Category: Psychology

  • [Solved] Social Psychology

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    **## Week5Discussion-MainPostdueSundayJuly12CommentsdueTuesJuly14-PS.pdf**

    Week 5 Discussion – Main
    Post due Sunday July 12,
    Comments due Tues July 14
    Due on Jul 14, 2026 11:59 PM

    AS

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    Search Week 5 Discussion – Main Post due S…

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    This week's materials take a close look at interpersonal attraction. As social

    animals, the concepts presented within this week's chapters may seem at times

    obvious or simplistic. However, consider how you develop friendships and

    establish a rapport with a prospective "special someone." As you stand there

    interacting with another person do you think to yourself…

    1. (proximity) "If I lived somewhere else I wouldn't even know or like this

    person."

    2. (affect) "If I were in a better mood this person would almost seem ok, but

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    since I'm not, I don't care for him/her."

    3. (attractiveness) "If only I could get past how good looking this person is/is

    not…I wonder what they are really like."

    4. (attractiveness) "He is really good looking…he has to be a trustworthy car

    salesman"

    5. (attractiveness) "She is too beautiful to be smart."

    Your Task

    Pick one of the four:

    1. Post a brief analysis that ranks, in order of importance, the factors that lead to

    attraction in chapter 7.

    2. Do we have control over who we find attractive?

    3. Do we have control over who we like?

    4. Read chapter 8 and discuss why people do good deeds?

    Be sure to include four vocabulary words form the reading to get full credit.

    Please include at least 4 mentions of the sections or where you got the

    information that you mention.

    Part 2: Constructive Peer Feedback: In addition to posting your thoughts to the

    main entry questions, respond to at least TWO (2) of your classmates' entries that
    address a question different from the one you were assigned. In 5 or more

    sentences, provide constructive feedback. Do you have some additional thoughts

    on the topic? Share them. When providing your feedback present the logic behind

    it.

    Refer back to the rubric. If you think you deserve a 24, did you write an AMAZING

    post? Multiple page numbers? Multiple sources?

    Write the first page of your final paper

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    Page 2 of 6

    **## Week5Discussion-MainPostdueSundayJuly12CommentsdueTuesJuly14-PS.pdf**

    Week 5 Discussion – Main
    Post due Sunday July 12,
    Comments due Tues July 14
    Due on Jul 14, 2026 11:59 PM

    AS

    Discussions List View Topic

    Search Week 5 Discussion – Main Post due S…

    Subscribe

    This week's materials take a close look at interpersonal attraction. As social

    animals, the concepts presented within this week's chapters may seem at times

    obvious or simplistic. However, consider how you develop friendships and

    establish a rapport with a prospective "special someone." As you stand there

    interacting with another person do you think to yourself…

    1. (proximity) "If I lived somewhere else I wouldn't even know or like this

    person."

    2. (affect) "If I were in a better mood this person would almost seem ok, but

    https://learn.umgc.edu/d2l/le/1436261/discussions/topics/5261410/View 7/9/26, 7:28 PM
    Page 1 of 6

    Start a New Thread

    since I'm not, I don't care for him/her."

    3. (attractiveness) "If only I could get past how good looking this person is/is

    not…I wonder what they are really like."

    4. (attractiveness) "He is really good looking…he has to be a trustworthy car

    salesman"

    5. (attractiveness) "She is too beautiful to be smart."

    Your Task

    Pick one of the four:

    1. Post a brief analysis that ranks, in order of importance, the factors that lead to

    attraction in chapter 7.

    2. Do we have control over who we find attractive?

    3. Do we have control over who we like?

    4. Read chapter 8 and discuss why people do good deeds?

    Be sure to include four vocabulary words form the reading to get full credit.

    Please include at least 4 mentions of the sections or where you got the

    information that you mention.

    Part 2: Constructive Peer Feedback: In addition to posting your thoughts to the

    main entry questions, respond to at least TWO (2) of your classmates' entries that
    address a question different from the one you were assigned. In 5 or more

    sentences, provide constructive feedback. Do you have some additional thoughts

    on the topic? Share them. When providing your feedback present the logic behind

    it.

    Refer back to the rubric. If you think you deserve a 24, did you write an AMAZING

    post? Multiple page numbers? Multiple sources?

    Write the first page of your final paper

    https://learn.umgc.edu/d2l/le/1436261/discussions/topics/5261410/View 7/9/26, 7:28 PM
    Page 2 of 6

  • [Solved] Older 6

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    **files (3)** – ## BookCounselingOlderAdultsbyCharleneM.KampfeWebsitehttps.pdf – ## LifePlanningandRetirementPlanningWhereDoTheyIntersect.pdf – UsingNewAttitudesandTechnologytoChangetheDevlopmental….PDF **## BookCounselingOlderAdultsbyCharleneM.KampfeWebsitehttps.pdf** ● ● ● ● ● ● Book: Counseling…

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    **files (3)**

    – ## BookCounselingOlderAdultsbyCharleneM.KampfeWebsitehttps.pdf

    – ## LifePlanningandRetirementPlanningWhereDoTheyIntersect.pdf

    – UsingNewAttitudesandTechnologytoChangetheDevlopmental….PDF

    **## BookCounselingOlderAdultsbyCharleneM.KampfeWebsitehttps.pdf**

    ●
    ●
    ●
    ●
    ●
    ●

    Book: Counseling Older Adults by Charlene M. Kampfe Website: https://online.vitalsource.com/
    home/dashboard
    Username: leedee1213@gmail.com
    Password: SuperSqurriel2515!@

    \* Avoid citations**
    *American words only**
    *Book as only source**
    **Please don’t not copy student replies!!**
    **my response must be different**
    **please respond in simplified casual tone*

    PART 1: Discussion #6- 10 pts. (130-200 words)
    *Simplified and casual tone*

    Choose one of the following questions to answer:
    1. What are the criteria that individuals need to have in order to attain social security benefits?
    Medicare benefits? Please consider the following in your response: benefits to family members,
    age of the individual, amount of years worked, income earned and the various criterion for
    eligibility and non-eligibility for both SSA and Medicare.
    2. As practicing clinicians, describe your experiences assisting clients while navigating the
    often-daunting social security and health care system. What stands out to you here? Any advice
    for counselors working with situations like these?
    Post and respond to at least two other classmates' posts.
    Provide evidence of content knowledge and critical thought. These should be well thought out
    and comprehensive.

    1B. Respond to two students:

    PART 2: Weekly Assignment #6 (1 page)
    *Simplified and casual tone*

    One of our roles as a counselor will be to assist our older clients (and younger for that matter) in
    retirement planning. Riker and Myers (1989) and Timmerman (2016) are a few of the models
    used to frame and conceptualize retirement and life planning for the elderly. Use one of these
    models as a guide or create your own. Address and explain the main areas that you believe are
    important to discuss/consider with your client and why?
    Put this exercise on a word document and upload your thoughts and responses here..

    PART 3: TEST BANK 5

    Create 8 test bank questions total for Chapters 10 & 11. 6 of the questions should be in multiple
    choice format (include four answer choices). 2 questions should be in the form of short
    answer. On each multiple choice question identify the correct answer with an asterix (*) to the
    right of the answer choice. Also provide an answer to the short answer question in paragraph
    form.

    **## LifePlanningandRetirementPlanningWhereDoTheyIntersect.pdf**

    FINANCIAL GERONTOLOGY

    JOURNAL OF FINANCIAL SERVICE PROFESSIONALS | JANUARY 2016

    33

    Life Planning and Retirement Planning:
    Where Do They Intersect?
    by Sandra Timmermann, EdD

    Vol. 70, No. 1 | pp. 33-36

    This issue of the Journal went to press in December 2015.
    Copyright © 2016, Society of Financial Service Professionals.
    All rights reserved.

    ABSTRACT

    Should an advisor become a life planner?

    That depends on individual preferences and

    clients’ needs, but more and more, advisors

    are taking on some aspects of life planning,

    and forming partnerships for others. Be-

    coming familiar with the nine elements of

    life planning will provide insights into what

    is in the hearts and minds of preretirees and

    retirees and will make for a richer, deeper

    practice. The nine elements are: free time,

    work, health, caregiving, long-term care,

    family, housing, legacy, and purpose. We’ll

    briefly describe each element, and how

    an advisor can help his or her clients think

    through nonfinancial issues.

    As people transition to retirement and move
    along the age continuum, their future lives flash be-
    fore them. Most think holistically, so they have ques-
    tions and concerns that go beyond the spreadsheets
    and the Monte Carlo simulations. While the inte-
    gration of life planning with financial planning may
    not work for all advisors, it is worth considering how
    to incorporate life concerns into a retirement plan as
    most life concerns have financial components that
    need to be taken into account.

    Nine Life Planning Elements
    I’ve put nine life elements into a wheel, with
    money at the center. They are: free time, work,
    health, caregiving, long-term care, family, housing,
    legacy, and purpose. I’ll briefly describe each element,
    and how an advisor can help his or her clients think
    through nonfinancial issues that, in fact, impact their
    retirement nest eggs and incomes.

    Free Time
    Thoughts of retirement, for many of us, usually
    focus on more free time to do what we always wanted
    to do—sleep a little later, travel, play golf, get more
    involved in a church or synagogue, spend more time
    with the family. The dream list goes on and on. Ac-
    cording to the U.S. Travel Association, mature adults
    comprise 36 percent of leisure travel volume.1 Many
    recent retirees build travel and other leisure activities

    FINANCIAL GERONTOLOGY

    □

    FINANCIAL GERONTOLOGY

    JOURNAL OF FINANCIAL SERVICE PROFESSIONALS | JANUARY 2016

    34

    that cost money (i.e, skiing, boating) into their plans.
    While patterns of aging do show that as people reach
    older ages they spend less money on leisure activities,
    most likely due to declining health, they still remain
    important, no matter what age. Most activities that
    we fill our time with involve money, for example,
    taking courses, going to concerts and plays, visiting
    family, pursuing an expensive hobby, and even vol-
    unteering. Advisors may want to talk to their clients
    about their plans, hear their excitement or concerns
    about their new freedom, and help them budget for
    the costs of having fun.

    Work
    More and more people in their 60s and 70s, and
    even beyond that, want or need to continue work-
    ing—to maintain or supplement their retirement
    incomes, to be productive, and to keep active and en-
    gaged. According to the U.S. Census, in 2010, 16.1
    percent of adults aged 65 and over were working,
    compared with 12.1 percent in 1990.2 It’s likely that
    this trend will continue as longevity rates increase,
    savings rates decrease, and the health status of retirees
    continues to improve. Advisors can raise issues about
    the pros and cons of remaining in the workforce, not
    only the financial aspects of delaying retirement for a
    few years to defer Social Security payouts and accu-
    mulate more money in 401(k)s and savings, but also
    the value of remaining relevant, using time well, and
    staying in the game.

    Health and Wellness
    While retirees are generally healthy, health con-
    cerns and costs loom as we age. The recent focus on
    wellness and exercise among older people impacts
    general health status as well as how one spends time.
    According to the President’s Council on Fitness,
    Sports and Nutrition, the percentage of adults who
    are physically active is 28-34 percent for those 65-74
    and 35-44 percent of adults age 75+.3 This can be
    viewed as the glass half full or the glass half emp-
    ty, but health correlates with wealth, and it is likely

    that more affluent older adults are engaged in some
    type of physical activity. On the flip side, of course, is
    that health care needs and costs tend to increase with
    age. Questions about Medicare and what it covers are
    often unanswered by advisors, and retirees have to
    fend for themselves as they review government publi-
    cations and the variety of Medicare Supplement and
    Medicare Advantage programs available. Advisors
    can be helpful by listening carefully to clients’ con-
    cerns about their health and learning more about the
    ins and outs of the transition to Medicare including
    trends, copays, deductibles, and noncovered expenses
    such as dentistry and optometry.

    Caregiving
    One out of five households in the U.S. cares for
    an elderly parent or other family member.4 Family
    caregivers, the majority women, are the unsung he-
    roes of the long-term care and health system. Their
    needs are often neglected as they juggle work and
    family responsibilities, give up career opportunities,
    develop symptoms of physical and emotional strain,
    and spend money out-of-pocket as they travel back
    and forth to visit loved ones, purchase supplies and
    groceries, and often contribute toward long-term
    care costs. Studies continue to show that caregivers
    do step up to the plate to care for family and friends.
    Some caregivers gradually find that their responsibil-
    ities increase as the care recipient’s health or cognitive
    status gradually declines. Others may unexpectedly
    discover that they must step in due to a sudden health
    incident such as a stroke or heart attack. While not
    directly a role of the advisor, awareness of caregiving
    stresses and costs is important in client interactions.
    Also, knowledge of some community resources and
    relationships with professionals such as geriatric care
    managers can be extremely useful in times of crisis.

    Long-Term Care
    The need for long-term care is the elephant in the
    room for many retirees, yet few prepare for it. Provid-
    ing for their own or their spouse’s/partner’s long-term

    FINANCIAL GERONTOLOGY

    JOURNAL OF FINANCIAL SERVICE PROFESSIONALS | JANUARY 2016

    35

    FINANCIAL GERONTOLOGY

    Housing and Living Arrangements
    The home is where the heart is, no matter our
    age, whether it is the house where we raised our fam-
    ily or a new house in a different location. The vast
    majority (90 percent) of older people say they want to
    remain in their homes and communities as they get
    older, even if they need care, with 80 percent saying
    they want to remain in their current residences.9 For
    those who wish to stay put, there are several things
    to consider—whether their homes are structurally
    “age friendly,” whether there is transportation avail-
    able if they can no longer drive, and whether there
    are sufficient community support networks available.
    For some, despite their best intent, it might be bet-
    ter for them to move to a continuing care retirement
    community, a shared house with a friend, an assisted
    living facility, or even a nursing home. Whether a cli-
    ent remains at home or ultimately decides to move,
    financial decisions are at the forefront. Advisors will
    provide a service by explaining reverse mortgages as a
    tool to help people age in place, and by understand-
    ing the emotions and costs involved in moving to
    new homes, retirement communities, and facilities.

    Legacy
    A natural part of the aging process, especially for
    those deep in retirement, is thinking about legacy. In
    the financial services field, we immediately assume
    that legacy is synonymous with estate planning. Wills,
    trusts, and disposition of assets are important but there
    are nonfinancial legacies that older people wish to leave
    behind as well. More studies are showing that leaving a
    monetary inheritance to children and grandchildren is
    less important to older adults than being able to enjoy
    and spend money on their extended families while they
    are still alive. For many, aligning future charitable gifts
    with current volunteer work also becomes increasingly
    important. In addition, the concept of an ethical will,
    dating back to Biblical times, has captured the imagina-
    tion of the 65+ population.10 An ethical will enables us to
    write down and share what is most important in life—a
    way to pass on values, lessons learned, spiritual beliefs,

    care needs was cited as the top retirement concern
    by the oldest boomers in a recent study.5 While the
    older population is generally healthy, the prevalence
    of chronic conditions increases with age. Forty-two
    percent of people age 85 or over have three or more
    disabilities.6 The Alzheimer’s Association reports
    that one out of every two in this “oldest old” group
    will have some form of dementia. With denial about
    needing long-term care prevalent among boomers
    and costs increasing beyond the rate of inflation, pay-
    ing for care can derail even the best retirement plan.
    This life challenge, however, isn’t only about money;
    it is also about lifestyle and the ability of a family to
    provide care. Advisors should raise issues with their
    clients about care preferences and getting a care plan
    in place, protecting against cognitive impairments,
    determining end-of-life preferences, and starting a
    family conversation early while people are healthy
    and able to make decisions.

    Family
    The family, however we define it, is at the core
    of most older people’s social and support network. As
    people retire and move through the lifecycle, their
    happiness and satisfaction depend in large part on
    knowing that their adult children are functional
    and will be self-sufficient once they have died. They
    also indicate that what makes them the happiest is
    spending more time with family and friends. Grand-
    children are front and center and provide great joy.
    Grandparents also are a source of support. As cited
    in a book on the grandparent economy, one in three
    adults is in the grandparent life stage.7 Thirteen
    percent of grandparents provide care to their grand-
    child(ren) on a regular basis, and 52 percent provide
    some financial assistance to their adult children.
    They spend more money on basic expenses for their
    grandchildren, like clothing and fees at school, than
    on luxury items.8 Helping clients understand how
    the family impacts retirees’ happiness as well as their
    pocket books—something they may not have calcu-
    lated—is an important role for an advisor to play.

    FINANCIAL GERONTOLOGY

    JOURNAL OF FINANCIAL SERVICE PROFESSIONALS | JANUARY 2016

    36

    FINANCIAL GERONTOLOGY

    practice, working with financial services and other busi-
    nesses interested in reaching the 50+ market.
    Sandy was a Vice President at MetLife and the Found-
    er and Director of the MetLife Mature Market Institute until
    it was disbanded in 2013. She has been in the aging field
    for over 30 years, is a frequent speaker on retirement is-
    sues, and has been interviewed by hundreds of media
    outlets. She serves in leadership capacities with several
    aging organizations, is a representative to the UN for the
    International Federation on Ageing, was a delegate to the
    White House Conference on Aging, and holds the Cavana-
    ugh Award. She received a BA from the University of Colo-
    rado and MA and EdD degrees from Columbia University.
    She can be reached at sandratimmermann1@gmail.com.

    (1) U.S. Travel Association, Travel Facts and Statistics; accessed at:
    https://www.ustravel.org/news/press-kit/travel-facts-and-statistics.
    (2) Labor Force Participation and Work Status of People 65 Years
    and Older, American Community Survey Brief, U.S. Census, Jan-
    uary, 2013; accessed at: https://www.census.gov/prod/2013pubs/
    acsbr11-09.pdf.
    (3) President’s Council on Fitness, Sports and Nutrition, Facts
    and Statistics; accessed at: http://www.fitness.gov/resource-center/
    facts-and-statistics/.
    (4) AARP and the National Alliance for Caregiving, Caregiv-
    ing in the U.S., Research Report 2015; accessed at: http://www.
    aarp.org/content/dam/aarp/ppi/2015/caregiving-in-the-united-
    states-2015-executive-summary-revised.pdf.
    (5) The MetLife Report on the Oldest Boomers—Healthy, Retiring
    Rapidly and Collecting Social Security, MetLife Mature Market
    Institute, May 2013; accessed at: https://www.metlife.com/assets/
    cao/mmi/publications/studies/2013/mmi-oldest-boomers.pdf.
    (6) Older Americans with a Disability: 2008-2012, American
    Community Survey Reports, U.S. Census, December 2014; ac-
    cessed at: https://www.census.gov/content/dam/Census/library/
    publications/2014/acs/acs-29.pdf.
    (7) Lori K. Bitter, The Grandparent Economy, Paramount Market
    Publishing, 2015.
    (8) Ibid., citations from research conducted by the MetLife Mature
    Market Institute.
    (9) Aging In Place: A State Survey of Livability Policies and Prac-
    tices, A Research Report by the National Conference of State Leg-
    islatures and the AARP Public Policy Institute; accessed at: http://
    assets.aarp.org/rgcenter/ppi/liv-com/ib190.pdf.
    (10) Celebrations of Life Web site, accessed at: https://celebrations
    oflife.net/ethicalwills/.
    (11) The Purpose Project, the Center for Spirituality and Healing, Uni-
    versity of Minnesota, and Richard Leider, The Inventure Group, 2007.

    traditions, and hopes for the next generation. Listening
    to older clients about what is most important to them is
    a gift, and advisors can encourage clients to pass their
    wisdom on to their children and grandchildren.

    Purpose
    According to Richard Leider, an author and interna-
    tional life coach who focuses on the importance of find-
    ing purpose and meaning in retirement, “The formula
    for the good life is living in the place where you belong
    with the people you love, doing the right work on pur-
    pose.”11 Without a reason to get up in the morning, life is
    not worth living no matter how much money you have.
    When people first retire, they are often focused on how
    they will use their leisure time and the newfound flexibil-
    ity away from the daily grind. But after a year or two, the
    bloom may be off the rose. People have an innate need
    to contribute and to give back to society, so they might
    want to spend more time as a volunteer. They also have a
    need to continue to grow and learn so they may want to
    take courses, start a business, or continue to work. Studies
    find that engagement is a key to a happier, more satisfying
    retirement. As an advisor, you can help your clients think
    through how they will use their time, skills, and passions
    so they can live their retirement years to the fullest.

    Should an advisor become a life planner? That
    depends on individual preferences and clients’ needs,
    but more and more, advisors are taking on some as-
    pects of life planning, and forming partnerships for
    others. Becoming familiar with the nine elements of
    life planning will provide insights into what is in the
    hearts and minds of preretirees and retirees and will
    make for a richer, deeper practice. n

    Sandra Timmermann, EdD, is a nationally recognized ger-
    ontologist who focuses on aging, retirement, and the ap-
    plication to business. She is currently the Visiting Profes-
    sor of Gerontology and Retirement Living at The American
    College, a Special Advisor to the Board of the Retirement
    Income Industry Association, a Senior Fellow at the Wom-
    en’s Institute for a Secure Retirement, and a member of the
    Funding Longevity Task Force. She also has a consulting

    FINANCIAL GERONTOLOGY

    (1) U.S. Travel Association, Travel Facts and Statistics; accessed at:
    https://www.ustravel.org/news/press-kit/travel-facts-and-statistics.
    (2) Labor Force Participation and Work Status of People 65 Years
    and Older, American Community Survey Brief, U.S. Census, Jan-
    uary, 2013; accessed at: https://www.census.gov/prod/2013pubs/
    acsbr11-09.pdf.
    (3) President’s Council on Fitness, Sports and Nutrition, Facts
    and Statistics; accessed at: http://www.fitness.gov/resource-center/
    facts-and-statistics/.
    (4) AARP and the National Alliance for Caregiving, Caregiv-
    ing in the U.S., Research Report 2015; accessed at: http://www.
    aarp.org/content/dam/aarp/ppi/2015/caregiving-in-the-united-
    states-2015-executive-summary-revised.pdf.
    (5) The MetLife Report on the Oldest Boomers—Healthy, Retiring
    Rapidly and Collecting Social Security, MetLife Mature Market
    Institute, May 2013; accessed at: https://www.metlife.com/assets/
    cao/mmi/publications/studies/2013/mmi-oldest-boomers.pdf.
    (6) Older Americans with a Disability: 2008-2012, American
    Community Survey Reports, U.S. Census, December 2014; ac-
    cessed at: https://www.census.gov/content/dam/Census/library/
    publications/2014/acs/acs-29.pdf.
    (7) Lori K. Bitter, The Grandparent Economy, Paramount Market
    Publishing, 2015.
    (8) Ibid., citations from research conducted by the MetLife Mature
    Market Institute.
    (9) Aging In Place: A State Survey of Livability Policies and Prac-
    tices, A Research Report by the National Conference of State Leg-
    islatures and the AARP Public Policy Institute; accessed at: http://
    assets.aarp.org/rgcenter/ppi/liv-com/ib190.pdf.
    (10) Celebrations of Life Web site, accessed at: https://celebrations
    oflife.net/ethicalwills/.
    (11) The Purpose Project, the Center for Spirituality and Healing, Uni-
    versity of Minnesota, and Richard Leider, The Inventure Group, 2007.

    Copyright of Journal of Financial Service Professionals is the property of Society of Financial
    Service Professionals and its content may not be copied or emailed to multiple sites or posted
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    **## BookCounselingOlderAdultsbyCharleneM.KampfeWebsitehttps.pdf**

    ●
    ●
    ●
    ●
    ●
    ●

    Book: Counseling Older Adults by Charlene M. Kampfe Website: https://online.vitalsource.com/
    home/dashboard
    Username: leedee1213@gmail.com
    Password: SuperSqurriel2515!@

    \* Avoid citations**
    *American words only**
    *Book as only source**
    **Please don’t not copy student replies!!**
    **my response must be different**
    **please respond in simplified casual tone*

    PART 1: Discussion #6- 10 pts. (130-200 words)
    *Simplified and casual tone*

    Choose one of the following questions to answer:
    1. What are the criteria that individuals need to have in order to attain social security benefits?
    Medicare benefits? Please consider the following in your response: benefits to family members,
    age of the individual, amount of years worked, income earned and the various criterion for
    eligibility and non-eligibility for both SSA and Medicare.
    2. As practicing clinicians, describe your experiences assisting clients while navigating the
    often-daunting social security and health care system. What stands out to you here? Any advice
    for counselors working with situations like these?
    Post and respond to at least two other classmates' posts.
    Provide evidence of content knowledge and critical thought. These should be well thought out
    and comprehensive.

    1B. Respond to two students:

    PART 2: Weekly Assignment #6 (1 page)
    *Simplified and casual tone*

    One of our roles as a counselor will be to assist our older clients (and younger for that matter) in
    retirement planning. Riker and Myers (1989) and Timmerman (2016) are a few of the models
    used to frame and conceptualize retirement and life planning for the elderly. Use one of these
    models as a guide or create your own. Address and explain the main areas that you believe are
    important to discuss/consider with your client and why?
    Put this exercise on a word document and upload your thoughts and responses here..

    PART 3: TEST BANK 5

    Create 8 test bank questions total for Chapters 10 & 11. 6 of the questions should be in multiple
    choice format (include four answer choices). 2 questions should be in the form of short
    answer. On each multiple choice question identify the correct answer with an asterix (*) to the
    right of the answer choice. Also provide an answer to the short answer question in paragraph
    form.

    **## LifePlanningandRetirementPlanningWhereDoTheyIntersect.pdf**

    FINANCIAL GERONTOLOGY

    JOURNAL OF FINANCIAL SERVICE PROFESSIONALS | JANUARY 2016

    33

    Life Planning and Retirement Planning:
    Where Do They Intersect?
    by Sandra Timmermann, EdD

    Vol. 70, No. 1 | pp. 33-36

    This issue of the Journal went to press in December 2015.
    Copyright © 2016, Society of Financial Service Professionals.
    All rights reserved.

    ABSTRACT

    Should an advisor become a life planner?

    That depends on individual preferences and

    clients’ needs, but more and more, advisors

    are taking on some aspects of life planning,

    and forming partnerships for others. Be-

    coming familiar with the nine elements of

    life planning will provide insights into what

    is in the hearts and minds of preretirees and

    retirees and will make for a richer, deeper

    practice. The nine elements are: free time,

    work, health, caregiving, long-term care,

    family, housing, legacy, and purpose. We’ll

    briefly describe each element, and how

    an advisor can help his or her clients think

    through nonfinancial issues.

    As people transition to retirement and move
    along the age continuum, their future lives flash be-
    fore them. Most think holistically, so they have ques-
    tions and concerns that go beyond the spreadsheets
    and the Monte Carlo simulations. While the inte-
    gration of life planning with financial planning may
    not work for all advisors, it is worth considering how
    to incorporate life concerns into a retirement plan as
    most life concerns have financial components that
    need to be taken into account.

    Nine Life Planning Elements
    I’ve put nine life elements into a wheel, with
    money at the center. They are: free time, work,
    health, caregiving, long-term care, family, housing,
    legacy, and purpose. I’ll briefly describe each element,
    and how an advisor can help his or her clients think
    through nonfinancial issues that, in fact, impact their
    retirement nest eggs and incomes.

    Free Time
    Thoughts of retirement, for many of us, usually
    focus on more free time to do what we always wanted
    to do—sleep a little later, travel, play golf, get more
    involved in a church or synagogue, spend more time
    with the family. The dream list goes on and on. Ac-
    cording to the U.S. Travel Association, mature adults
    comprise 36 percent of leisure travel volume.1 Many
    recent retirees build travel and other leisure activities

    FINANCIAL GERONTOLOGY

    □

    FINANCIAL GERONTOLOGY

    JOURNAL OF FINANCIAL SERVICE PROFESSIONALS | JANUARY 2016

    34

    that cost money (i.e, skiing, boating) into their plans.
    While patterns of aging do show that as people reach
    older ages they spend less money on leisure activities,
    most likely due to declining health, they still remain
    important, no matter what age. Most activities that
    we fill our time with involve money, for example,
    taking courses, going to concerts and plays, visiting
    family, pursuing an expensive hobby, and even vol-
    unteering. Advisors may want to talk to their clients
    about their plans, hear their excitement or concerns
    about their new freedom, and help them budget for
    the costs of having fun.

    Work
    More and more people in their 60s and 70s, and
    even beyond that, want or need to continue work-
    ing—to maintain or supplement their retirement
    incomes, to be productive, and to keep active and en-
    gaged. According to the U.S. Census, in 2010, 16.1
    percent of adults aged 65 and over were working,
    compared with 12.1 percent in 1990.2 It’s likely that
    this trend will continue as longevity rates increase,
    savings rates decrease, and the health status of retirees
    continues to improve. Advisors can raise issues about
    the pros and cons of remaining in the workforce, not
    only the financial aspects of delaying retirement for a
    few years to defer Social Security payouts and accu-
    mulate more money in 401(k)s and savings, but also
    the value of remaining relevant, using time well, and
    staying in the game.

    Health and Wellness
    While retirees are generally healthy, health con-
    cerns and costs loom as we age. The recent focus on
    wellness and exercise among older people impacts
    general health status as well as how one spends time.
    According to the President’s Council on Fitness,
    Sports and Nutrition, the percentage of adults who
    are physically active is 28-34 percent for those 65-74
    and 35-44 percent of adults age 75+.3 This can be
    viewed as the glass half full or the glass half emp-
    ty, but health correlates with wealth, and it is likely

    that more affluent older adults are engaged in some
    type of physical activity. On the flip side, of course, is
    that health care needs and costs tend to increase with
    age. Questions about Medicare and what it covers are
    often unanswered by advisors, and retirees have to
    fend for themselves as they review government publi-
    cations and the variety of Medicare Supplement and
    Medicare Advantage programs available. Advisors
    can be helpful by listening carefully to clients’ con-
    cerns about their health and learning more about the
    ins and outs of the transition to Medicare including
    trends, copays, deductibles, and noncovered expenses
    such as dentistry and optometry.

    Caregiving
    One out of five households in the U.S. cares for
    an elderly parent or other family member.4 Family
    caregivers, the majority women, are the unsung he-
    roes of the long-term care and health system. Their
    needs are often neglected as they juggle work and
    family responsibilities, give up career opportunities,
    develop symptoms of physical and emotional strain,
    and spend money out-of-pocket as they travel back
    and forth to visit loved ones, purchase supplies and
    groceries, and often contribute toward long-term
    care costs. Studies continue to show that caregivers
    do step up to the plate to care for family and friends.
    Some caregivers gradually find that their responsibil-
    ities increase as the care recipient’s health or cognitive
    status gradually declines. Others may unexpectedly
    discover that they must step in due to a sudden health
    incident such as a stroke or heart attack. While not
    directly a role of the advisor, awareness of caregiving
    stresses and costs is important in client interactions.
    Also, knowledge of some community resources and
    relationships with professionals such as geriatric care
    managers can be extremely useful in times of crisis.

    Long-Term Care
    The need for long-term care is the elephant in the
    room for many retirees, yet few prepare for it. Provid-
    ing for their own or their spouse’s/partner’s long-term

    FINANCIAL GERONTOLOGY

    JOURNAL OF FINANCIAL SERVICE PROFESSIONALS | JANUARY 2016

    35

    FINANCIAL GERONTOLOGY

    Housing and Living Arrangements
    The home is where the heart is, no matter our
    age, whether it is the house where we raised our fam-
    ily or a new house in a different location. The vast
    majority (90 percent) of older people say they want to
    remain in their homes and communities as they get
    older, even if they need care, with 80 percent saying
    they want to remain in their current residences.9 For
    those who wish to stay put, there are several things
    to consider—whether their homes are structurally
    “age friendly,” whether there is transportation avail-
    able if they can no longer drive, and whether there
    are sufficient community support networks available.
    For some, despite their best intent, it might be bet-
    ter for them to move to a continuing care retirement
    community, a shared house with a friend, an assisted
    living facility, or even a nursing home. Whether a cli-
    ent remains at home or ultimately decides to move,
    financial decisions are at the forefront. Advisors will
    provide a service by explaining reverse mortgages as a
    tool to help people age in place, and by understand-
    ing the emotions and costs involved in moving to
    new homes, retirement communities, and facilities.

    Legacy
    A natural part of the aging process, especially for
    those deep in retirement, is thinking about legacy. In
    the financial services field, we immediately assume
    that legacy is synonymous with estate planning. Wills,
    trusts, and disposition of assets are important but there
    are nonfinancial legacies that older people wish to leave
    behind as well. More studies are showing that leaving a
    monetary inheritance to children and grandchildren is
    less important to older adults than being able to enjoy
    and spend money on their extended families while they
    are still alive. For many, aligning future charitable gifts
    with current volunteer work also becomes increasingly
    important. In addition, the concept of an ethical will,
    dating back to Biblical times, has captured the imagina-
    tion of the 65+ population.10 An ethical will enables us to
    write down and share what is most important in life—a
    way to pass on values, lessons learned, spiritual beliefs,

    care needs was cited as the top retirement concern
    by the oldest boomers in a recent study.5 While the
    older population is generally healthy, the prevalence
    of chronic conditions increases with age. Forty-two
    percent of people age 85 or over have three or more
    disabilities.6 The Alzheimer’s Association reports
    that one out of every two in this “oldest old” group
    will have some form of dementia. With denial about
    needing long-term care prevalent among boomers
    and costs increasing beyond the rate of inflation, pay-
    ing for care can derail even the best retirement plan.
    This life challenge, however, isn’t only about money;
    it is also about lifestyle and the ability of a family to
    provide care. Advisors should raise issues with their
    clients about care preferences and getting a care plan
    in place, protecting against cognitive impairments,
    determining end-of-life preferences, and starting a
    family conversation early while people are healthy
    and able to make decisions.

    Family
    The family, however we define it, is at the core
    of most older people’s social and support network. As
    people retire and move through the lifecycle, their
    happiness and satisfaction depend in large part on
    knowing that their adult children are functional
    and will be self-sufficient once they have died. They
    also indicate that what makes them the happiest is
    spending more time with family and friends. Grand-
    children are front and center and provide great joy.
    Grandparents also are a source of support. As cited
    in a book on the grandparent economy, one in three
    adults is in the grandparent life stage.7 Thirteen
    percent of grandparents provide care to their grand-
    child(ren) on a regular basis, and 52 percent provide
    some financial assistance to their adult children.
    They spend more money on basic expenses for their
    grandchildren, like clothing and fees at school, than
    on luxury items.8 Helping clients understand how
    the family impacts retirees’ happiness as well as their
    pocket books—something they may not have calcu-
    lated—is an important role for an advisor to play.

    FINANCIAL GERONTOLOGY

    JOURNAL OF FINANCIAL SERVICE PROFESSIONALS | JANUARY 2016

    36

    FINANCIAL GERONTOLOGY

    practice, working with financial services and other busi-
    nesses interested in reaching the 50+ market.
    Sandy was a Vice President at MetLife and the Found-
    er and Director of the MetLife Mature Market Institute until
    it was disbanded in 2013. She has been in the aging field
    for over 30 years, is a frequent speaker on retirement is-
    sues, and has been interviewed by hundreds of media
    outlets. She serves in leadership capacities with several
    aging organizations, is a representative to the UN for the
    International Federation on Ageing, was a delegate to the
    White House Conference on Aging, and holds the Cavana-
    ugh Award. She received a BA from the University of Colo-
    rado and MA and EdD degrees from Columbia University.
    She can be reached at sandratimmermann1@gmail.com.

    (1) U.S. Travel Association, Travel Facts and Statistics; accessed at:
    https://www.ustravel.org/news/press-kit/travel-facts-and-statistics.
    (2) Labor Force Participation and Work Status of People 65 Years
    and Older, American Community Survey Brief, U.S. Census, Jan-
    uary, 2013; accessed at: https://www.census.gov/prod/2013pubs/
    acsbr11-09.pdf.
    (3) President’s Council on Fitness, Sports and Nutrition, Facts
    and Statistics; accessed at: http://www.fitness.gov/resource-center/
    facts-and-statistics/.
    (4) AARP and the National Alliance for Caregiving, Caregiv-
    ing in the U.S., Research Report 2015; accessed at: http://www.
    aarp.org/content/dam/aarp/ppi/2015/caregiving-in-the-united-
    states-2015-executive-summary-revised.pdf.
    (5) The MetLife Report on the Oldest Boomers—Healthy, Retiring
    Rapidly and Collecting Social Security, MetLife Mature Market
    Institute, May 2013; accessed at: https://www.metlife.com/assets/
    cao/mmi/publications/studies/2013/mmi-oldest-boomers.pdf.
    (6) Older Americans with a Disability: 2008-2012, American
    Community Survey Reports, U.S. Census, December 2014; ac-
    cessed at: https://www.census.gov/content/dam/Census/library/
    publications/2014/acs/acs-29.pdf.
    (7) Lori K. Bitter, The Grandparent Economy, Paramount Market
    Publishing, 2015.
    (8) Ibid., citations from research conducted by the MetLife Mature
    Market Institute.
    (9) Aging In Place: A State Survey of Livability Policies and Prac-
    tices, A Research Report by the National Conference of State Leg-
    islatures and the AARP Public Policy Institute; accessed at: http://
    assets.aarp.org/rgcenter/ppi/liv-com/ib190.pdf.
    (10) Celebrations of Life Web site, accessed at: https://celebrations
    oflife.net/ethicalwills/.
    (11) The Purpose Project, the Center for Spirituality and Healing, Uni-
    versity of Minnesota, and Richard Leider, The Inventure Group, 2007.

    traditions, and hopes for the next generation. Listening
    to older clients about what is most important to them is
    a gift, and advisors can encourage clients to pass their
    wisdom on to their children and grandchildren.

    Purpose
    According to Richard Leider, an author and interna-
    tional life coach who focuses on the importance of find-
    ing purpose and meaning in retirement, “The formula
    for the good life is living in the place where you belong
    with the people you love, doing the right work on pur-
    pose.”11 Without a reason to get up in the morning, life is
    not worth living no matter how much money you have.
    When people first retire, they are often focused on how
    they will use their leisure time and the newfound flexibil-
    ity away from the daily grind. But after a year or two, the
    bloom may be off the rose. People have an innate need
    to contribute and to give back to society, so they might
    want to spend more time as a volunteer. They also have a
    need to continue to grow and learn so they may want to
    take courses, start a business, or continue to work. Studies
    find that engagement is a key to a happier, more satisfying
    retirement. As an advisor, you can help your clients think
    through how they will use their time, skills, and passions
    so they can live their retirement years to the fullest.

    Should an advisor become a life planner? That
    depends on individual preferences and clients’ needs,
    but more and more, advisors are taking on some as-
    pects of life planning, and forming partnerships for
    others. Becoming familiar with the nine elements of
    life planning will provide insights into what is in the
    hearts and minds of preretirees and retirees and will
    make for a richer, deeper practice. n

    Sandra Timmermann, EdD, is a nationally recognized ger-
    ontologist who focuses on aging, retirement, and the ap-
    plication to business. She is currently the Visiting Profes-
    sor of Gerontology and Retirement Living at The American
    College, a Special Advisor to the Board of the Retirement
    Income Industry Association, a Senior Fellow at the Wom-
    en’s Institute for a Secure Retirement, and a member of the
    Funding Longevity Task Force. She also has a consulting

    FINANCIAL GERONTOLOGY

    (1) U.S. Travel Association, Travel Facts and Statistics; accessed at:
    https://www.ustravel.org/news/press-kit/travel-facts-and-statistics.
    (2) Labor Force Participation and Work Status of People 65 Years
    and Older, American Community Survey Brief, U.S. Census, Jan-
    uary, 2013; accessed at: https://www.census.gov/prod/2013pubs/
    acsbr11-09.pdf.
    (3) President’s Council on Fitness, Sports and Nutrition, Facts
    and Statistics; accessed at: http://www.fitness.gov/resource-center/
    facts-and-statistics/.
    (4) AARP and the National Alliance for Caregiving, Caregiv-
    ing in the U.S., Research Report 2015; accessed at: http://www.
    aarp.org/content/dam/aarp/ppi/2015/caregiving-in-the-united-
    states-2015-executive-summary-revised.pdf.
    (5) The MetLife Report on the Oldest Boomers—Healthy, Retiring
    Rapidly and Collecting Social Security, MetLife Mature Market
    Institute, May 2013; accessed at: https://www.metlife.com/assets/
    cao/mmi/publications/studies/2013/mmi-oldest-boomers.pdf.
    (6) Older Americans with a Disability: 2008-2012, American
    Community Survey Reports, U.S. Census, December 2014; ac-
    cessed at: https://www.census.gov/content/dam/Census/library/
    publications/2014/acs/acs-29.pdf.
    (7) Lori K. Bitter, The Grandparent Economy, Paramount Market
    Publishing, 2015.
    (8) Ibid., citations from research conducted by the MetLife Mature
    Market Institute.
    (9) Aging In Place: A State Survey of Livability Policies and Prac-
    tices, A Research Report by the National Conference of State Leg-
    islatures and the AARP Public Policy Institute; accessed at: http://
    assets.aarp.org/rgcenter/ppi/liv-com/ib190.pdf.
    (10) Celebrations of Life Web site, accessed at: https://celebrations
    oflife.net/ethicalwills/.
    (11) The Purpose Project, the Center for Spirituality and Healing, Uni-
    versity of Minnesota, and Richard Leider, The Inventure Group, 2007.

    Copyright of Journal of Financial Service Professionals is the property of Society of Financial
    Service Professionals and its content may not be copied or emailed to multiple sites or posted
    to a listserv without the copyright holder's express written permission. However, users may
    print, download, or email articles for individual use.

    **UsingNewAttitudesandTechnologytoChangetheDevlopmental….PDF**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/usingnewattitudesandtechnologytochangethedevlopmental-pdf)

    **## BookCounselingOlderAdultsbyCharleneM.KampfeWebsitehttps.pdf**

    ●
    ●
    ●
    ●
    ●
    ●

    Book: Counseling Older Adults by Charlene M. Kampfe Website: https://online.vitalsource.com/
    home/dashboard
    Username: leedee1213@gmail.com
    Password: SuperSqurriel2515!@

    \* Avoid citations**
    *American words only**
    *Book as only source**
    **Please don’t not copy student replies!!**
    **my response must be different**
    **please respond in simplified casual tone*

    PART 1: Discussion #6- 10 pts. (130-200 words)
    *Simplified and casual tone*

    Choose one of the following questions to answer:
    1. What are the criteria that individuals need to have in order to attain social security benefits?
    Medicare benefits? Please consider the following in your response: benefits to family members,
    age of the individual, amount of years worked, income earned and the various criterion for
    eligibility and non-eligibility for both SSA and Medicare.
    2. As practicing clinicians, describe your experiences assisting clients while navigating the
    often-daunting social security and health care system. What stands out to you here? Any advice
    for counselors working with situations like these?
    Post and respond to at least two other classmates' posts.
    Provide evidence of content knowledge and critical thought. These should be well thought out
    and comprehensive.

    1B. Respond to two students:

    PART 2: Weekly Assignment #6 (1 page)
    *Simplified and casual tone*

    One of our roles as a counselor will be to assist our older clients (and younger for that matter) in
    retirement planning. Riker and Myers (1989) and Timmerman (2016) are a few of the models
    used to frame and conceptualize retirement and life planning for the elderly. Use one of these
    models as a guide or create your own. Address and explain the main areas that you believe are
    important to discuss/consider with your client and why?
    Put this exercise on a word document and upload your thoughts and responses here..

    PART 3: TEST BANK 5

    Create 8 test bank questions total for Chapters 10 & 11. 6 of the questions should be in multiple
    choice format (include four answer choices). 2 questions should be in the form of short
    answer. On each multiple choice question identify the correct answer with an asterix (*) to the
    right of the answer choice. Also provide an answer to the short answer question in paragraph
    form.

    **## LifePlanningandRetirementPlanningWhereDoTheyIntersect.pdf**

    FINANCIAL GERONTOLOGY

    JOURNAL OF FINANCIAL SERVICE PROFESSIONALS | JANUARY 2016

    33

    Life Planning and Retirement Planning:
    Where Do They Intersect?
    by Sandra Timmermann, EdD

    Vol. 70, No. 1 | pp. 33-36

    This issue of the Journal went to press in December 2015.
    Copyright © 2016, Society of Financial Service Professionals.
    All rights reserved.

    ABSTRACT

    Should an advisor become a life planner?

    That depends on individual preferences and

    clients’ needs, but more and more, advisors

    are taking on some aspects of life planning,

    and forming partnerships for others. Be-

    coming familiar with the nine elements of

    life planning will provide insights into what

    is in the hearts and minds of preretirees and

    retirees and will make for a richer, deeper

    practice. The nine elements are: free time,

    work, health, caregiving, long-term care,

    family, housing, legacy, and purpose. We’ll

    briefly describe each element, and how

    an advisor can help his or her clients think

    through nonfinancial issues.

    As people transition to retirement and move
    along the age continuum, their future lives flash be-
    fore them. Most think holistically, so they have ques-
    tions and concerns that go beyond the spreadsheets
    and the Monte Carlo simulations. While the inte-
    gration of life planning with financial planning may
    not work for all advisors, it is worth considering how
    to incorporate life concerns into a retirement plan as
    most life concerns have financial components that
    need to be taken into account.

    Nine Life Planning Elements
    I’ve put nine life elements into a wheel, with
    money at the center. They are: free time, work,
    health, caregiving, long-term care, family, housing,
    legacy, and purpose. I’ll briefly describe each element,
    and how an advisor can help his or her clients think
    through nonfinancial issues that, in fact, impact their
    retirement nest eggs and incomes.

    Free Time
    Thoughts of retirement, for many of us, usually
    focus on more free time to do what we always wanted
    to do—sleep a little later, travel, play golf, get more
    involved in a church or synagogue, spend more time
    with the family. The dream list goes on and on. Ac-
    cording to the U.S. Travel Association, mature adults
    comprise 36 percent of leisure travel volume.1 Many
    recent retirees build travel and other leisure activities

    FINANCIAL GERONTOLOGY

    □

    FINANCIAL GERONTOLOGY

    JOURNAL OF FINANCIAL SERVICE PROFESSIONALS | JANUARY 2016

    34

    that cost money (i.e, skiing, boating) into their plans.
    While patterns of aging do show that as people reach
    older ages they spend less money on leisure activities,
    most likely due to declining health, they still remain
    important, no matter what age. Most activities that
    we fill our time with involve money, for example,
    taking courses, going to concerts and plays, visiting
    family, pursuing an expensive hobby, and even vol-
    unteering. Advisors may want to talk to their clients
    about their plans, hear their excitement or concerns
    about their new freedom, and help them budget for
    the costs of having fun.

    Work
    More and more people in their 60s and 70s, and
    even beyond that, want or need to continue work-
    ing—to maintain or supplement their retirement
    incomes, to be productive, and to keep active and en-
    gaged. According to the U.S. Census, in 2010, 16.1
    percent of adults aged 65 and over were working,
    compared with 12.1 percent in 1990.2 It’s likely that
    this trend will continue as longevity rates increase,
    savings rates decrease, and the health status of retirees
    continues to improve. Advisors can raise issues about
    the pros and cons of remaining in the workforce, not
    only the financial aspects of delaying retirement for a
    few years to defer Social Security payouts and accu-
    mulate more money in 401(k)s and savings, but also
    the value of remaining relevant, using time well, and
    staying in the game.

    Health and Wellness
    While retirees are generally healthy, health con-
    cerns and costs loom as we age. The recent focus on
    wellness and exercise among older people impacts
    general health status as well as how one spends time.
    According to the President’s Council on Fitness,
    Sports and Nutrition, the percentage of adults who
    are physically active is 28-34 percent for those 65-74
    and 35-44 percent of adults age 75+.3 This can be
    viewed as the glass half full or the glass half emp-
    ty, but health correlates with wealth, and it is likely

    that more affluent older adults are engaged in some
    type of physical activity. On the flip side, of course, is
    that health care needs and costs tend to increase with
    age. Questions about Medicare and what it covers are
    often unanswered by advisors, and retirees have to
    fend for themselves as they review government publi-
    cations and the variety of Medicare Supplement and
    Medicare Advantage programs available. Advisors
    can be helpful by listening carefully to clients’ con-
    cerns about their health and learning more about the
    ins and outs of the transition to Medicare including
    trends, copays, deductibles, and noncovered expenses
    such as dentistry and optometry.

    Caregiving
    One out of five households in the U.S. cares for
    an elderly parent or other family member.4 Family
    caregivers, the majority women, are the unsung he-
    roes of the long-term care and health system. Their
    needs are often neglected as they juggle work and
    family responsibilities, give up career opportunities,
    develop symptoms of physical and emotional strain,
    and spend money out-of-pocket as they travel back
    and forth to visit loved ones, purchase supplies and
    groceries, and often contribute toward long-term
    care costs. Studies continue to show that caregivers
    do step up to the plate to care for family and friends.
    Some caregivers gradually find that their responsibil-
    ities increase as the care recipient’s health or cognitive
    status gradually declines. Others may unexpectedly
    discover that they must step in due to a sudden health
    incident such as a stroke or heart attack. While not
    directly a role of the advisor, awareness of caregiving
    stresses and costs is important in client interactions.
    Also, knowledge of some community resources and
    relationships with professionals such as geriatric care
    managers can be extremely useful in times of crisis.

    Long-Term Care
    The need for long-term care is the elephant in the
    room for many retirees, yet few prepare for it. Provid-
    ing for their own or their spouse’s/partner’s long-term

    FINANCIAL GERONTOLOGY

    JOURNAL OF FINANCIAL SERVICE PROFESSIONALS | JANUARY 2016

    35

    FINANCIAL GERONTOLOGY

    Housing and Living Arrangements
    The home is where the heart is, no matter our
    age, whether it is the house where we raised our fam-
    ily or a new house in a different location. The vast
    majority (90 percent) of older people say they want to
    remain in their homes and communities as they get
    older, even if they need care, with 80 percent saying
    they want to remain in their current residences.9 For
    those who wish to stay put, there are several things
    to consider—whether their homes are structurally
    “age friendly,” whether there is transportation avail-
    able if they can no longer drive, and whether there
    are sufficient community support networks available.
    For some, despite their best intent, it might be bet-
    ter for them to move to a continuing care retirement
    community, a shared house with a friend, an assisted
    living facility, or even a nursing home. Whether a cli-
    ent remains at home or ultimately decides to move,
    financial decisions are at the forefront. Advisors will
    provide a service by explaining reverse mortgages as a
    tool to help people age in place, and by understand-
    ing the emotions and costs involved in moving to
    new homes, retirement communities, and facilities.

    Legacy
    A natural part of the aging process, especially for
    those deep in retirement, is thinking about legacy. In
    the financial services field, we immediately assume
    that legacy is synonymous with estate planning. Wills,
    trusts, and disposition of assets are important but there
    are nonfinancial legacies that older people wish to leave
    behind as well. More studies are showing that leaving a
    monetary inheritance to children and grandchildren is
    less important to older adults than being able to enjoy
    and spend money on their extended families while they
    are still alive. For many, aligning future charitable gifts
    with current volunteer work also becomes increasingly
    important. In addition, the concept of an ethical will,
    dating back to Biblical times, has captured the imagina-
    tion of the 65+ population.10 An ethical will enables us to
    write down and share what is most important in life—a
    way to pass on values, lessons learned, spiritual beliefs,

    care needs was cited as the top retirement concern
    by the oldest boomers in a recent study.5 While the
    older population is generally healthy, the prevalence
    of chronic conditions increases with age. Forty-two
    percent of people age 85 or over have three or more
    disabilities.6 The Alzheimer’s Association reports
    that one out of every two in this “oldest old” group
    will have some form of dementia. With denial about
    needing long-term care prevalent among boomers
    and costs increasing beyond the rate of inflation, pay-
    ing for care can derail even the best retirement plan.
    This life challenge, however, isn’t only about money;
    it is also about lifestyle and the ability of a family to
    provide care. Advisors should raise issues with their
    clients about care preferences and getting a care plan
    in place, protecting against cognitive impairments,
    determining end-of-life preferences, and starting a
    family conversation early while people are healthy
    and able to make decisions.

    Family
    The family, however we define it, is at the core
    of most older people’s social and support network. As
    people retire and move through the lifecycle, their
    happiness and satisfaction depend in large part on
    knowing that their adult children are functional
    and will be self-sufficient once they have died. They
    also indicate that what makes them the happiest is
    spending more time with family and friends. Grand-
    children are front and center and provide great joy.
    Grandparents also are a source of support. As cited
    in a book on the grandparent economy, one in three
    adults is in the grandparent life stage.7 Thirteen
    percent of grandparents provide care to their grand-
    child(ren) on a regular basis, and 52 percent provide
    some financial assistance to their adult children.
    They spend more money on basic expenses for their
    grandchildren, like clothing and fees at school, than
    on luxury items.8 Helping clients understand how
    the family impacts retirees’ happiness as well as their
    pocket books—something they may not have calcu-
    lated—is an important role for an advisor to play.

    FINANCIAL GERONTOLOGY

    JOURNAL OF FINANCIAL SERVICE PROFESSIONALS | JANUARY 2016

    36

    FINANCIAL GERONTOLOGY

    practice, working with financial services and other busi-
    nesses interested in reaching the 50+ market.
    Sandy was a Vice President at MetLife and the Found-
    er and Director of the MetLife Mature Market Institute until
    it was disbanded in 2013. She has been in the aging field
    for over 30 years, is a frequent speaker on retirement is-
    sues, and has been interviewed by hundreds of media
    outlets. She serves in leadership capacities with several
    aging organizations, is a representative to the UN for the
    International Federation on Ageing, was a delegate to the
    White House Conference on Aging, and holds the Cavana-
    ugh Award. She received a BA from the University of Colo-
    rado and MA and EdD degrees from Columbia University.
    She can be reached at sandratimmermann1@gmail.com.

    (1) U.S. Travel Association, Travel Facts and Statistics; accessed at:
    https://www.ustravel.org/news/press-kit/travel-facts-and-statistics.
    (2) Labor Force Participation and Work Status of People 65 Years
    and Older, American Community Survey Brief, U.S. Census, Jan-
    uary, 2013; accessed at: https://www.census.gov/prod/2013pubs/
    acsbr11-09.pdf.
    (3) President’s Council on Fitness, Sports and Nutrition, Facts
    and Statistics; accessed at: http://www.fitness.gov/resource-center/
    facts-and-statistics/.
    (4) AARP and the National Alliance for Caregiving, Caregiv-
    ing in the U.S., Research Report 2015; accessed at: http://www.
    aarp.org/content/dam/aarp/ppi/2015/caregiving-in-the-united-
    states-2015-executive-summary-revised.pdf.
    (5) The MetLife Report on the Oldest Boomers—Healthy, Retiring
    Rapidly and Collecting Social Security, MetLife Mature Market
    Institute, May 2013; accessed at: https://www.metlife.com/assets/
    cao/mmi/publications/studies/2013/mmi-oldest-boomers.pdf.
    (6) Older Americans with a Disability: 2008-2012, American
    Community Survey Reports, U.S. Census, December 2014; ac-
    cessed at: https://www.census.gov/content/dam/Census/library/
    publications/2014/acs/acs-29.pdf.
    (7) Lori K. Bitter, The Grandparent Economy, Paramount Market
    Publishing, 2015.
    (8) Ibid., citations from research conducted by the MetLife Mature
    Market Institute.
    (9) Aging In Place: A State Survey of Livability Policies and Prac-
    tices, A Research Report by the National Conference of State Leg-
    islatures and the AARP Public Policy Institute; accessed at: http://
    assets.aarp.org/rgcenter/ppi/liv-com/ib190.pdf.
    (10) Celebrations of Life Web site, accessed at: https://celebrations
    oflife.net/ethicalwills/.
    (11) The Purpose Project, the Center for Spirituality and Healing, Uni-
    versity of Minnesota, and Richard Leider, The Inventure Group, 2007.

    traditions, and hopes for the next generation. Listening
    to older clients about what is most important to them is
    a gift, and advisors can encourage clients to pass their
    wisdom on to their children and grandchildren.

    Purpose
    According to Richard Leider, an author and interna-
    tional life coach who focuses on the importance of find-
    ing purpose and meaning in retirement, “The formula
    for the good life is living in the place where you belong
    with the people you love, doing the right work on pur-
    pose.”11 Without a reason to get up in the morning, life is
    not worth living no matter how much money you have.
    When people first retire, they are often focused on how
    they will use their leisure time and the newfound flexibil-
    ity away from the daily grind. But after a year or two, the
    bloom may be off the rose. People have an innate need
    to contribute and to give back to society, so they might
    want to spend more time as a volunteer. They also have a
    need to continue to grow and learn so they may want to
    take courses, start a business, or continue to work. Studies
    find that engagement is a key to a happier, more satisfying
    retirement. As an advisor, you can help your clients think
    through how they will use their time, skills, and passions
    so they can live their retirement years to the fullest.

    Should an advisor become a life planner? That
    depends on individual preferences and clients’ needs,
    but more and more, advisors are taking on some as-
    pects of life planning, and forming partnerships for
    others. Becoming familiar with the nine elements of
    life planning will provide insights into what is in the
    hearts and minds of preretirees and retirees and will
    make for a richer, deeper practice. n

    Sandra Timmermann, EdD, is a nationally recognized ger-
    ontologist who focuses on aging, retirement, and the ap-
    plication to business. She is currently the Visiting Profes-
    sor of Gerontology and Retirement Living at The American
    College, a Special Advisor to the Board of the Retirement
    Income Industry Association, a Senior Fellow at the Wom-
    en’s Institute for a Secure Retirement, and a member of the
    Funding Longevity Task Force. She also has a consulting

    FINANCIAL GERONTOLOGY

    (1) U.S. Travel Association, Travel Facts and Statistics; accessed at:
    https://www.ustravel.org/news/press-kit/travel-facts-and-statistics.
    (2) Labor Force Participation and Work Status of People 65 Years
    and Older, American Community Survey Brief, U.S. Census, Jan-
    uary, 2013; accessed at: https://www.census.gov/prod/2013pubs/
    acsbr11-09.pdf.
    (3) President’s Council on Fitness, Sports and Nutrition, Facts
    and Statistics; accessed at: http://www.fitness.gov/resource-center/
    facts-and-statistics/.
    (4) AARP and the National Alliance for Caregiving, Caregiv-
    ing in the U.S., Research Report 2015; accessed at: http://www.
    aarp.org/content/dam/aarp/ppi/2015/caregiving-in-the-united-
    states-2015-executive-summary-revised.pdf.
    (5) The MetLife Report on the Oldest Boomers—Healthy, Retiring
    Rapidly and Collecting Social Security, MetLife Mature Market
    Institute, May 2013; accessed at: https://www.metlife.com/assets/
    cao/mmi/publications/studies/2013/mmi-oldest-boomers.pdf.
    (6) Older Americans with a Disability: 2008-2012, American
    Community Survey Reports, U.S. Census, December 2014; ac-
    cessed at: https://www.census.gov/content/dam/Census/library/
    publications/2014/acs/acs-29.pdf.
    (7) Lori K. Bitter, The Grandparent Economy, Paramount Market
    Publishing, 2015.
    (8) Ibid., citations from research conducted by the MetLife Mature
    Market Institute.
    (9) Aging In Place: A State Survey of Livability Policies and Prac-
    tices, A Research Report by the National Conference of State Leg-
    islatures and the AARP Public Policy Institute; accessed at: http://
    assets.aarp.org/rgcenter/ppi/liv-com/ib190.pdf.
    (10) Celebrations of Life Web site, accessed at: https://celebrations
    oflife.net/ethicalwills/.
    (11) The Purpose Project, the Center for Spirituality and Healing, Uni-
    versity of Minnesota, and Richard Leider, The Inventure Group, 2007.

    Copyright of Journal of Financial Service Professionals is the property of Society of Financial
    Service Professionals and its content may not be copied or emailed to multiple sites or posted
    to a listserv without the copyright holder's express written permission. However, users may
    print, download, or email articles for individual use.

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    **files (1)** – ## Week3Discussion-MainPostduebySundayJune28CommentsdueTuesdayJune30.pdf **## Week3Discussion-MainPostduebySundayJune28CommentsdueTuesdayJune30.pdf** Week 3 Discussion- Main Post due by Sunday June 28, Comments due Tuesday June 30 Due on Jun 30, 2026 11:59 PM AS Discussions List View…

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    1. Main Entry: You have been given the liberty to explore a topic/concept that

    caught your attention or had personal relevance. Your goal is to find one decent
    website that is related the topic that interested you while reading Chapters 3 and

    4. To be at level 5 or 6, your post should be quite lengthy and use several specific

    references to chapters and websites. Here are some suggestions:

    Cognitive Dissonance: Describe a situation in which you noticed or felt

    cognitive dissonance in your life. How was it resolved?

    Persuasion: Think of an instance when you were persuaded by someone or

    when you were persuaded by someone else. Please use the textbook to walk

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    us through the situation using appropriate terms.

    Discuss yourself: You don't necessarily need to share your favorite color.

    Rather, read chapter 4. How do others see you? Is it the same as you see

    yourself? Do you have only one self?

    You must link at least three vocabulary terms from the reading to the information

    you examine on the website. Please include which section or where you got the

    information that you mentioned.

    2. Peer responses: Read two (2) of your classmates' entries (maybe on a topic you

    need more information on) and go to the website they have suggested. After

    reviewing the website and its information, post a response to their topic entry and

    a critique (3 or more sentences) of the website. Was it interesting, or did it help

    you understand that particular concept? Also, feel free to share any additional

    views or relevant stories you have on the topic.

    Take a look at the final paper. Decide on a

    topic this week.

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    1. Main Entry: You have been given the liberty to explore a topic/concept that

    caught your attention or had personal relevance. Your goal is to find one decent
    website that is related the topic that interested you while reading Chapters 3 and

    4. To be at level 5 or 6, your post should be quite lengthy and use several specific

    references to chapters and websites. Here are some suggestions:

    Cognitive Dissonance: Describe a situation in which you noticed or felt

    cognitive dissonance in your life. How was it resolved?

    Persuasion: Think of an instance when you were persuaded by someone or

    when you were persuaded by someone else. Please use the textbook to walk

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    us through the situation using appropriate terms.

    Discuss yourself: You don't necessarily need to share your favorite color.

    Rather, read chapter 4. How do others see you? Is it the same as you see

    yourself? Do you have only one self?

    You must link at least three vocabulary terms from the reading to the information

    you examine on the website. Please include which section or where you got the

    information that you mentioned.

    2. Peer responses: Read two (2) of your classmates' entries (maybe on a topic you

    need more information on) and go to the website they have suggested. After

    reviewing the website and its information, post a response to their topic entry and

    a critique (3 or more sentences) of the website. Was it interesting, or did it help

    you understand that particular concept? Also, feel free to share any additional

    views or relevant stories you have on the topic.

    Take a look at the final paper. Decide on a

    topic this week.

    All Threads

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  • [Solved] Behaviorism v. Neuroscience

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    **## Rubric-Behaviorismv.Neuroscience.docx**

    | | | | | | |
    | — | — | — | — | — | — |
    | **The Debate**<br>Discussion Identifying and<br>Framing an Ongoing<br>Debate Between<br>Neuroscientific and<br>Behaviorist Approaches | **0 points**<br>A discussion identifying and framing an ongoing debate between neuroscientific and behaviorist approaches is either missing or not evident to the reader. | **20.44 points**<br>A discussion identifying and framing an ongoing debate between neuroscientific and behaviorist approaches is present, but inaccurate, incomplete, or illogical. | **22.96 points**<br>A discussion identifying and framing an ongoing debate between neuroscientific and behaviorist approaches is presented, but is cursory and lacking in depth. The debate is not contextualized well. | **25.48 points**<br>A discussion identifying and framing an ongoing debate between neuroscientific and behaviorist approaches is present and thorough. The debate is contextualized moderately well. | **28 points**<br>A discussion identifying and framing an ongoing debate between neuroscientific and behaviorist approaches is thoroughly presented with rich detail. The debate is clearly contextualized. |
    | **Relevant Theoretical Frameworks**<br>Research-Supported<br>Discussion of the Key<br>Neuroscientific and<br>Behaviorist Theoretical Frameworks That Underpin the Chosen Debate | **0 points**<br>A research-supported discussion of the key neuroscientific and behaviorist theoretical frameworks that underpin the chosen debate is not presented. | **40.88 points**<br>A discussion of the key neuroscientific and behaviorist theoretical frameworks that underpin the chosen debate is presented, but inaccurate or incomplete. No research support is offered. | **45.92 points**<br>A research-supported discussion of the key neuroscientific and behaviorist theoretical frameworks that underpin the chosen debate is presented, but is cursory and lacking in depth. Research support is limited and from dated resources. | **50.96 points**<br>A research-supported discussion of the key neuroscientific and behaviorist theoretical frameworks that underpin the chosen debate is presented and thorough. Research support is limited, but from current resources. | **56 points**<br>A research-supported discussion of the key neuroscientific and behaviorist theoretical frameworks that underpin the chosen debate is thoroughly presented with rich detail. Research support is thorough and from current resources. |
    | **Research Questions and Methodologies**<br>Research-Supported<br>Discussion of how the<br>Identified Theoretical<br>Frameworks Guided the<br>Development of Research<br>Questions and the<br>Selection of Research<br>Methodologies Used on<br>Each Side of the Debate | **0 points**<br>A research-supported discussion of how the identified theoretical frameworks guided the development of research questions and the selection of research methodologies used on each side of the debate is not presented. | **40.88 points**<br>A discussion of how the identified theoretical frameworks guided the development of research questions and the selection of research methodologies used on each side of the debate is presented, but inaccurate or illogical. No research support is offered. | **45.92 points**<br>A research-supported discussion of how the identified theoretical frameworks guided the development of research questions and the selection of research methodologies used on each side of the debate is presented, but is cursory and lacking in depth. Research support is limited and from dated resources. | **50.96 points**<br>A research-supported discussion of how the identified theoretical frameworks guided the development of research questions and the selection of research methodologies used on each side of the debate is presented and thorough. Research support is limited, but from current resources. | **56 points**<br>A research-supported discussion of how the identified theoretical frameworks guided the development of research questions and the selection of research methodologies used on each side of the debate is thoroughly presented with rich detail. Research support is thorough and from current resources. |
    | **Interdisciplinary Intersection**<br>Research-Supported<br>Discussion of how<br>Neuroscience and<br>Behaviorist Psychology Intersect With Regard to the Chosen Debate | **0 points**<br>A research-supported discussion of how neuroscience and behaviorist psychology intersect with regard to the chosen debate is not presented. | **40.88 points**<br>A discussion of how neuroscience and behaviorist psychology intersect with regard to the chosen debate is presented, but inaccurate or illogical. No research support is offered. | **45.92 points**<br>A research-supported discussion of how neuroscience and behaviorist psychology intersect with regard to the chosen debate is presented, but is cursory and lacking in depth. Research support is limited and from dated resources. | **50.96 points**<br>A research-supported discussion of how neuroscience and behaviorist psychology intersect with regard to the chosen debate is presented and thorough. Research support is limited, but from current resources. | **56 points**<br>A research-supported discussion of how neuroscience and behaviorist psychology intersect with regard to the chosen debate is thoroughly presented with rich detail. Research support is thorough and from current resources. |
    | **Synthesis and Argument** | **0 points**<br>No synthesis of source information is evident. Statement of purpose is not followed to a justifiable conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. | **20.44 points**<br>Synthesis of source information is attempted, but is not successful. Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable | **22.96 points**<br>Synthesis of source information is present, but pedantic. Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, | **25.48 points**<br>Synthesis of source information is present and meaningful. Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. | **28 points**<br>Synthesis of source information is present and scholarly. Argument is clear and convincing, presenting a persuasive claim in a distinctive and compelling manner. All sources are authoritative. |

    **Behaviorism v. Neuroscience – Rubric Total** 280 points

    **1. 1: 2. 2: Less Than**

    **Criterion 3. 3: Satisfactory 4. 4: Good 5. 5: Excellent**

    **Unsatisfactory Satisfactory**

    | | | | | | |
    | — | — | — | — | — | — |
    | | | credibility. | supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. | Most sources are authoritative. | |
    | **Thesis Development and Purpose** | **0 points**<br>Paper lacks any discernible overall purpose or organizing claim. | **20.44 points**<br>Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear. | **22.96 points**<br>Thesis and/or main claim are apparent and appropriate to purpose. | **25.48 points**<br>Thesis and/or main claim are clear and forecast the development of the paper. They are descriptive and reflective of the arguments and appropriate to the purpose. | **28 points**<br>Thesis and/or main claim are clear and comprehensive; the essence of the paper is contained within the thesis. |
    | **Mechanics of Writing** | **0 points**<br>Mechanical errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used. | **10.22 points**<br>Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present. | **11.48 points**<br>Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. | **12.74 points**<br>Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. | **14 points**<br>Writer is clearly in<br>command of standard, written, academic English. |
    | **APA Format** | **0 points**<br>Required format is rarely followed correctly. No reference page is included. No in-text citations are used. | **10.22 points**<br>Required format elements are missing or incorrect. A lack of control with formatting is apparent. Reference page is present. However, in-text citations are inconsistently used. | **11.48 points**<br>Required format is generally correct. However, errors are present (e.g. font, cover page, margins, and in-text citations). Reference page is included and lists sources used in the paper. Sources are appropriately documented though some errors are present. | **12.74 points**<br>Required format is used, but minor errors are present (e.g. headings and direct quotes). Reference page is present and includes all cited sources. Documentation is appropriate and citation style is usually correct. | **14 points**<br>The document is correctly formatted. In-text citations and a reference page are complete and correct. The documentation of cited sources is free of error. |

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    **## Rubric-Behaviorismv.Neuroscience.docx**

    | | | | | | |
    | — | — | — | — | — | — |
    | **The Debate**<br>Discussion Identifying and<br>Framing an Ongoing<br>Debate Between<br>Neuroscientific and<br>Behaviorist Approaches | **0 points**<br>A discussion identifying and framing an ongoing debate between neuroscientific and behaviorist approaches is either missing or not evident to the reader. | **20.44 points**<br>A discussion identifying and framing an ongoing debate between neuroscientific and behaviorist approaches is present, but inaccurate, incomplete, or illogical. | **22.96 points**<br>A discussion identifying and framing an ongoing debate between neuroscientific and behaviorist approaches is presented, but is cursory and lacking in depth. The debate is not contextualized well. | **25.48 points**<br>A discussion identifying and framing an ongoing debate between neuroscientific and behaviorist approaches is present and thorough. The debate is contextualized moderately well. | **28 points**<br>A discussion identifying and framing an ongoing debate between neuroscientific and behaviorist approaches is thoroughly presented with rich detail. The debate is clearly contextualized. |
    | **Relevant Theoretical Frameworks**<br>Research-Supported<br>Discussion of the Key<br>Neuroscientific and<br>Behaviorist Theoretical Frameworks That Underpin the Chosen Debate | **0 points**<br>A research-supported discussion of the key neuroscientific and behaviorist theoretical frameworks that underpin the chosen debate is not presented. | **40.88 points**<br>A discussion of the key neuroscientific and behaviorist theoretical frameworks that underpin the chosen debate is presented, but inaccurate or incomplete. No research support is offered. | **45.92 points**<br>A research-supported discussion of the key neuroscientific and behaviorist theoretical frameworks that underpin the chosen debate is presented, but is cursory and lacking in depth. Research support is limited and from dated resources. | **50.96 points**<br>A research-supported discussion of the key neuroscientific and behaviorist theoretical frameworks that underpin the chosen debate is presented and thorough. Research support is limited, but from current resources. | **56 points**<br>A research-supported discussion of the key neuroscientific and behaviorist theoretical frameworks that underpin the chosen debate is thoroughly presented with rich detail. Research support is thorough and from current resources. |
    | **Research Questions and Methodologies**<br>Research-Supported<br>Discussion of how the<br>Identified Theoretical<br>Frameworks Guided the<br>Development of Research<br>Questions and the<br>Selection of Research<br>Methodologies Used on<br>Each Side of the Debate | **0 points**<br>A research-supported discussion of how the identified theoretical frameworks guided the development of research questions and the selection of research methodologies used on each side of the debate is not presented. | **40.88 points**<br>A discussion of how the identified theoretical frameworks guided the development of research questions and the selection of research methodologies used on each side of the debate is presented, but inaccurate or illogical. No research support is offered. | **45.92 points**<br>A research-supported discussion of how the identified theoretical frameworks guided the development of research questions and the selection of research methodologies used on each side of the debate is presented, but is cursory and lacking in depth. Research support is limited and from dated resources. | **50.96 points**<br>A research-supported discussion of how the identified theoretical frameworks guided the development of research questions and the selection of research methodologies used on each side of the debate is presented and thorough. Research support is limited, but from current resources. | **56 points**<br>A research-supported discussion of how the identified theoretical frameworks guided the development of research questions and the selection of research methodologies used on each side of the debate is thoroughly presented with rich detail. Research support is thorough and from current resources. |
    | **Interdisciplinary Intersection**<br>Research-Supported<br>Discussion of how<br>Neuroscience and<br>Behaviorist Psychology Intersect With Regard to the Chosen Debate | **0 points**<br>A research-supported discussion of how neuroscience and behaviorist psychology intersect with regard to the chosen debate is not presented. | **40.88 points**<br>A discussion of how neuroscience and behaviorist psychology intersect with regard to the chosen debate is presented, but inaccurate or illogical. No research support is offered. | **45.92 points**<br>A research-supported discussion of how neuroscience and behaviorist psychology intersect with regard to the chosen debate is presented, but is cursory and lacking in depth. Research support is limited and from dated resources. | **50.96 points**<br>A research-supported discussion of how neuroscience and behaviorist psychology intersect with regard to the chosen debate is presented and thorough. Research support is limited, but from current resources. | **56 points**<br>A research-supported discussion of how neuroscience and behaviorist psychology intersect with regard to the chosen debate is thoroughly presented with rich detail. Research support is thorough and from current resources. |
    | **Synthesis and Argument** | **0 points**<br>No synthesis of source information is evident. Statement of purpose is not followed to a justifiable conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. | **20.44 points**<br>Synthesis of source information is attempted, but is not successful. Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable | **22.96 points**<br>Synthesis of source information is present, but pedantic. Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, | **25.48 points**<br>Synthesis of source information is present and meaningful. Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. | **28 points**<br>Synthesis of source information is present and scholarly. Argument is clear and convincing, presenting a persuasive claim in a distinctive and compelling manner. All sources are authoritative. |

    **Behaviorism v. Neuroscience – Rubric Total** 280 points

    **1. 1: 2. 2: Less Than**

    **Criterion 3. 3: Satisfactory 4. 4: Good 5. 5: Excellent**

    **Unsatisfactory Satisfactory**

    | | | | | | |
    | — | — | — | — | — | — |
    | | | credibility. | supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. | Most sources are authoritative. | |
    | **Thesis Development and Purpose** | **0 points**<br>Paper lacks any discernible overall purpose or organizing claim. | **20.44 points**<br>Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear. | **22.96 points**<br>Thesis and/or main claim are apparent and appropriate to purpose. | **25.48 points**<br>Thesis and/or main claim are clear and forecast the development of the paper. They are descriptive and reflective of the arguments and appropriate to the purpose. | **28 points**<br>Thesis and/or main claim are clear and comprehensive; the essence of the paper is contained within the thesis. |
    | **Mechanics of Writing** | **0 points**<br>Mechanical errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used. | **10.22 points**<br>Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present. | **11.48 points**<br>Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. | **12.74 points**<br>Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. | **14 points**<br>Writer is clearly in<br>command of standard, written, academic English. |
    | **APA Format** | **0 points**<br>Required format is rarely followed correctly. No reference page is included. No in-text citations are used. | **10.22 points**<br>Required format elements are missing or incorrect. A lack of control with formatting is apparent. Reference page is present. However, in-text citations are inconsistently used. | **11.48 points**<br>Required format is generally correct. However, errors are present (e.g. font, cover page, margins, and in-text citations). Reference page is included and lists sources used in the paper. Sources are appropriately documented though some errors are present. | **12.74 points**<br>Required format is used, but minor errors are present (e.g. headings and direct quotes). Reference page is present and includes all cited sources. Documentation is appropriate and citation style is usually correct. | **14 points**<br>The document is correctly formatted. In-text citations and a reference page are complete and correct. The documentation of cited sources is free of error. |

    **Screenshot2026-07-09at11.56.46AM.png**

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    **## Rubric-Behaviorismv.Neuroscience.docx**

    | | | | | | |
    | — | — | — | — | — | — |
    | **The Debate**<br>Discussion Identifying and<br>Framing an Ongoing<br>Debate Between<br>Neuroscientific and<br>Behaviorist Approaches | **0 points**<br>A discussion identifying and framing an ongoing debate between neuroscientific and behaviorist approaches is either missing or not evident to the reader. | **20.44 points**<br>A discussion identifying and framing an ongoing debate between neuroscientific and behaviorist approaches is present, but inaccurate, incomplete, or illogical. | **22.96 points**<br>A discussion identifying and framing an ongoing debate between neuroscientific and behaviorist approaches is presented, but is cursory and lacking in depth. The debate is not contextualized well. | **25.48 points**<br>A discussion identifying and framing an ongoing debate between neuroscientific and behaviorist approaches is present and thorough. The debate is contextualized moderately well. | **28 points**<br>A discussion identifying and framing an ongoing debate between neuroscientific and behaviorist approaches is thoroughly presented with rich detail. The debate is clearly contextualized. |
    | **Relevant Theoretical Frameworks**<br>Research-Supported<br>Discussion of the Key<br>Neuroscientific and<br>Behaviorist Theoretical Frameworks That Underpin the Chosen Debate | **0 points**<br>A research-supported discussion of the key neuroscientific and behaviorist theoretical frameworks that underpin the chosen debate is not presented. | **40.88 points**<br>A discussion of the key neuroscientific and behaviorist theoretical frameworks that underpin the chosen debate is presented, but inaccurate or incomplete. No research support is offered. | **45.92 points**<br>A research-supported discussion of the key neuroscientific and behaviorist theoretical frameworks that underpin the chosen debate is presented, but is cursory and lacking in depth. Research support is limited and from dated resources. | **50.96 points**<br>A research-supported discussion of the key neuroscientific and behaviorist theoretical frameworks that underpin the chosen debate is presented and thorough. Research support is limited, but from current resources. | **56 points**<br>A research-supported discussion of the key neuroscientific and behaviorist theoretical frameworks that underpin the chosen debate is thoroughly presented with rich detail. Research support is thorough and from current resources. |
    | **Research Questions and Methodologies**<br>Research-Supported<br>Discussion of how the<br>Identified Theoretical<br>Frameworks Guided the<br>Development of Research<br>Questions and the<br>Selection of Research<br>Methodologies Used on<br>Each Side of the Debate | **0 points**<br>A research-supported discussion of how the identified theoretical frameworks guided the development of research questions and the selection of research methodologies used on each side of the debate is not presented. | **40.88 points**<br>A discussion of how the identified theoretical frameworks guided the development of research questions and the selection of research methodologies used on each side of the debate is presented, but inaccurate or illogical. No research support is offered. | **45.92 points**<br>A research-supported discussion of how the identified theoretical frameworks guided the development of research questions and the selection of research methodologies used on each side of the debate is presented, but is cursory and lacking in depth. Research support is limited and from dated resources. | **50.96 points**<br>A research-supported discussion of how the identified theoretical frameworks guided the development of research questions and the selection of research methodologies used on each side of the debate is presented and thorough. Research support is limited, but from current resources. | **56 points**<br>A research-supported discussion of how the identified theoretical frameworks guided the development of research questions and the selection of research methodologies used on each side of the debate is thoroughly presented with rich detail. Research support is thorough and from current resources. |
    | **Interdisciplinary Intersection**<br>Research-Supported<br>Discussion of how<br>Neuroscience and<br>Behaviorist Psychology Intersect With Regard to the Chosen Debate | **0 points**<br>A research-supported discussion of how neuroscience and behaviorist psychology intersect with regard to the chosen debate is not presented. | **40.88 points**<br>A discussion of how neuroscience and behaviorist psychology intersect with regard to the chosen debate is presented, but inaccurate or illogical. No research support is offered. | **45.92 points**<br>A research-supported discussion of how neuroscience and behaviorist psychology intersect with regard to the chosen debate is presented, but is cursory and lacking in depth. Research support is limited and from dated resources. | **50.96 points**<br>A research-supported discussion of how neuroscience and behaviorist psychology intersect with regard to the chosen debate is presented and thorough. Research support is limited, but from current resources. | **56 points**<br>A research-supported discussion of how neuroscience and behaviorist psychology intersect with regard to the chosen debate is thoroughly presented with rich detail. Research support is thorough and from current resources. |
    | **Synthesis and Argument** | **0 points**<br>No synthesis of source information is evident. Statement of purpose is not followed to a justifiable conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. | **20.44 points**<br>Synthesis of source information is attempted, but is not successful. Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable | **22.96 points**<br>Synthesis of source information is present, but pedantic. Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, | **25.48 points**<br>Synthesis of source information is present and meaningful. Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. | **28 points**<br>Synthesis of source information is present and scholarly. Argument is clear and convincing, presenting a persuasive claim in a distinctive and compelling manner. All sources are authoritative. |

    **Behaviorism v. Neuroscience – Rubric Total** 280 points

    **1. 1: 2. 2: Less Than**

    **Criterion 3. 3: Satisfactory 4. 4: Good 5. 5: Excellent**

    **Unsatisfactory Satisfactory**

    | | | | | | |
    | — | — | — | — | — | — |
    | | | credibility. | supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. | Most sources are authoritative. | |
    | **Thesis Development and Purpose** | **0 points**<br>Paper lacks any discernible overall purpose or organizing claim. | **20.44 points**<br>Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear. | **22.96 points**<br>Thesis and/or main claim are apparent and appropriate to purpose. | **25.48 points**<br>Thesis and/or main claim are clear and forecast the development of the paper. They are descriptive and reflective of the arguments and appropriate to the purpose. | **28 points**<br>Thesis and/or main claim are clear and comprehensive; the essence of the paper is contained within the thesis. |
    | **Mechanics of Writing** | **0 points**<br>Mechanical errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used. | **10.22 points**<br>Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present. | **11.48 points**<br>Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. | **12.74 points**<br>Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. | **14 points**<br>Writer is clearly in<br>command of standard, written, academic English. |
    | **APA Format** | **0 points**<br>Required format is rarely followed correctly. No reference page is included. No in-text citations are used. | **10.22 points**<br>Required format elements are missing or incorrect. A lack of control with formatting is apparent. Reference page is present. However, in-text citations are inconsistently used. | **11.48 points**<br>Required format is generally correct. However, errors are present (e.g. font, cover page, margins, and in-text citations). Reference page is included and lists sources used in the paper. Sources are appropriately documented though some errors are present. | **12.74 points**<br>Required format is used, but minor errors are present (e.g. headings and direct quotes). Reference page is present and includes all cited sources. Documentation is appropriate and citation style is usually correct. | **14 points**<br>The document is correctly formatted. In-text citations and a reference page are complete and correct. The documentation of cited sources is free of error. |

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  • [Solved] psych

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  • [Solved] Interview

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    **files (1)** – ## Interview.docx **## Interview.docx** AMERICAN WORDS ONLY**** Part 1: Interview proposal Each student will interview an individual who is above the age of 65 and provide a reflection of his/her experiences regarding this activity. Interviews can be done in person, via telephone…

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    **files (1)**

    – ## Interview.docx

    **## Interview.docx**

    AMERICAN WORDS ONLY****

    Part 1: Interview proposal

    Each student will interview an individual who is above the age of 65 and provide a reflection of his/her experiences regarding this activity. Interviews can be done in person, via telephone, zoom, or most any other way. Prior to interview, students will briefly describe/summarize the interviewee, interview format, and submit a series of proposed interview questions to the professor for approval. Specifics are located in canvas.

    Prior to the interview, you will need to briefly describe/summarize the interviewee and interview format and submit a series of proposed interview questions to the professor for approval.

    Submit this proposal to Dr. Darch for approval by July 13.

    Upload you Interview Proposal here…

    Part 2: Disussion Chapter 10( Casual simplified tone 130-160 words)

    1A. After you read the introduction of couple and family counseling (Ch. 10), what are your understanding about couple and family counseling? What are the different approaches of couple/marriage/family work may exist between counselors and family therapists?

    1B. Respond to two students

    Student 1: M.G

    After reading the introduction to couples and family counseling, I think it is even more complex than individual counseling. Since the family is viewed as a whole you are considering the well-being of multiple different people instead of just one. That can become extremely complicated because every family is unique and has different experiences, relationships, and ways of handling stress. The same situation can affect one family very differently than another depending on what they have been through and how they interact with each other. I also gained a better understanding of why people seek couples therapy. It is not just for problems like fighting or infidelity. Couples also go to therapy to learn how to better manage finances, improve communication, navigate parenting, and determine overall compatibility. Just like individual counseling, there are many different theories and approaches that counselors can use. Some common theories include psychoanalytic theory, social learning theory, and Bowen Family Systems Theory. Some approaches that are often used are psychodynamic counseling, narrative family counseling, brief solution-focused family counseling, and structural family counseling. Just like in individual counseling, it is important for the counselor to recognize which theory or approach will best fit each client's unique situation.

    Student 2: L.B

    My understanding of couples and family counseling is that they are able to work on how to operate as a system instead of individually, and there are many different ways to achieve this goal. Families can have many different forms including single-parent families, military families, LGBT+ families, minority families, or other types. Because of the differences in family situations or family types, counselors have a responsibility to get to know each family based on their values, habits, and traditions as well as their struggles or areas they are wanting to improve. The goal with family counseling is not to change the family dynamics but to improve communication, adaptability, and commitment to each other. Couples counseling is similar to families in the ways of working to enhance the positive aspects of their relationship.

    The approaches to couple/marriage/family counseling can be similar and the main difference between couples and family counseling are incorporating the kids and other family members. Some approaches to counseling families include Brief Solution-Focused, Structural, Behavioral, and Psychodynamic. Most of the family approaches are focused on the members working together rather than individually. Approaches to working with couples include Social Learning Theory, Emotionally Focused Therapy, REBT, and Psychoanalytic Theory. Some of the topics discussed in couples counseling includes communication, fidelity, finances, and compatibility.

    Part 3: Discussion Chapter 11 (Casual simplified tone, 130-160 words)

    3A. After reading about counseling children and adolescents (Ch. 11), how comfortable are you to focus on your counseling career on the population of child and adolescent? Explain your like and dislike.

    **Nervous about working with this population due to no experience working with them**

    3B. Respond to two students:

    Student 1: M.G

    Children are the population I feel most comfortable focusing my counseling career on. I have a lot of experience with this age group, and it is truly the area I am most passionate about. Working with children is what first sparked my interest in counseling. I know that counseling this population comes with its own unique set of challenges, but in my opinion the benefits far outweigh them. Childhood is such an important foundation for a person's future. Helping a child build resilience, develop healthy coping skills, and heal from difficult experiences can have a lasting impact on their life forever. The difference you make in a child's life does not just affect them in the present but it can positively shape their future for years to come. I also love working with kids because of their honesty and vulnerability. They often have such an optimistic outlook on life, and I am excited about the opportunity to help bring joy, growth, and healing into their lives. I also enjoy the creativity that comes with counseling children through techniques like art therapy, games, and different play therapy strategies. I am hopeful that my career will lead me to working with this population.

    Student 2: L.B

    Children are the population I feel most comfortable focusing my counseling career on. I have a lot of experience with this age group, and it is truly the area I am most passionate about. Working with children is what first sparked my interest in counseling. I know that counseling this population comes with its own unique set of challenges, but in my opinion the benefits far outweigh them. Childhood is such an important foundation for a person's future. Helping a child build resilience, develop healthy coping skills, and heal from difficult experiences can have a lasting impact on their life forever. The difference you make in a child's life does not just affect them in the present but it can positively shape their future for years to come. I also love working with kids because of their honesty and vulnerability. They often have such an optimistic outlook on life, and I am excited about the opportunity to help bring joy, growth, and healing into their lives. I also enjoy the creativity that comes with counseling children through techniques like art therapy, games, and different play therapy strategies. I am hopeful that my career will lead me to working with this population.

    **## Interview.docx**

    AMERICAN WORDS ONLY****

    Part 1: Interview proposal

    Each student will interview an individual who is above the age of 65 and provide a reflection of his/her experiences regarding this activity. Interviews can be done in person, via telephone, zoom, or most any other way. Prior to interview, students will briefly describe/summarize the interviewee, interview format, and submit a series of proposed interview questions to the professor for approval. Specifics are located in canvas.

    Prior to the interview, you will need to briefly describe/summarize the interviewee and interview format and submit a series of proposed interview questions to the professor for approval.

    Submit this proposal to Dr. Darch for approval by July 13.

    Upload you Interview Proposal here…

    Part 2: Disussion Chapter 10( Casual simplified tone 130-160 words)

    1A. After you read the introduction of couple and family counseling (Ch. 10), what are your understanding about couple and family counseling? What are the different approaches of couple/marriage/family work may exist between counselors and family therapists?

    1B. Respond to two students

    Student 1: M.G

    After reading the introduction to couples and family counseling, I think it is even more complex than individual counseling. Since the family is viewed as a whole you are considering the well-being of multiple different people instead of just one. That can become extremely complicated because every family is unique and has different experiences, relationships, and ways of handling stress. The same situation can affect one family very differently than another depending on what they have been through and how they interact with each other. I also gained a better understanding of why people seek couples therapy. It is not just for problems like fighting or infidelity. Couples also go to therapy to learn how to better manage finances, improve communication, navigate parenting, and determine overall compatibility. Just like individual counseling, there are many different theories and approaches that counselors can use. Some common theories include psychoanalytic theory, social learning theory, and Bowen Family Systems Theory. Some approaches that are often used are psychodynamic counseling, narrative family counseling, brief solution-focused family counseling, and structural family counseling. Just like in individual counseling, it is important for the counselor to recognize which theory or approach will best fit each client's unique situation.

    Student 2: L.B

    My understanding of couples and family counseling is that they are able to work on how to operate as a system instead of individually, and there are many different ways to achieve this goal. Families can have many different forms including single-parent families, military families, LGBT+ families, minority families, or other types. Because of the differences in family situations or family types, counselors have a responsibility to get to know each family based on their values, habits, and traditions as well as their struggles or areas they are wanting to improve. The goal with family counseling is not to change the family dynamics but to improve communication, adaptability, and commitment to each other. Couples counseling is similar to families in the ways of working to enhance the positive aspects of their relationship.

    The approaches to couple/marriage/family counseling can be similar and the main difference between couples and family counseling are incorporating the kids and other family members. Some approaches to counseling families include Brief Solution-Focused, Structural, Behavioral, and Psychodynamic. Most of the family approaches are focused on the members working together rather than individually. Approaches to working with couples include Social Learning Theory, Emotionally Focused Therapy, REBT, and Psychoanalytic Theory. Some of the topics discussed in couples counseling includes communication, fidelity, finances, and compatibility.

    Part 3: Discussion Chapter 11 (Casual simplified tone, 130-160 words)

    3A. After reading about counseling children and adolescents (Ch. 11), how comfortable are you to focus on your counseling career on the population of child and adolescent? Explain your like and dislike.

    **Nervous about working with this population due to no experience working with them**

    3B. Respond to two students:

    Student 1: M.G

    Children are the population I feel most comfortable focusing my counseling career on. I have a lot of experience with this age group, and it is truly the area I am most passionate about. Working with children is what first sparked my interest in counseling. I know that counseling this population comes with its own unique set of challenges, but in my opinion the benefits far outweigh them. Childhood is such an important foundation for a person's future. Helping a child build resilience, develop healthy coping skills, and heal from difficult experiences can have a lasting impact on their life forever. The difference you make in a child's life does not just affect them in the present but it can positively shape their future for years to come. I also love working with kids because of their honesty and vulnerability. They often have such an optimistic outlook on life, and I am excited about the opportunity to help bring joy, growth, and healing into their lives. I also enjoy the creativity that comes with counseling children through techniques like art therapy, games, and different play therapy strategies. I am hopeful that my career will lead me to working with this population.

    Student 2: L.B

    Children are the population I feel most comfortable focusing my counseling career on. I have a lot of experience with this age group, and it is truly the area I am most passionate about. Working with children is what first sparked my interest in counseling. I know that counseling this population comes with its own unique set of challenges, but in my opinion the benefits far outweigh them. Childhood is such an important foundation for a person's future. Helping a child build resilience, develop healthy coping skills, and heal from difficult experiences can have a lasting impact on their life forever. The difference you make in a child's life does not just affect them in the present but it can positively shape their future for years to come. I also love working with kids because of their honesty and vulnerability. They often have such an optimistic outlook on life, and I am excited about the opportunity to help bring joy, growth, and healing into their lives. I also enjoy the creativity that comes with counseling children through techniques like art therapy, games, and different play therapy strategies. I am hopeful that my career will lead me to working with this population.

  • [Solved] Compare Contrast

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    **files (4)** – ## comparecontrastform.docx – EBSCO-FullText-07_09_20261.pdf – CCArt1.pdf – EBSCO-FullText-07_09_2026.pdf **## comparecontrastform.docx** compare & contrast paper – use at least 3 peer reviewed articles from professional journals. Select articles which discuss about a topic (list…

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    Assignment Prompt & Instructions

    **files (4)**

    – ## comparecontrastform.docx

    – EBSCO-FullText-07_09_20261.pdf
    – CCArt1.pdf
    – EBSCO-FullText-07_09_2026.pdf

    **## comparecontrastform.docx**

    compare & contrast paper – use at least 3 peer reviewed articles from professional journals.

    Select articles which discuss about a topic (listed below) in professional counseling. Compare and

    contrast or summarize (also include your own opinions and reflections with citations) the articles’ views.

    Categories/Topics (Select one for each paper):

    ▪ CURRENT TRENDS IN COUNSELING (e.g., neurological influences; traumatology;

    integrative vs eclectic; Accreditation – CACREP, CORE, MPCAP; New CACREP standards;

    Specialist vs Generalist; Online vs Face-to-Face Counseling, etc.)

    ▪ COUNSELOR TRAINING, IDENTITY, & SUPERVISION: Importance of professional

    identity; Counselor training models (e.g., APA endorses Scientist-Practitioner model);

    Supervision and Supervisor Criteria (e.g., APA and AAMFT require internship and post-

    graduate supervision to be conducted by approved supervisors, etc.)

    ▪ DIVERSITY & MULTICULTURAL COUNSELING: Current Trends and Development

    ▪ SOCIAL JUSTICE IN COUNSELING: Its Impacts and Implications in Counseling

    ▪ CLIENT ADVOCACY: Strategies for Advocacy and the Development of Advocacy in

    Counseling

    ▪ ETHICAL & LEGAL PRACTICE OF YOUR COUNSELING: What will be the

    ethical/legal concerns when you become a licensed counselor? How are ethical codes preparing

    a professional?

    ▪ LICENSURE & CERTIFICATE: License/Certificate Across States; Mobility of

    License/Certificate; Practice Across State Lines

    ▪ COUNSELING EFFECTIVENESS: Contributing factors to effective counseling; What are

    effective therapeutic elements?; Wellness vs Symptom reduction; Medication vs Counseling, etc.

    ▪ COUNSELING PROCESS & TECHNIQUES: Evidence-based practice; Classical theories vs

    New Interventions (Psychoanalysis, Jungian, Adlerian, Rogerian, etc. vs DBT, EMDR, TF-CBT,

    etc.); Risk and harm of therapeutic approaches, etc.

    ▪ RESEARCH: Roles of research in Mental Health Counseling?; Are we merely consumers of

    research or involving in research advancement?

    This paper should be in APA style with a cover page, body of no less than 2 pages, citations, and reference page (see “APA Format required”). The referenced articles must be from journals or documents as specified by the professor. Be sure to review the articles completely providing a (1) summary of each of the articles, (2) how they are in agreement, disagreement, and a (3) summary noting your observations of the articles and their relative usefulness to the class. These papers will be reviewed for content and APA errors.

    The First paper submission will go through these steps: (1) first submit a draft copy to a campus tutor in learning center (online or in person) to be reviewed for APA style errors or writing issues (the first submission should be the draft copy which is uncorrected and includes the tutor’s comments and remarks), (2) Submit the tutor edited copy to Canvas.

    Note: learning center will apply its policy in reviewing your draft. Please follow its guidelines to checkyour draft with APA style errors and other writing issues (Objectives 5, 7, 9, & 23)

    Use articles provided

    American words only

    Small minor mistakes for realism

    Casual and simplified tone

    **EBSCO-FullText-07_09_20261.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ebsco-fulltext-07-09-20261-pdf)

    **CCArt1.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ccart1-pdf)

    **EBSCO-FullText-07_09_2026.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ebsco-fulltext-07-09-2026-pdf)

    **EBSCO-FullText-07_09_2026.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ebsco-fulltext-07-09-2026-pdf)

    **## comparecontrastform.docx**

    compare & contrast paper – use at least 3 peer reviewed articles from professional journals.

    Select articles which discuss about a topic (listed below) in professional counseling. Compare and

    contrast or summarize (also include your own opinions and reflections with citations) the articles’ views.

    Categories/Topics (Select one for each paper):

    ▪ CURRENT TRENDS IN COUNSELING (e.g., neurological influences; traumatology;

    integrative vs eclectic; Accreditation – CACREP, CORE, MPCAP; New CACREP standards;

    Specialist vs Generalist; Online vs Face-to-Face Counseling, etc.)

    ▪ COUNSELOR TRAINING, IDENTITY, & SUPERVISION: Importance of professional

    identity; Counselor training models (e.g., APA endorses Scientist-Practitioner model);

    Supervision and Supervisor Criteria (e.g., APA and AAMFT require internship and post-

    graduate supervision to be conducted by approved supervisors, etc.)

    ▪ DIVERSITY & MULTICULTURAL COUNSELING: Current Trends and Development

    ▪ SOCIAL JUSTICE IN COUNSELING: Its Impacts and Implications in Counseling

    ▪ CLIENT ADVOCACY: Strategies for Advocacy and the Development of Advocacy in

    Counseling

    ▪ ETHICAL & LEGAL PRACTICE OF YOUR COUNSELING: What will be the

    ethical/legal concerns when you become a licensed counselor? How are ethical codes preparing

    a professional?

    ▪ LICENSURE & CERTIFICATE: License/Certificate Across States; Mobility of

    License/Certificate; Practice Across State Lines

    ▪ COUNSELING EFFECTIVENESS: Contributing factors to effective counseling; What are

    effective therapeutic elements?; Wellness vs Symptom reduction; Medication vs Counseling, etc.

    ▪ COUNSELING PROCESS & TECHNIQUES: Evidence-based practice; Classical theories vs

    New Interventions (Psychoanalysis, Jungian, Adlerian, Rogerian, etc. vs DBT, EMDR, TF-CBT,

    etc.); Risk and harm of therapeutic approaches, etc.

    ▪ RESEARCH: Roles of research in Mental Health Counseling?; Are we merely consumers of

    research or involving in research advancement?

    This paper should be in APA style with a cover page, body of no less than 2 pages, citations, and reference page (see “APA Format required”). The referenced articles must be from journals or documents as specified by the professor. Be sure to review the articles completely providing a (1) summary of each of the articles, (2) how they are in agreement, disagreement, and a (3) summary noting your observations of the articles and their relative usefulness to the class. These papers will be reviewed for content and APA errors.

    The First paper submission will go through these steps: (1) first submit a draft copy to a campus tutor in learning center (online or in person) to be reviewed for APA style errors or writing issues (the first submission should be the draft copy which is uncorrected and includes the tutor’s comments and remarks), (2) Submit the tutor edited copy to Canvas.

    Note: learning center will apply its policy in reviewing your draft. Please follow its guidelines to checkyour draft with APA style errors and other writing issues (Objectives 5, 7, 9, & 23)

    Use articles provided

    American words only

    Small minor mistakes for realism

    Casual and simplified tone

    **EBSCO-FullText-07_09_20261.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ebsco-fulltext-07-09-20261-pdf)

    **CCArt1.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ccart1-pdf)

    **EBSCO-FullText-07_09_2026.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ebsco-fulltext-07-09-2026-pdf)

    **## comparecontrastform.docx**

    compare & contrast paper – use at least 3 peer reviewed articles from professional journals.

    Select articles which discuss about a topic (listed below) in professional counseling. Compare and

    contrast or summarize (also include your own opinions and reflections with citations) the articles’ views.

    Categories/Topics (Select one for each paper):

    ▪ CURRENT TRENDS IN COUNSELING (e.g., neurological influences; traumatology;

    integrative vs eclectic; Accreditation – CACREP, CORE, MPCAP; New CACREP standards;

    Specialist vs Generalist; Online vs Face-to-Face Counseling, etc.)

    ▪ COUNSELOR TRAINING, IDENTITY, & SUPERVISION: Importance of professional

    identity; Counselor training models (e.g., APA endorses Scientist-Practitioner model);

    Supervision and Supervisor Criteria (e.g., APA and AAMFT require internship and post-

    graduate supervision to be conducted by approved supervisors, etc.)

    ▪ DIVERSITY & MULTICULTURAL COUNSELING: Current Trends and Development

    ▪ SOCIAL JUSTICE IN COUNSELING: Its Impacts and Implications in Counseling

    ▪ CLIENT ADVOCACY: Strategies for Advocacy and the Development of Advocacy in

    Counseling

    ▪ ETHICAL & LEGAL PRACTICE OF YOUR COUNSELING: What will be the

    ethical/legal concerns when you become a licensed counselor? How are ethical codes preparing

    a professional?

    ▪ LICENSURE & CERTIFICATE: License/Certificate Across States; Mobility of

    License/Certificate; Practice Across State Lines

    ▪ COUNSELING EFFECTIVENESS: Contributing factors to effective counseling; What are

    effective therapeutic elements?; Wellness vs Symptom reduction; Medication vs Counseling, etc.

    ▪ COUNSELING PROCESS & TECHNIQUES: Evidence-based practice; Classical theories vs

    New Interventions (Psychoanalysis, Jungian, Adlerian, Rogerian, etc. vs DBT, EMDR, TF-CBT,

    etc.); Risk and harm of therapeutic approaches, etc.

    ▪ RESEARCH: Roles of research in Mental Health Counseling?; Are we merely consumers of

    research or involving in research advancement?

    This paper should be in APA style with a cover page, body of no less than 2 pages, citations, and reference page (see “APA Format required”). The referenced articles must be from journals or documents as specified by the professor. Be sure to review the articles completely providing a (1) summary of each of the articles, (2) how they are in agreement, disagreement, and a (3) summary noting your observations of the articles and their relative usefulness to the class. These papers will be reviewed for content and APA errors.

    The First paper submission will go through these steps: (1) first submit a draft copy to a campus tutor in learning center (online or in person) to be reviewed for APA style errors or writing issues (the first submission should be the draft copy which is uncorrected and includes the tutor’s comments and remarks), (2) Submit the tutor edited copy to Canvas.

    Note: learning center will apply its policy in reviewing your draft. Please follow its guidelines to checkyour draft with APA style errors and other writing issues (Objectives 5, 7, 9, & 23)

    Use articles provided

    American words only

    Small minor mistakes for realism

    Casual and simplified tone

    **EBSCO-FullText-07_09_20261.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ebsco-fulltext-07-09-20261-pdf)

    **CCArt1.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ccart1-pdf)

    **EBSCO-FullText-07_09_2026.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ebsco-fulltext-07-09-2026-pdf)

  • [Solved] Roll up your sleeves

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **files (1)** – ## Week4Discussion-MainPostdueSundayJuly5-CommentsaredueTuesdayJuly.pdf **## Week4Discussion-MainPostdueSundayJuly5-CommentsaredueTuesdayJuly.pdf** Week 4 Discussion – Main Post due Sunday July 5 – Comments are due Tuesday July 7 Due on Jul 7, 2026 11:59 PM AS Discussions List View T…

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    **files (1)**

    – ## Week4Discussion-MainPostdueSundayJuly5-CommentsaredueTuesdayJuly.pdf

    **## Week4Discussion-MainPostdueSundayJuly5-CommentsaredueTuesdayJuly.pdf**

    Week 4 Discussion – Main
    Post due Sunday July 5 –
    Comments are due Tuesday
    July 7
    Due on Jul 7, 2026 11:59 PM

    AS

    Discussions List View Topic

    Search Week 4 Discussion – Main Post due S…

    Subscribe

    Discussion: Roll Up Your Sleeves

    Main Entry: You have just been elected

    President of the "Good Doer Club." As

    president, you are responsible for designing a

    door-to-door campaign to get people to do

    one of the following (pick the topic you like
    best):

    Donate blood at a blood drive

    Help build housing for low-income residents

    Donate used but in good condition household items for the

    "Good Doer Club Yard Sale" – proceeds go to a good cause.

    https://learn.umgc.edu/d2l/le/1436261/discussions/topics/5261409/View 7/9/26, 7:24 PM
    Page 1 of 11

    Feedback 0 / 40 0 %

    Rubrics

    Participation

    Start a New Thread

    Convince employees to take advantage of the FREE flu shots

    their employer had paid for as a service to them.

    A) What tactic(s) will you instruct your solicitors to employ?

    B) Give a brief step-by-step account of what the solicitors should do

    (bullet point format is fine).

    C) Justify your approach with supporting evidence as to why this is

    the best way to proceed; that is, how does it improve the chances that

    influence will lead to conformity? Be sure to include four vocabulary
    words from the reading to get full credit. Please include at least 4
    mentions of the sections or where you got the information that you
    mentioned.

    2. Peer Responses: Respond to two (2) of your classmates' entries.

    Provide constructive feedback regarding the strategy employed. Offer

    alternative insight or approaches as appropriate.

    Create an outline for your final paper OR find 3 articles

    that relate to your topic.

    https://learn.umgc.edu/d2l/le/1436261/discussions/topics/5261409/View 7/9/26, 7:24 PM
    Page 2 of 11

    **## Week4Discussion-MainPostdueSundayJuly5-CommentsaredueTuesdayJuly.pdf**

    Week 4 Discussion – Main
    Post due Sunday July 5 –
    Comments are due Tuesday
    July 7
    Due on Jul 7, 2026 11:59 PM

    AS

    Discussions List View Topic

    Search Week 4 Discussion – Main Post due S…

    Subscribe

    Discussion: Roll Up Your Sleeves

    Main Entry: You have just been elected

    President of the "Good Doer Club." As

    president, you are responsible for designing a

    door-to-door campaign to get people to do

    one of the following (pick the topic you like
    best):

    Donate blood at a blood drive

    Help build housing for low-income residents

    Donate used but in good condition household items for the

    "Good Doer Club Yard Sale" – proceeds go to a good cause.

    https://learn.umgc.edu/d2l/le/1436261/discussions/topics/5261409/View 7/9/26, 7:24 PM
    Page 1 of 11

    Feedback 0 / 40 0 %

    Rubrics

    Participation

    Start a New Thread

    Convince employees to take advantage of the FREE flu shots

    their employer had paid for as a service to them.

    A) What tactic(s) will you instruct your solicitors to employ?

    B) Give a brief step-by-step account of what the solicitors should do

    (bullet point format is fine).

    C) Justify your approach with supporting evidence as to why this is

    the best way to proceed; that is, how does it improve the chances that

    influence will lead to conformity? Be sure to include four vocabulary
    words from the reading to get full credit. Please include at least 4
    mentions of the sections or where you got the information that you
    mentioned.

    2. Peer Responses: Respond to two (2) of your classmates' entries.

    Provide constructive feedback regarding the strategy employed. Offer

    alternative insight or approaches as appropriate.

    Create an outline for your final paper OR find 3 articles

    that relate to your topic.

    https://learn.umgc.edu/d2l/le/1436261/discussions/topics/5261409/View 7/9/26, 7:24 PM
    Page 2 of 11

  • [Solved] Psychology Assignment

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    In-depth study guidance and analytical solution covering Psychology Assignment.

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    Assignment Prompt & Instructions

    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.