Theories of Social ContextThink back to the first time you rode your bike without your parent’s steady hand to guide you along the path. Even if you never learned to ride a bike, you likely can imagine how it might feel to look behind you and discover the absence of that steady hand to keep you upright. At first you might wobble due to a sudden surge of uncertainty and fear in your chest. But as your confidence builds, your ride smoothes out, and a smile invades your face as you realize that you are riding your bike all by yourself.Now imagine if you focused on that initial fear of riding the bike without help and as a result you fell and scraped your leg. Focusing on the fear rather than focusing on the fact that you were in the midst of successfully riding your bike might have caused you to fall. Being paralyzed by or focusing exclusively on the fear are examples of an ineffective response to stress that results in no reduction of the anxiety and no resolution to the situation.With a scraped leg, your parent is now at your side comforting you and reminding you that your leg will heal and next time the outcome will be better. Social support like this is known to be an effective buffer against the impact of stress and enhances recovery from disease.Humans develop and learn within a social context. Culture and social interactions are part of the environmental framework with which the organism continually interacts. Therefore, you might reactively know how to escape a dangerous encounter; however, coping with less harmful situations often is learned and influenced by those in your environment. There is strong evidence that context affects coping strategies. Consider how social context is fundamental to understanding stress and coping.For this Discussion, review this week’s Learning Resources including the “Coping in a Social Context” handout. Consider how social context affects the development and effectiveness of coping mechanisms to manage stress. Think about whether social context has an impact on coping mechanisms for the population you selected in Week 3.With these thoughts in mind:Post by Day 4 an explanation of the influence that social context might have in the development of coping mechanisms to manage stress. Then explain one theoretical framework of coping in a social context. Finally, explain whether social context influences the coping mechanisms of the population you selected in Week 3. Be specific.Be sure to support your postings with the theory you selected and support your responses with specific references to the Learning Resources.Handout: Laureate Education, Inc. (2012). Coping in a social context. Unpublished document.Handout: Laureate Education, Inc. (2012). The focus of coping. Unpublished document.

Hey Guys. I need a Case Study done. The instructions are below. Case Study: Doug and Mary are a deaf couple who have been married for 10 years, with three children. Doug has been contacting counseling agencies to request marital counseling, and to ask if a counselor is available to use American sign language, or if an interpreter can be provided. Doug and Mary are Christians, and regularly attend a Baptist church. Doug is African American, and Mary is European American. They would prefer to meet with a Christian counselor.On the Local Resources Portion, please find resources in the Greenville or Greer area of South Carolina. Title Page: Include a Running head and page numbers in the header. The Running head is an abbreviated title for your paper (for example, if the paper title was Multiculturally Sensitive Counseling Case Study, the left header might be: Running head: CASE STUDY). Page numbers begin on the title page in the right header (number only). Centered on the title page, between the top and middle of the page, is the Paper Title, Your Name, and Liberty University (no other information). Follow current APA professional style standards. Please refer to the LU Writing Center for APA guidance and templates.The title of the paper is repeated on the first page of the body of your paper. Center and do not bold the paper title. Begin your paper with a brief introductory paragraph where you explain what you plan to cover in your paper, and why it is important (there is no heading for the introduction). An abstract is not required for this assignment. The body of the paper must be 5-7 pages for full credit. Use the following headings for sections in your paper.Local Community Resources and SupportsResearch at least two local agencies that would be good resources for the client(s) you are assisting. Summarize what services each resource provides, explain any associated costs, describe the intake requirements and process, and explain how these agencies could be useful in supporting the client(s) you are working with, with emphasis on cultural sensitivity. This is an opportunity for you to explore and learn more about local resources that are sensitive to meeting multicultural needs. This section should be 2 pages (1 page per resource).Cultural ResearchIf you were the counselor or human services professional working with these clients, consider what research you would want to do in preparation. Use at least three peer-reviewed journal articles dated within the last 5 years in this section. Look for current, relevant research to increase your knowledge of culture and techniques that would improve your multicultural sensitivity in working with these specific clients. This section should be approximately 2-3 pages.ReflectionThis is your opportunity to reflect on what you discovered while researching for local resources and supports, and while doing cultural research. How multiculturally sensitive did you find your community and religious supports? Did the process of researching resources and literature better prepare you for addressing cultural needs? Do you think you could potentially experience any biases or limitations in working with these clients? This section should be approximately ½-1 page.ConclusionEnd with a brief conclusion paragraph where you summarize what you covered in your paper, and comment on what additional research you believe is necessary relevant to the cultural topics you explored.ReferencesAfter you conclude your paper, begin the references on a new page. Center (do not bold) the References heading at the top of the page. You need at least 3 peer-reviewed journal articles dated within the past 5 years, in an alphabetized list. Every source that you include in the references should be cited in your paper. Double-space. You may also include our course textbook as an additional source.Additional notes regarding your case study:Reserve the use of direct quotes for the most significant information that it would be difficult to put into your own words and cite. Do not use lengthy quotes (no quotes that are 40 or more words). You may use first-person pronouns (I, my, me, mine) in the case study. The case study is meant to be brief and introductory; do not add to or attempt to finish the case scenario. This assignment is due by 11:59 pm ET on Sunday of Module/Week 5.

Pick one question from Chapter4,5 or 10 and do a discussion on the question.Chapter 41) Mrs. Meyer needs to set up a direct line of communication with the grandparents. This can be done by finding out the grandparents preferred method of communication (Grant & Ray, 2018). After this is done constant communication is key. The school counselor to create a BIP (Behavior Intervention Plan ) that sets up some type of attainable reward of a preferred item if behavior goals are met in short increments. Mrs. Myers and the principal Mrs. Fraser need to consider the recent stressors brought on not only the grandparents but also the children themselves. The children might need to have some type of therapy to deal with feelings of anger and abandonment that comes with being removed from a parent.2) There are multiple perspectives on the same situation that could be considered. Mrs. Meyers might see the situation as one of frustration having to constantly stop instruction to handle behaviors. However, Mrs. Fraser sees the situation as one of a good teacher who’s not as strong with classroom management. While the grandparents could possibly come from the perspective of not knowing what else to do or where else to turn.3) The teacher and the principal need to consider the trauma that both the children and the grandparents have recently endured. The children probably have feelings of abandonment and anger. The grandparents on the other hand could be dealing with anger and fear over their daughter’s drug issues as well as feelings of being over whelmed since taking on the parenting responsibilities. The school counselor could work with the students dealing with some issues surrounding grief. They could also provide some articles for the teacher and principal to read on how to work with students that are traumatized.Chapter 51)Some preconceived notions that Clara had about Sarah were that Sarah was a quiet child and that she did not interact because there was nothing reflective of her culture in the classroom setting including other students that spoke her native language.2) The teacher has tried a few engagement strategies. She reached out to the family to gain information from an expert in Sarah’s native culture (her dad), and she invited the father in to the class to read books from her culture (Grant & Ray, 2018).3) First, I feel this question is an incorrect one to ask. The issue at hand is not lack of family engagement. The issue discussed in the case study is lack of communication by the child in class not lack of communication and involvement on the part of the family. In fact, for a culturally diverse family new to this country the father went out of his way in his level of engagement based on potential cultural differences. What should be done to engage Sarah in academic discourse with her peers would be to implement the use of language frames and sentence stems. By giving Sarah the necessary frames in a fill in the black form such as “I agree with you because________” or “The connection I have to the text is _______” It would give her the confidence she needs to speak to those who don’t share her native language. As far as the family goes, the teacher could ensure communications sent home are translated into their native tongue so that other family members who don’t have the level of English proficiency that the father has would be able to be in the loop as well.Chapter 101) The strength of the grandmother lies in her vested interest in her grandson’s education. This is evident by her attending the parent conference and by questioning the letter sent home on how to better help him with math. The grandmother’s main concern in understanding the why of what suggestions were sent home for math. She also is concerned with the lack of fact practice for rote memorization.2)Kate can turn the conference around by acknowledging the frustration the grandmother is feeling, validating feelings often removes the anger one can have at a given situation. As a teacher there are a multitude of suggestions that Kate could employ. First, she should not send home homework for a 2nd grade student. Research is well established that it does not benefit that age group and only serves to frustrate families as illustrated in this case study (Bennett & Kalish, 2006). Next, all of her methods of communication are geared toward more affluent families. Not all families have access to technology to check websites or digital portfolios. Last, there was no mention of translating communications for families of linguistically diverse families, I would suggest ensuring that happens as well.3)Kate should follow up with written communication such as a newsletter ensuring that it is translated into native languages of those in her classroom. The teacher could also send the student home with flash cards to practice math fact rote memorization. While this is a low-level task, students will need to eventually know their facts from memory and it would cause less stress on the grandmother.Bennett, S., & Kalish, N. (2006). The case against homework: How homework is hurting our children and what we can do about it. New York: Crown.Grant, K. B., & Ray, J. A. (2018). Home, School, and Community Collaboration: Culturally Responsive Family Engagement. Thousand Oaks: SAGE