Erik Erickson's Stages of Development

Basic Physical & Emotional Needs

Birth to 1 yr. old

Early Childhood:

Autonomy vs. Shame & Doubt

Erik Erickson's Stages of Development

Basic struggle is between self reliance & sense of self-doubt.

Child learns some independence and how to assert control over environment.

Self-Starter Behavior

From 1 to 3 years old

Is it ok to be me?

Erik Erickson's Stages of Development

Need freedom to select personally meaningful activites and make own decision or develop guilt.

From 3 to 5 years

Erik Erickson's Stages of Development

Industry: Setting & Attaining a set of goals

Cope w/new social demands

From 5 to 13 years (puberty)

Erik Erickson's Stages of Development

A time of transition between childhood and adulthood

A time of testing limits

Identity, life goals & life's meaning

From 12 to 18 years

Erik Erickson's Stages of Development

Form intimate relationships or experience isolation

From 18 to 35 years old

Erik Erickson's Stages of Development

Looking back at life w/ego integrity

60+

Erik Erickson's Stages of Development

Concern for family and society in general or concern only for self.

From 35 to 60 yrs. old

-Issued in hopes of improving basic skills of the work force & preparing students for the job market by enhancing vocational education.

-Specifically: sought to establish equal opportunity for adults in Vocational Education and aid in introduction of new technology in vocational instruction

(pg. 44)

-Gifted Children surpass peers in:

reasoning

leadership

artistic academi

-Establish procedures to provide part-time employment to students, & establish a federal advisory council on vocational education.

-Also set aside federal money for the construction of Vocational Schools

-Work Study Programs

-1968 Ammendments

-It is illegal to discriminate against candidates based on race, ethnicity, religion, or gender

-Equal Employment Opportunity Commission (EEOC): Increase in job opportunities for women and minorities

-Equal Pay Act of 1963, Age of Discrimination in Employement Act of 1967, Equal Employement Opportunity Act (1972)

Piaget's Cognitive Development 

Brith to age 2

Interacting with Environment through motor and reflex actions  to learn about self

Object Permanence: signals the transition to preoperational stage

Piaget's Cognitive Development

Age 2 to 7

-Develop sympathy

-Understanding symbolism

-Develop Syntax

-Egocentrism

-Pretend Play

-Thinking influenced by fantasy

-Can't conceptualize time/Oriented to the present

Piaget's Cognitive Development

Ages 7 to 11/12

Cognitive structures develop 

-Conservation (marks the beginning of the stage)

-Math

-Logical Reasoning

-Cause and Effect

-Develops ability to make rational judgement about concrete or observable phenomenon.

Piaget's Developmental Stages

After 11 years old

-Abstract Thought

-Hypothetical Thought

-Think about the future

-Deductive Reasoning

Trust vs. Mistrust (Birth to 1)

Autonomy vs. Shame (1 to 3)

Initiative vs. Guilt (3 to 6)

Industry vs. Inferiority (6 to 13)

Identity vs. Role Confusion (13 to 18)

Intimacy vs. Isolation (18 to 35)

Generativity vs. Stagnation (16 to 60)

Integrity vs. Despair (60+)

Birth to 2: Sensorimotor

2 to 6: Preoperational

7 to 11: Concrete Operational

12+: Formal Operational

-One of the most popular biological theories of stress

-This theory postulates that every body strives to maintain a stable physiological state, known as homeostasis

(look up 3 stages in FTCE book: p.23)

-Considers the relationship between stress and health

-These two factors are interdependent: Stress can diminsh a person's health, while health can increase a person's stress

-Stress is a problem where its demands exceed the ability of physical health

Use the acronym CAGE

C: Questions about Cutting Down. (has s/he thought s/he needs to cut down?)

A: The Annoyance factor. Ask the student if s'he becomes annoyed when criticized his/her drinking use

G: Guilt Factor. Ask if s/he feels Guilty about how much consumed.

E: Alcohol as the Eye opener. Ash if s/he needs alcohol to get going in the morning.

Prong 1: Assess the behavior & emotional dynamics of the individual

Prong 2: Assess the circumstances of the family and home of the student

Prong 3: Assess the student's perceived marginal place in the school community

Prong 4: Assess the student's other connections (peers, use of drugs, other activites or interests)

A. Low level: Vague; Lack of speificity, etc.; little or no detail; little or no specific plan

B. Medium Level: More direct and plausible but do not appear to be realistic. May contain details about time and place, but lack evidence of comprehensive planning (include phrasing, but lack specificity to make it happen)

C. High Level: High levels of specificity and plausibility of a plan.

In choosing an assessment method:

-How the test developer defines the construct used.

(e.g. aptitude, achievement etc.)

-How other organization reviewed the test.

-The key factors that should be considered.

-Is it appropriate for student?

-Can the instrument indicate a direction of intervention?

A) Counselors schould be congnizant of the academic content in classes, when they are being taught, tailoring counseling sessions around academic needs of the students.

B) School Counselor should refer to school documents & personnel for explicit and implicit goals & competency standards for students.

C) School Counselor can be proactive in enriching certain academic areas for students.

Aim to Find Out:

-The precipitating situation or event

-Developmental & Environmental Factors

-Relationship Specifics

-Academic Performance

-Personal Attributes & Affinities

Adlerian Based Framework

(Developmental Levels)

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-Understanding self & others

-Development of Empathy

-Ability to Communicate

-Ability to Cooperate

-Responsibility

Combination of Teachers, Parents, & Vlunteers:

that seek to educate children about free enterprise, economics, & business.

-Affects social interactions & Verbal and Nonverbal communications

-Most autism is evident before age 3

-Significant Cognitive lapse between 3 and 9 years old

-Cannot be accounted for by any other disability

-A spectrum of symptoms that encompass a general inability to cope or learn which presents over a long period of time & to a marked degree

-Symptoms:

-Unexplainable inability to learn

-Inability to socialize: Unhappiness/Depression

Specific to Schizophrenia:

-Inapproriate behaviors

-Physical symptoms or fears correlating with Academic and Personal problems

(A) Enrichment

(B) Acceleration &

(C) Affective Programs

For Gifted Kids

(A) deeper treatment of material and more topics of study in regular classroom work

(B) Move ahead

(C) Help with social and emotional needs

A. Acute: Those that happen once and are extremely intense (Death of a person)

B. Sequential: Occur in regular progression, which may either increase or decrease in intensity. (adaptation to life as a parent)

C. Intermitent: Moderately intense & occur at regular intervals (paying monthly bills)

D. Chronic: an intense source of stress that is constantly occuring

A. Sublimation: is redirecting any socially unacceptable drives into more appropriate activities.

B. Religiosity: the process in which the individual reconciles hardship as being a part of God's will or some divine plan.

C. Humor

D. Altruism: the act of converting a negative experience to a positive one.

1. Collaborative Style of Consultation (the umbrella for collaborative dependent & Interdependent)

2. Triadic Dependent Consultation Model

3. Collaborative Dependent Consultation Model

4. Collaborative Independent Consultation Model

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-Cognitive: sequential reasoning and comprehension of a topic

-Affective: emotional reaction

-Psychomotor: ability to physically manipulate a tool

Each sphere passes through 6 successive levels:

Knowledge-> Comprehension-> Application-> Analysis-> Synthosis-> Evaluate

1. Logical-Mathematical (Reasoning deductively)

2. Linguistic (Read & Write easily)

3. Musical (Discern pitch & rhythm)

4. Spatial (Create Visual representations of the world)

5. Bodily-Kinesthetic (Use the body to solve problems, make things & convey Ideas)

6. Interpersonal (Work well w/others)

7. Intrapersonal (Work well w/self)

8. Naturalist (distinguish among & use effectively the various features of the environment.

Components of Crisis Interventions

include:

-Defusing emotions to allow for exploring solution options

-Interpreting the event of situation causing the crisis

-Organizing the situation in terms of info., resources, etc.

-Integrating the event into personal experience

-Recognizing the positive impact gained from crisis

-Location needs: Establish location for counseling

-Communication needs: Crisis response teams will need to communicate with other members of the team.

-Other considerations: an overall plan and assigned personell for assessing the situation and assigning intervention tasks

Provides for continuing public education through grade 12

*focused on at-risk kids

Authorized schools to hire counselors who encouraged students in the areas of math & science & related areas

*focus on at-risk kids

78

A pervasive anxiety that is characteried by excessive, uncontrollable & often irrational worry about everyday things, which is disproportianate to the actual source of worry

Identifies 5 major cultural groups:

African/Black; Aisan; Caucasian/European; Hispanic/Latino; and Native American

Americans w/Disabilities Act

Advocate the legal rights of students with disabilities

Stands for:

Scientifically Research Based Interventions

-Have 3 tiers to help academic growth of students

Have 5 Different evaluation types

1. Design

2. Process

3. Outcome

4. Impact

5. Cost-Effectiveness

5 Umbrella Categories

1. Individualized

2. Cultural

3. Systemic/Institutional

4. Insidious

5. External

Types of oppression: abelism, ageism, beatyism, sexism, classism, familiyism, heterosexism, transgenderism, linguisism, racism, religionism

A. Complainant: Client has a conflict & is suffering from it, but does not see himself as part of conflict

B. Customer: Sees himself as part of the conflict & is motivated to change behavior

C. Visitor: Client is mandated (Ex. Court) others have conflict with him.

1. Immediate: See outcomes during interventions

2. Proximal:  Intended outcomes, seen after intervention is complete.

3. Distal: Not intended outcomes, but positive, seen after intervention is complete.

Triadic-dependent

3 people involved: counselor, teacher, & student

Dependent because the consultee (teacher) relies on school counselor for data

According to ASCA:

Providing System Support

1. Crisis Centered

2. Problem Centered

3. Psycho-Educational

What are the 5 stages of Group Development?

And a brief explanation of them

1. Forming- Group comes together

2. Storming- Group process, Storming Ideas

3. Norming- Agreement of how group operates

4. Performing- Group Practices, crafts and meets objectives

5. Adjourning- Letting go of the group structure and moving on

1. Topic & Purpose of group

2. Meeting Schedules & Time

3. Proposed members & Time

4. Process & Recruiting

What is the

Collaborative Style of Consultation?

Mutual, shared, reciprocal

No-one is the expert in this relationship

***Also known as collaborative Interaction

What is the

Triadic Dependent Consultation Model?

Behavioral Approach/Problem Solving

School counselors are experts and everyone else is dependent on them.

Partnershi formed between counselor and parents/school staff to provide indirect services to a student.

About the student but meeting with other people.

What is the

Collaborative-Dependent Consultation Model?

p. 105 

Partnership, Mutual Goals

Counselor: Defines the problem, Evaluates & provides follow-up

Consultee: Implements the plan

Counselor may play more of a role as participant, rather than facilitator

Consultee may have more indepth knowledge of the student

What is the

Collaborative-Interdependent Model of Consultation?

p. 105 

Group of people create model and solutions together

Complete team, no experts

Potential Challenge: all memebers are experts and struggle to collaborate effectively, so the facilitator(counselor) will need to stress collaboration

1. Performance Assessment

2. Goals & Objectives

3. Service & Participation

4. Transition Services

5. Timeline of Services

6. Criteria for Measuring Services

Individual Responsibility

Personal Accountability

Contracts

5 Needs must be met

Power

Love & Belonging

Freedom

Fun

Survival

Birth Order

Inferiority/Superiority

Childhood influences personality formation

Empathy

Unconditional Positive Regard

Congruence

1. Educational

2. Task

3. Discussion

4. Experiential

5. Self Help

6. Support

7. Counseling

1. Thinking

2. Feeling

3. Relating

Career

Personal-Social

Academic

1. Foundation

2. Delivery System

3. Management

4. Accountability

1.Planning: needs assessments, surveys/interviews, resources

2. Organizing: Developing a comprehensive guidance curriculum

3. Implementing: coordinating services & activities

4. Evaluating: Outcomes, satisfactions, studies, self-assessments

People are 1 of 6 personality types

1. Investigative (research, science, math) 

2. Social (people)

3. Conventional (think awesome secretary--organizing)

4. Artistic (ART)

5. Realistic (hands on)

6. Enterprising (Leadership role, sales)

-Choose a career to best fit their personality type

People into occupations to fullfill one's self concept.

1. Growth   Birth to 14

2. Exploratory    15-24

3. Establishment    25-44

4. Maintenence    45- 64

5. Decline    65+ years

Ivan Pavlov: Classical conditioning, Bell/Dog, Stimuli-Result 

Bandura: Social Learning, Bobo Doll, Behavior & environment affect each other

Skinner: Operant Conditioning, Motivated by praise/reward, Reinforcement/Punishment

1. Pre-Conventional--learn morals & values through obedience & punishment, and Rewards

2. Conventional--learn through conformity and social order: Being good means pleasing others/doing your duty to society

3. Post-Conventional--learn through universally accepted ethical considerations- Right & Wrong determined by personal values

1. Schemas: how we organiz our knowledge

2. Assimilations, Accommodations, Equilibration

3. Stages of Development

Epstein's Six Types of Parent Involvement

in the school setting

1. Parenting

2. Communication

3. Volunteering

4. Learning at home

5. Decision making

6. Collaborating with the community

Bloom's Taxonomy includes what stages of knowledge?

6 total

Knowledge (name/identify)

Comprehension

Application

Analysis

Synthesis

Evaluation

Created Reality Therapy which includes:

Individual Responsibility- No excuses, its a choice

Personal Accountability

Contracts

5 Needs must be met

-The only personal you can conrtol is yourself

Love & Belonging

Power

Freedom

Fun

Survival

Created by Alfred Adler

Inferiority: not measuring up to self standards or standards from others

Superiority: Grossly exagerated feeling of being superior to everyone, Adler thought it was a defense mechanism for people who really feel inferior

4 Levels of Measurement 

(like when collecting data)

1. Nominal: Weakest, only classified (for example gender) (mode)

2. Ordinal: Can be ranked, given order (position in race) (Median)

3. Interval:Meaningful Difference between Values (Temp, 0 degrees means something)(Mean) (no natural zero point)

4. Ratio: Meaningful zero point and ratio between values (money, $0 means zero) (height, weight)

Hierarchy of cognitive abilities

3 Stratums

Fluid and crystalized intelligence

1. Creative- generate/invent new ideas

2. Analytic- making sense, analyze a problem

3. Practical- applying skills effectively

Validity: Does the test measure what it's suppose to

Reliability: Does it consistently measure what it's suppose to?

-Split-Half Reliability

-Cronbach's Alpha

-Kuder-Richardson KR20/Coefficient Alpha

DIRECT stands for what

Direct

Individual

Response

Educational

Consulting Technique

*Increases consulting and interviewing skills for the counselor.