Crisis With Individuals, Couples, and Families Many people do not connect the word crisis to the words couples and families. When considering the impact of issues such as significant illness, death, job loss, addiction, and relationship violence, a crisis is indeed what has happened within a couple or a family. Such an event affects all involved, singularly and collectively. Family systems theories teach that there is a recalibration period after an event occurs for which the collective unit must make adjustments and acclimate to the change, whether that event is positive or negative. When one part of a system is changed, the other parts are impacted as well. For crises that have a family impact, it is important to work within this framework to help the family adjust and recover.For this Assignment, identify two types of crises experienced by individuals, couples, and/or families. Select two research articles from the Walden Library that discuss interventions for each of the crises you chose (totaling four articles). Think about the merits and limitations of the interventions discussed in your articles and that you would implement in your own practice and why. Consider the cultural, ethical, and/or legal issues related to treating survivors of the two crises you chose.The Assignment (2–3 pages):Explain the merits and limitations of the interventions discussed/recommended in the articles.Explain which intervention(s) you most likely would use in your own practice and why.Explain the primary cultural, ethical, and/or legal issues related to treating survivors of the two types of crises you chose.

For this video, choose one item that addresses a current issue and makes connections to class concepts. The item may be print or video—for example, an article from the current edition of a newspaper or magazine, a segment from a news or talk show, a YouTube video, vlog, or any program that features current affairs.Your item (up to 2 minutes) will be embedded in a PowerPoint that you will use to supplement your presentation.You may use clips of a video, pause a video as necessary to identify concepts, or use a clip for a full 2 minutes. However, you cannot use over two minutes of video in your own presentation.Items cannot be more than 90 days old.Clips and articles can be embedded in a PowerPoint that you will use to supplement your presentation or you can share your screen and show these separately during your presentation.Remember, your PowerPoint is there to guide you during your presentation. Do not overload this with text.Submit a 4-5 minute video in which you:Use any software you are comfortable with, including Panopto, in order to record yourself speaking and presenting a PowerPoint at the same time. You and your PowerPoint must be visible during the entirety of the presentation. This cannot just be a recording of your face presenting and it cannot just be a voice over with your PowerPoint – Video and screen option should be selected on any media you use.Clearly identify the argument. Present the premises and conclusion in your chosen article or video clip and explain their importance. Did the speakers/writers use deductive or inductive reasoning?In your article or video clip, identify three of the following: vague/ambiguous language; credibility; cognitive bias; rhetoric; logical fallacies; generalizations; arguments from analogy; cause and effect reasoning; and value judgments about morality, law, or aesthetics.Explain why you think the argument fits this concept. Also, identify if this was purposeful and why, and how this affects the strength of the argument.Provide a conclusion to your video. Was the argument convincing? What is your position? (30 seconds max)Length: 5 minutes maximumYou will be graded on:Your ability to identify arguments made about relevant issues in our world todayHow well you identify class concepts. Accuracy and a clear explanation are requiredYour use of terminology from the textbook/class lecturesYour ability to showcase your critical thinking skills