Level 2

Creates a basic explanation of the term’s relevance to themselves as a learner that reveals limited critical thinking and self- reflection.

 

2.0 to >0 pts

No Marks

Does not include an explanation of the term’s relevance to themselves as a learner.

 

5.0 pts

 

This criterion is linked to a Learning Outcome Application

 

5.0 to >4.0 pts

Level 4

Includes more than one (1) comprehensive, relevant example of how they will apply the meaning of the term in their future practice.

 

4.0 to >3.0 pts

Level 3

Includes one (1) comprehensive, relevant example of how they will apply the meaning of the term in their future practice.

 

3.0 to >2.0 pts

Level 2

Includes one (1) slightly relevant, but vague, example of how they will apply the meaning of the term in their future practice.

 

2.0 to >0 pts

Level 1

Does not include an example of how they will apply the meaning of the term in their future practice.

 

5.0 pts

 

Total Points: 15.0

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