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Small Group Discussion Group B – Week 7

Small Group Discussion: Presenting Policy Proposals

Policy practitioners should know that being forewarned is being forearmed. You should know how to diagnose an audience, develop a persuasive strategy, have a “tactics tool bag” for dealing with difficult or expert audiences, and know how to develop non-confrontational communication methods with audiences when necessary. In short, you need to know how to skillfully defend the creative policy proposal you are about to present and how to talk to policy makers who may not be interested in the issues you are presenting.

In this Small Group Discussion, you explore and analyze strategies and ideas for presenting policy proposals.

To Prepare: Think about strategies you can use to persuade others who might not share the same concerns about your issues or your policy proposals. Think about how you might defend your position on an issue or a policy and get them to agree with your perspective. Review Chapter 9 of your text, paying special attention to the section entitled “Combative Persuasion in Step 5 and Step 6” from pages 277 to 284.

Post by Day 3 your responses to the following question presented for your small group discussion:

Policy advocates sometimes find themselves discussing the needs of vulnerable populations with less-than-sympathetic groups of policy makers. Vulnerable populations might include families living in poverty, individuals with histories in the criminal justice system, or groups who have recently immigrated.

How might you communicate the needs of vulnerable populations to policy makers who may not share your views about the need for services?

Be sure to support your post with specific references to this week’s resources. If you are using additional articles, be sure to provide full APA-formatted citations for your references.

Respond by Day 5 to your colleagues’ responses within the small group discussion. Offer alternative strategies for presenting policy proposals to one or more colleagues.

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Note: I do not want plot summaries or reviews of the movies, since I am already familiar with all of them.
Movie Character Discussion and Treatment Plan – Childhood
Please check out ONE of the following movies and view it. Choose a child character from the movie to observe with the following instructions in mind.
Type your name, date, and the name of the movie at the top of the paper.
Next write the Discussion.
1. Personal Meaning. Write a paragraph not less than 250 words about how this movie is personally meaningful to you. Compare the child character’s experience to your childhood experience during the same developmental stage. What “resonates” with your experience, and why? What did not resonate? What about the movie was “jarring” or “completely foreign” to your childhood experience? What did you like or dislike about what the child did in this movie, and why? Provide explanations and examples. Demonstrate your powers of observation, seeing patterns, and making connections in this section.
2. Developmental Accuracy of Portrayal. Write a paragraph not less than 250 words about how accurately this movie portrayed your chosen child character based on what the course textbook led you to expect about this stage of Human Development. Did the movie accurately portray the child according to the course text’s chapters on childhood? If so, in what ways? Did the movie inaccurately portray the child according to the course text’s chapters on childhood? If so, in what ways? Provide explanations and examples. Demonstrate your understanding of Human Development, expected norms, and departures from norms in this section.
Then, write the Counseling Treatment Plan for the child character, directly below the Discussion. The Counseling Treatment Plan for your chosen child character will contain not less than three (3) Counseling Issues, not less than three (3) Treatment Goals, and not less than six (6) specific treatment-goal-targeted Treatment Interventions. Write your treatment plan like this:
1. The Character I chose as a hypothetical client is: (name of child character).
2. Clinical Issues. The movie indicated that this child may have the following Clinical Issues: 1), 2), 3), etc. List at least three. Listing more than three will increase your learning and your score.
[NOTE: “Clinical Issues” are the “problems” or “places where the child character/client is ‘stuck’ in life,” and needs help, skills, awareness, sensitivity, etc. “Clinical Issues are NOT the same as a Clinical Diagnosis. Each Clinical Issue is limited to one symptom, behavior, or topic. Clinical issues are the things you notice (as a professional-counselor-in-training) about the child character/client that are likely to cause problems in that child’s life. Whether the issues are generated by the child or someone else in the film, the child will still need to deal with them, and that’s where you come in.]
3. Treatment Goals. If I were treating this child as a Professional Counselor, I would include the following Treatment Goals in my plan: 1), 2), 3), etc. List at least one Treatment Goal for each Clinical Issue. Listing more Treatment Goals per Clinical Issue will increase your learning and your score.
[NOTE: “Treatment Goals” are observable, measurable, verifiable descriptions of behaviors that will indicate the Clinical Issue has been resolved. Treatment Goals are written in active language, in terms of what the child character/client will DO that shows the Clinical Issue is no longer problematic. They need to be observable and measurable so that you can verify that the child character/client has overcome the issue in a way that is sustainable, and not just a “happy fluke.”]
4. Treatment Interventions. In order to meet these Treatment Goals, I would provide the following specific, time-limited, observable, logical, targeted Treatment Interventions: 1), 2), 3), etc. List at least two Interventions per Clinical Issue. Listing more than two Interventions per Clinical Issue will increase your learning and your score.
[NOTE: “Treatment Interventions” are the specific activities that you would do with the child in a given treatment session. They are NOT general, vague “treatment modalities” like “individual therapy, group therapy, family therapy, rational emotive therapy, cognitive therapy, play therapy, art therapy, etc.” These are the “nitty-gritty” “nuts-and-bolts” of what happens in treatment. Treatment Interventions are the specific techniques, assignments, activities that you would choose to use with the child within a 50-minute session. Remember that children don’t “do talk therapy” very well. They need action, activities, play time, something to DO or MAKE in order to progress. Be creative. Be experiential. Consider the child’s developmental level. Consider what you have learned from the textbook. Consider the child’s interests, personality, strengths, and weaknesses. Engage the child’s senses, imagination, physical energy, etc. in activities that are designed to address the Clinical Issues in such a way that the activities logically lead to achieving the Treatment Goals.]
Do you see how it all fits together? Clinical Issues drive the definition of Treatment Goals, and Treatment Goals drive the creation of Treatment Interventions designed to meet those Treatment Goals, so that anyone could see that the Clinical Issues have been resolved. This is the essence of Treatment Planning.
HINT: Use the bold phrases above as headings in your Movie Character Discussion and Treatment Plan. This way, you and I both know that you have adequately addressed each of the six (6) required elements listed above.
Choose one of the following movies:
Hope Floats. 1998. Watch this movie with the children’s (Mae Whitman/Bernice Pruitt) perspective in mind, not the Mother’s (Sandra Bullock/Birdee Pruitt) or the Dad’s (Michael Paré/Bill Pruitt), or the Grandmother’s (Gena Rowlands/Ramona Calvert)
Little Miss Sunshine. 2006. (A young girl unwittingly leads her family back together.)
My Girl. 1991. (Young girl obsessed with death meets boy allergic to everything.)
Pursuit of Happyness. (2006). (View from son’s perspective.)
Spanglish. 2004. (Remember; choose a child for the treatment plan).
The Sixth Sense. 1999. (A boy sees spirits who don’t know they’re dead.)
Movie Character Discussion and Treatment Plan – Adolescence
Please check out ONE of the following movies and view it. Choose a child character from the movie to observe with the following instructions in mind.
1) Type your name, date, and the name of the movie at the top of the paper.
2) Next write the Discussion:
a) Personal Meaning. Write a paragraph not less than 250 words about how this movie is personally meaningful to you. Compare the adolescent character’s experience to your own adolescent experience during the same developmental stage. What “resonates” with your experience, and why? What did not resonate? What about the movie was “jarring” or “completely foreign” to your own adolescent experience? What did you like or dislike about what the adolescent did in this movie, and why? Provide explanations and examples. Demonstrate your powers of observation, seeing patterns, and making connections in this section.
b) Developmental Accuracy of Portrayal. Write a paragraph not less than 250 words about how accurately this movie portrayed your chosen adolescent character based on what the course textbook led you to expect about this stage of Human Development. Did the movie accurately portray the adolescent according to the course text’s chapters on adolescence? If so, in what ways? Did the movie inaccurately portray the adolescent according to the course text’s chapters on adolescence? If so, in what ways? Provide explanations and examples. Demonstrate your understanding of Human Development, expected norms, and departures from norms in this section.
3) Then, write the Counseling Treatment Plan for the adolescent character, directly below the Discussion section. The Counseling Treatment Plan for your chosen adolescent character will contain not less than three (3) Counseling Issues, not less than three (3) Treatment Goals, and not less than six (6) specific treatment-goal-targeted Treatment Interventions. Write your treatment plan like this:
a) The Character I chose as a hypothetical client is: (name of adolescent character).
b) Clinical Issues. The movie indicated that this adolescent may have the following Clinical Issues: 1), 2), 3), etc. List at least three. Listing more than three will increase your learning and your score. (1) [NOTE: “Clinical Issues” are the “problems” or “places where the adolescent character/client is ‘stuck’ in life,” and needs help, skills, awareness, sensitivity, etc. “Clinical Issues are NOT the same as a Clinical Diagnosis. Each Clinical Issue is limited to one symptom, behavior, or topic. Clinical issues are the things you notice (as a professional-counselor-in-training) about the adolescent character/client that are likely to cause problems in that adolescent’s life.
Whether the issues are generated by the adolescent or someone else in the film, the adolescent will still need to deal with them, and that’s where you come in.]
c) Treatment Goals. If I were treating this adolescent as a Professional Counselor, I would include the following Treatment Goals in my plan: 1), 2), 3), etc. List at least one Treatment Goal for each Clinical Issue. Listing more Treatment Goals per Clinical Issue will increase your learning and your score. (1) [NOTE: “Treatment Goals” are observable, measurable, verifiable descriptions of behaviors that will indicate the Clinical Issue has been resolved. Treatment Goals are written in active language, in terms of what the adolescent character/client will DO that shows the Clinical Issue is no longer problematic. The…