Short-term theories have become popular in the past number of years due to the pressure from insurance companies and the legal needs to address the clients' presenting problems. With this in mind, why might it be important to consider using solution-focused theory? What can a counselor do to make sure they support their client effectively in a short-term situation? How do your skills need to change when your time with a client is limited?This discussion question is informed by the following CACREP Standards: 2.F.5.a. Theories and models of counseling.

FULL Prompt available: Dec 14th Due: Dec. 18thhttps://archive.org/stream/in.ernet.dli.2015.12575...Prompt preview:write a formal essay 750 to 850 word analysis in response to a prompt about the content and the meaning of Molloy by Samuel Beckett. To prepare for the exam essay, read the novel, read all the Module pages about the novel, including the following, and take part in the Discussion on the next page.A significant departure from Beckett’s earlier work, Molloy tells a story that resists interpretation. The narrator even declares, “What a rabble in my head, what a gallery of moribunds […] Stories, stories. I have not been able to tell them. I shall not be able to tell this one.” Yet, a story is told, and it’s told in increasingly uncertain narratives that loop and wind up where they began, and in the process of the telling, a vision of life is created. Your job is to interpret that vision.The exam will include a detailed essay prompt about the novel. However, it's going to ask for a detailed and well-supported description of your personal perspective on the novel, however informed by class notes or The Cambridge Introduction. ( located in the screenshot below)So be sure to consider the following questions and observations...What do you think Molloy is saying about the human condition and human nature?How would you describe Beckett’s vision of human experience?The novel puts forward the idea that meaning, orderliness, and certainty are imaginary protective layers we use against the chaos and meaninglessness of the world, that it’s natural or human nature to seek a sense of order and meaning in our lives.Molloy suggests that human experience strips these things (the protective layers) away, that it’s part of the human condition to seek these things and to lose them (the imaginary assurances) and, perhaps, to find a more authentic self.Philosophical Considerations:Existentialism versus Determinism (psychological v biological)Are Molloy and Moran all of us, universal? Are we all fated to become like them?Are Molloy and Moran examples of free will gone wrong? Is it avoidable?PsychoanalysisJung's Collective UnconsciousMythic QuestUniversal ArchetypesFreud’s UnconsciousLatent and Manifest DesiresSymbolismConsider the Time Period:Late Modernism: WWII/Post-WWII sensibilities / trauma / Beckett during the war...Chooses to stay in France during war over returning to Ireland in peaceJoins the Red Cross so that he can return to Paris where he sees destruction firsthandJoins the French Resistance with his wife, Suzanne, during Nazi occupation of Paris (doing translating for Allied Forces)Is reported to Nazi authorities and narrowly escapes arrestSpends the rest of the war in hiding in the French countryside, continuing work with the resistance (transporting arms).The philosopher and literary theorist Theodor Adorno, who famously said, “There can be no poetry after Auschwitz,” favored Beckett’s bleak aesthetic as the only appropriate response to WWII. Adorno also said, “Always with Beckett there is a technical reduction to the extreme. … But this reduction is really what the world makes out of us ...that is what the world has made out of us these stumps of men … these men who have actually lost their I, who are really the products of the world in which we live.”How does labeling the novel 'postwar aesthetic' help you make sense of Molloy's depiction of human experience?You are NOT required to address all of these ideas, but you are required to consider them and to be thoughtful and informed in your interpretation of the novel. You are required to have a thoughtful interpretation and to address the ideas that are relevant to it. Develop your own opinion and then see what others think in the discussion on the following page...

Whenever there are concerns about student performance, there are a variety of ways to address the situation. Some approaches are more productive than others. Use what you have learned about best practices and higher education organizations to respond to the following scenario:Scenario:The Provost has just been informed that the success rate for students taking College Algebra has fallen from 57% to 48%—a 9% drop in one year. This is a matter of grave concern since College Algebra is a gatekeeper course; in other words, all students must successfully complete it in order to obtain a degree, but it typically suffers from a low pass rate.There are five College Algebra instructors. Three are full-time; two are adjuncts. The instructors’ teaching styles, interaction with students, and use of active learning strategies vary considerably.The Provost needs to do something to reverse the downward trend as soon as possible and she comes to you for advice on how to use the data to stimulate positive change (as opposed to finger-pointing).By Day 3Post your recommendations about how to use the data to increase the College Algebra pass rate. Present a strategy for accomplishing your goal without alienating or antagonizing faculty members. Required ReadingsArticle: Jankowski, N. A., Timmer, J. D., Kinzie, J., & Kuh, G. D. (2018). Assessment that matters: Trending toward practices that document authentic student learning. Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA), Retrieved from http://www.learningoutcomesassessment.org/document...Ewell, P. T. (2001). Accreditation and student learning outcomes: A proposed point of departure (Occasional paper). Washington, DC: Council for Higher Education Accreditation.Article: McClenney, K. M., McClenney, B. N., & Peterson, G. F. (2007). A culture of evidence: What is it? Do we have one?. Planning for Higher Education, 35(3), 26–33. Retrieved from https://web.archive.org/web/20110105092630/http://...©2007 Society for College and University Planning. Used with permission from Society for College and University Planning via The Copyright Clearance Center.Article: Johnstone, R., & Hasson, C. (2010). BRIC technical assistance program inquiry guide: Assessing strategic intervention points in student services. Retrieved from http://www.rpgroup.org/BRIC/InquiryGuide/StudentSe...