The world’s Largest Sharp Brain Virtual Experts Marketplace Just a click Away
Levels Tought:
Elementary,Middle School,High School,College,University,PHD
| Teaching Since: | May 2017 |
| Last Sign in: | 283 Weeks Ago, 2 Days Ago |
| Questions Answered: | 27237 |
| Tutorials Posted: | 27372 |
MCS,MBA(IT), Pursuing PHD
Devry University
Sep-2004 - Aug-2010
Assistant Financial Analyst
NatSteel Holdings Pte Ltd
Aug-2007 - Jul-2017
Q:Imagine you are the counselor for the family in the case described in the Sudden Underachievement media piece. Identify the biopsychosocial dimensions of identity for each family member that you would consider in applying multicultural counseling and advocacy strategies. What systemic factors are salient to the client/family resilience and ability to engage in self-advocacy?
Â
Case Study:When a gifted 12-year-old underachieves academically for several weeks, his parents feel panic and seek family counseling. In the first session, the counselor quickly directs attention away from the "problem child" by exploring each family member's perspectives on general family functioning. Informal assessment reveals that the normally high-functioning four-member family has recently faced several challenges: the mother's significant health concerns and difficulty reentering her career; a grandparent's need for elder care; the formerly high-salaried father's unexpected unemployment; and high mortgage payments on their new home. The 9-year-old sibling shows symptoms of trichotillomania--that is, pulling out his own hair, with noticeable hair loss. The mother admits to doing some of her underachieving son's homework in order to protect his future.
----------- He-----------llo----------- Si-----------r/M-----------ada-----------m -----------Tha-----------nk -----------You----------- fo-----------r u-----------sin-----------g o-----------ur -----------web-----------sit-----------e a-----------nd -----------acq-----------uis-----------iti-----------on -----------of -----------my -----------pos-----------ted----------- so-----------lut-----------ion-----------. P-----------lea-----------se -----------pin-----------g m-----------e o-----------n c-----------hat----------- I -----------am -----------onl-----------ine----------- or----------- in-----------box----------- me----------- a -----------mes-----------sag-----------e I----------- wi-----------ll