Running Head VIGNETTE ONE5VIGNETTE ONE ANALYSIS.docx
- 1. Running Head: VIGNETTE ONE 5 VIGNETTE ONE ANALYSIS Vignette Analysis One John Doe California Southern University <The vignette is located on the last page of this document. Do not include the vignette in your assignment> Narrative Therapy A narrative therapist would listen respectfully to John and Mary’s stories, and to understand the influence that these stories have had on their lives (Corey, 2013). “Because of the power of dominant culture narratives, individuals tend to internalize the messages from these dominant discourses, which often work against the life opportunity of the individual” (p. 410). Growing up in a culture where he may have experienced racism and prejudice, John may have internalized a story that children must toughen up to the world. “Within the family, African-American parents use a number of disciplinary actions that prepare children to live in a racist environment where unfairness and discrimination are common. In that vein, respect
- 2. for authority is typically nonnegotiable in African-American families; children who are disrespectful receive the most severe forms of punishment-usually physical” (Evans, 2013, p.65). Thus, the heavy-handed discipline John experienced himself as a child may be an acceptable cultural narrative of his own parenting style with his sons today. John’s view of the school of hard knox may represent his narrative that his sons should attend school where they will learn to, cope with racism, which includes developing a tough skin. Mary may have internalized a story from her own childhood where traditional African- American mothers raise daughters to be empowered and independent but for their sons, independence is not stressed as strongly and punishment is not as severe, often enabling their male children (Evans, 2013). This could explain her desire to protect and her sons from harmful aspects of life and John’s harsh disciplinary measures. The therapist must be aware of stereotyping and learn how to recognize diversity issues and work with John and Mary in the context of their worldview. It is an ethical obligation for counselors to develop sensitivity to cultural differences (Corey, 2013). While John’s style of discipline may be culture-laden, the therapist must look at his or her own professional obligation according to the legal and ethical code of the state in which they work. Listening with an Open Mind Narrative therapists must listen to clients without judgment or blame, affirming and valuing them. This might be difficult for the therapist in the vignette since there is already a judgment on John through problematic narratives of the therapist’s own father. The therapist may have difficulty working with John without imposing their value systems and interpretations. The therapist must listen to this couple’s problem-saturated stories without getting stuck (Corey, 2013). Externalization and Deconstruction Narrative therapists believe that problems are often products of the cultural world or the power relations in which the world is located. By helping John and Mary understand the
- 3. cultural narratives as being separate from who they are as individuals, the couple can deconstruct their story lines and generate a more positive, healing story. Deconstruction and externalization often involve questions about the problem in a historical and future context. Thus, the therapist might ask both John and Mary when the problem about parenting differences first appeared in their lives, how deeply the problem has affected each of them, and what would it mean to them if the problem continued. The goal would be to help the couple make a choice to continue to live by problem-saturated stories or create alternative stories, thus developing narratives of hope (Corey, 2103). References Corey, G. (2013). Theory and Practice of Counseling and Psychotherapy (Ninth ed.). Belmont, CA: Brooks/Cole. Evans, K.M. (2013). Culturally alert counseling with African Americans. In G. McAuliffe & Associates (Ed.), Culturally alert counseling: A comprehensive introduction (2nd ed., pp. 125- 150). Thousand Oaks, CA: Sage. John and Mary, an African-American couple, arrive at your office 10 minutes late for their first session. You notice that you are annoyed at their tardiness, yet you remain professional during the intake session. John and Mary have 3 sons, ages 4, 7 and 10. They decided to come to therapy for your advice on how to manage parenting of their middle child, who they describe as a behavior problem. John complains that Mary “babies” their 7 year old son. John feels that the boy needs to “suck it up and act like a man”. Mary tells you that John is “just like his own father” who was very militant in his parenting style and “disciplines with a heavy hand”. Mary tells you that it breaks her heart to see her middle son cry, as she was also a
- 4. middle child and struggled growing up. Mary wants to home school the boys to keep them safe from the influences of the public school system. John feels that the best way for boys to learn is from the “school of hard knox” and that Mary needs to cut the apron strings. As the therapist, you find yourself siding with Mary as you reflect on your own strict and demanding father. Please do not copy and paste the vignette in your actual assignment. As a Narrative Therapist, discuss what you see in this family. Consider the concepts of Listening With an Open Mind, Externalization and Deconstruction Distance Learning Scoring Guide CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED Describe the information conveyed to trainees in the distance learning module. Does not identify the information conveyed to trainees in the distance learning module. Identifies, but does not describe the information conveyed to trainees in the distance learning module. Describes the information conveyed to trainees in the distance learning module. Analyzes the information conveyed to trainees in the distance learning module, using supporting research. Articulate how a distance learning module fits into the overall training program design.
- 5. Does not identify how a distance learning module fits into the overall training program design. Identifies, but does not articulate how a distance learning module fits into the overall training program design. Articulates how a distance learning module fits into the overall training program design. Analyzes how a distance learning module fits into the overall training program design, using supporting research. Assess the strengths and weaknesses of distance learning on an organization’s training strategy. Does not identify the strengths and weaknesses of distance learning on an organization’s training strategy. Identifies, but does not assess the strengths and weaknesses of distance learning on an organization’s training strategy. Assesses the strengths and weaknesses of distance learning on an organization’s training strategy. Analyzes the strengths and weaknesses of distance learning on an organization’s training strategy, using authentic examples. Analyze how distance learning supports employee development. Does not describe how distance learning supports employee development. Describes, but does not analyze how distance learning supports employee development. Analyzes how distance learning supports employee development. Analyzes how distance learning supports employee development, and illustrates using authentic examples to support analysis. Illustrate how practice and feedback are incorporated to measure the transfer of learning. Does not describe how practice and feedback are incorporated to measure the transfer of learning. Describes but does not illustrate how practice and feedback are incorporated to measure the transfer of learning. Illustrates how practice and feedback are incorporated to measure the transfer of learning.
- 6. Illustrates how practice and feedback are incorporated to measure the transfer of learning, and provides supporting details. Evaluate the effectiveness of measurements used for a distance learning module in the training and development program. Does not analyze the effectiveness of measurements used for a distance learning module in the training and development program. Analyzes, but does not evaluate the effectiveness of measurements used for a distance learning module in the training and development program. Evaluates the effectiveness of measurements used for a distance learning module in the training and development program. Evaluates the effectiveness of measurements used for a distance learning module, and summarizes the pros and cons for the training and development program. Overview Articulate how technology fits into effective training program design and evaluation. Analyze how a distance learning module impacts organizational training strategies and employee development. For this assessment, you will incorporate technology into your training and development program by designing a distance learning module. Note: The assessments in this course build upon each other, so you are strongly encouraged to complete them in sequence. By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria: · Competency 2: Demonstrate effective training program design, development, and implementation. . Describe the information conveyed to trainees in the distance learning module. . Articulate how a distance learning module fits into the overall
- 7. training program design. · Competency 3: Demonstrate effective training program measurement and evaluation. . Illustrate how practice and feedback are incorporated to measure the transfer of learning. . Assess the strengths and weaknesses of distance learning on an organization's training strategy. · Competency 4: Assess the impact of technology on an organization's training strategy. . Analyze how distance learning supports employee development. · Competency 5: Identify effective organizational processes and roles for employee development. . Evaluate the effectiveness of measurements used for a distance learning module in the training and development program. Context A distance learning module in a training program can be used in the following ways: · Before a group training, to develop the group's basic skills or knowledge. · During the training program, to supplement classroom training. · After the training program, to follow up. SHOW LESS To be effective, a distance learning module in a training program must contain: · Information the trainees have not previously learned. · Practice or the opportunity to do what has just been learned. · Feedback on what was practiced correctly or what went wrong. Questions to consider As you work to complete this assessment, you may find it helpful to consider the questions below. You are encouraged to discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community, in order to deepen your understanding of the topics. · What diversity and cross-cultural factors might you consider
- 8. in the design of your distance learning module? · What impact might the age of trainees have on the use of technology in training? Suggested Resources The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom. Library Resources The following resources are provided for you in the Capella University Library and are linked directly in this course. · Wagner, R. J., Vanevenhoven, J. P., & Bronson, J. (2010). A top ten list for successful online courses. Journal of Online Learning and Teaching, 6(2), 542. SHOW LESS Course Library Guide A Capella University library guide has been created specifically for your use in this course. You are encouraged to refer to the resources in the BUS-FP4047 – Employee Training and Development Library Guide to help direct your research. Bookstore Resources The resources listed below are relevant to the topics and assessments in this course and are not required. Unless noted otherwise, these materials are available for purchase from the Capella University Bookstore. When searching the bookstore, be sure to look for the Course ID with the specific – FP (FlexPath) course designation. · Blanchard, N. P., & Thacker, J. (2013). Effective training (5th ed.). Upper Saddle River, NJ: Prentice Hall. . Chapter 7. Assessment instructions Requirements For this assessment, complete the following: · Describe the information conveyed to trainees in the distance
- 9. learning module. · Articulate how a distance learning module fits into the overall training program design. · Assess the strengths and weaknesses of distance learning on an organization's training strategy. · Illustrate how practice and feedback are incorporated to measure the transfer of learning. · Analyze how distance learning supports employee development. · Evaluate the effectiveness of measurements used for a distance learning module in the training and development program. Additional Requirements · Written communication: Written communication is in a professional style with correct grammar, usage, and mechanics. · APA formatting: Resources and citations are formatted according to current APA style. · Headings: Incorporate level headings according to current APA style. · Length: A typical response will be 3–5 typed, double-spaced pages. · Font and font size: Times New Roman, 12 point. · References: Use at least two references.