need  help and it’s due tomorrow.

Boundaries and Dual Relationships

In this Assignment, you will apply the information you have learned  regarding boundaries and dual relationships to the analysis of a real  life scenario.

Assignment Scenario

Ms. Cheney was a case manager at an outpatient clinic that provided a  variety of services. One of her clients was Ms. Rosalind, who was  receiving services because of a recent divorce. Ms. Cheney had also  experienced a divorce in her past and thought she had effectively dealt  with that experience, but found herself identifying with many comments  made by Ms. Rosalind.

Through their work together, the two women realized they shared many  common interests. They often found themselves talking about these shared  interests in their time together and eventually began meeting for  coffee after their sessions. Ms. Rosalind soon suggested they begin  spending additional time together socially and Ms. Cheney agreed. Before  long, they became fast friends, spending a significant amount of social  time together on evenings and weekends, visiting clubs, going to movies  or visiting local restaurants.

After several months, the two had a falling out about a gentleman  both women favored. Ms. Rosalind filed a complaint with the Regulatory  agency in her state about the relationship.

Assignment Directions

Please be sure to address all of the following in your Assignment: Introduce the case study and analyze the implications of the events in the scenario. Investigate the harmful effects of such a relationship on all  parties involved: Ms. Rosalind, the helping relationship, and for Ms.  Cheney. Discuss both the social and emotional impacts of such a relationship  as well as their effects on the treatment relationship. Use specific  examples. Discuss the likely outcome of Ms. Rosalind’s complaint if it was filed in your state. Discuss strategies to minimize the likelihood of such a relationship arising in your practice.

Assignment Guidelines

Your Assignment should be a 3–4 page expository essay, not including  the title and reference pages, and should include the following  elements: Title page: Provide your name, title of Assignment, course and section number, and date Body: Answer all the questions in complete sentences and paragraphs  Your responses should reflect professional writing standards using  proper tone and language. The writing and writing style should be  correct, accurate, and reflect knowledge of professional ethics and  personal values in the human service profession. Reference page: Sources in APA format  Include a minimum of two scholarly or academic sources to support your responses and conclusions Use Arial or Times New Roman 12-point font, double-spaced, and left aligned Use standard 1″ margins on all sides Use APA Formatting and Citation style  If you need assistance with APA style, please visit the Academic Success Center.

This Assignment assesses the following Course Outcome:

HN510-2: Compare and contrast behavior that is congruent with the values and ethics of the human services profession.

Answer the following questions in detail (each answer should be 1 paragraph)

1.) Describe and compare each of the following theoretical perspectives of language development: Skinner’s operant conditioning, Chomsky’s language acquisition device, and that of a social-interactionist.

2.) Describe and give an example of each of Piaget’s stages of development. What significant milestones occur within each of the stages.

3.) Write a “Public Service Announcement” about SIDS. This brief paragraph should be a message to the public with the objective of raising awareness, changing public attitudes and behavior towards this issue.

Use the library to conduct a literature review of the types of programs and clinical interventions that exist for the population and area of clinical concern that are addressed in the hypothetical program you will be evaluating. Then, prepare a post that reviews the following: What programs already exist that address the clinical concern that is the focus of the hypothetical program in your community? Provide examples of published interventions used to help with this clinical area of concern—such as cognitive behavioral therapy, person-centered therapy, family therapy, et cetera—or techniques drawn from these or other theories. For example, in vivo exposure therapy (a technique) is based on behavioral theory and is accruing evidence of effectiveness for reducing PTSD symptoms (a clinical concern) among veterans (a population with unique needs). Integrate, cite, and reference at least two peer-reviewed journal articles to support this section of your post. How does your hypothetical program address the clinical area of concern for the population it seeks to serve? Provide an explanation of the treatment intervention or clinical program that it uses, which might be a variation on the interventions or programs you found in the literature. For example, the program in your community might seek to serve female veterans with PTSD, but you might not find any research that specifically evaluates treatments for female veterans. Briefly discuss the issues involved when programs must design plans that are suitable for their community when current literature does not provide evidence-based practices for all aspects of programs that are needed. How can formative and process evaluation bridge this gap? Integrate, cite, and reference your textbook and at least one peer-reviewed journal article that has been assigned for this course in Units 1–3.

To prepare for this Discussion:

• Review Chapter 8 from your course text, Psychology and Policing. Think about the various stressors police professionals encounter and consider their impact. Focus on interventions (e.g., services, consultations, assistance) that forensic psychology professionals could use to mitigate these stressors.

• Review the article, “Acute Stress and Performance in Police Recruits.” Consider interventions that forensic psychology professionals could provide police professionals early in their careers to reduce psychological risk.

• Review the interactive time line depicting the lifespan of Officer Richard Walker, and consider the psychological risks that are present throughout his lifespan. Think about the points in this lifespan when interventions by forensic psychology professionals could make a difference or impact the outcome of Walker’s reaction to psychological risks.

• Select two points of time in Officer Walker’s lifespan when psychological risks are present or possible. Consider the interventions that forensic psychology professionals could use that would impact the outcomes of these stressors and produce a result different from what transpired in the lifespan time line.

With these thoughts in mind:

Post by Day 3 a brief description of the two points in Officer Walker’s lifespan when he may be vulnerable to psychological risk. Analyze and explain why you think these points are risks. Then, analyze the interventions that forensic psychology professionals could use to make a difference in the outcome of Walker’s reactions to these stressors and what these differences could be. Support your analysis with references to the Learning Resources.

Learning Resources

Readings
Course Text: Psychology and Policing Chapter 8, “Stress and Policing”

Article: Chopko, B. A., & Schwartz, R. C. (2009). The relation between mindfulness and posttraumatic growth: A study of first responders to trauma-inducing incidents. Journal of Mental Health Counseling, 31(4), 363–376. Retrieved from the Walden Library databases.

Article: Cross, C. L., & Ashley, L. (2004). Police trauma and addiction. FBI Law Enforcement Bulletin, 73(10), 24–32. Retrieved from the Walden Library databases.

Article: Hennig-Fast, K., Werner, N. S., Lermer, R., Latscha, K., Meister, F., Reiser, M., … Meindl, T. (2009). After facing traumatic stress: Brain activation, cognition and stress coping in policemen. Journal of Psychiatric Research, 43(14), 1146–1155. Retrieved from the Walden Library databases.

Article: Regehr, C., LeBlanc, V., Blake Jelley, R., & Barath, I. (2008). Acute stress and performance in police recruits. Stress and Health, 24(4), 295–303. Retrieved from the Walden Library databases.

Article: Violanti, J. M. (2004). Predictors of police suicide ideation. Suicide & Life-Threatening Behavior, 34(3), 277–283. Retrieved from the Walden Library databases.