BSHS 401 Week 5 Learning Team 

Managing Occupational Stress

BSHS 401 Week 5 Learning Team Managing Occupational Stress

Write a paper with a minimum of 500 words.  Discuss strategies for self-care and continued growth using information from the article. Cover these categories:

Nature of the business

Person-environment fit

Individual stress management strategies

Organizational stress management interventions

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BSHS 401 Week 5 Individual Documenting 

and Monitoring

BSHS 401 Week 5 Individual Documenting and Monitoring

Write a paper with a minimum of 500 words. Discuss what you have learned about documenting and recording in each of the following areas:

Writing contact notes

Tips for writing better notes (avoid hostility, document your interactions, document significant aspects of the contact, be clear and precise, use quotations, avoid contradictions, use language clients can understand, accurately describe disabilities)

Do not be judgmental

Provide evidence of agreement

Making changes to the plan

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BSHS 401 Week 4 Learning Team 

Partnering with Families of Children with 

Special Needs

BSHS 401 Week 4 Learning Team Partnering with Families of Children with Special Needs

Write a paper with a minimum of 500 words.  Discuss partnering with families of children with special needs using information from the article below.  Cover these categories:

Stages of adjustment

IFSP and IEP services

Strategies for working with families of children with disabilities (understand family life & learn about the disability)

Strategies for working with families of children with disabilities (communicate frequently with families & working with challenging situations)

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BSHS 401 Week 4 DQ 2

BSHS 401 Week 4 DQ 2

Examine two of the communication skills that facilitate change:
Make it safe to explore
Steer around initial worries
Articulate self determination
Help people talk about change
Discuss discrepancies
Allow people to express ambivalence
Bring out confidence
Facilitate commitment
Reflect the opposite side

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BSHS 401 Week 4 DQ 1

BSHS 401 Week 4 DQ 1

Write a goal statement for one of the client situations below.  The information is limited, so use your imagination to fill in the gaps.  Make sure that each statement has the following criteria:

• Specific, clear, easily repeated
• Conductive to general improvement in the client’s life
• Realistic

Situation #1: The client, Sue, has been depressed for over a year since her divorce.  She has limited social interaction with family and friends, and has stopped playing tennis, which she used to enjoy.  Sue came for help to alleviate her depression and to regain her enthusiasm for these activities again.

Situation #2: Mike came to see his case manager due to problems managing his anger.  He loses his temper with his wife, often yelling at her during disagreements over minor issues.  His wife is considering separation.  Mike wants to learn anger management and conflict resolution skills.

Situation #3: Jack is doing poorly in school, and his grades have dropped to “D’s”. He has difficulty paying attention for long periods and often gets out of his chair at inappropriate times.  Jack and his parents want him to behave appropriately in class and get at least “B” grades in school.

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BSHS 401 Week 3 Individual Thirteen 

Roadblocks to Communication

BSHS 401 Week 3 Individual Thirteen Roadblocks to Communication 

Write a paper with a minimum of 500 words. Discuss the thirteen roadblocks to communication.

ordering, directing, commanding

warning, admonishing, threatening

exhorting, moralizing, preaching

advising, and giving solutions or suggestions

lecturing, teaching, giving logical arguments

judging, criticizing, disagreeing, blaming

praising, agreeing

name calling, ridiculing, shaming

interpreting, analyzing, diagnosing

reassuring, sympathizing, consoling, supporting

probing, questioning, interrogating

withdrawing, distracting, humoring, diverting

using the phrase, “I understand”

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BSHS 401 Week 3 DQ 1

BSHS 401 Week 3 DQ 1

Explore two of the following aspects of listening and responding:
Reflective listening
Responding to feelings
Responding to content
Positive reasons for reflective listening
Points to remember when using reflective listening

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