The Roots Of Theoretical Constructs

There are several different types of theoretical orientations that a student may choose to identify him or herself with. Although students may choose a specific theoretical orientation they may change their orientation later on in their academic career depending on their perspective of the field. Each orientation is equal, neither orientation is better than the other. Just because a person picks a certain orientation doesn’t mean that their psychological assessment will be any longer or shorter. Its important that a student identifies what they what orientation they want to identify with because they should spend their time as a student becoming an expert in that orientation, because when they graduate they are considered experts and is expected to have a certain level of competency. As of right now I mostly identify with eclectic. I see that there is so much value in each orientation, but for the purpose of this paper I am going to choose cognitive behavioral therapy. The reason that I mostly identify with CBT is because I currently use it now and I’m very familiar with it. Cognitive-behavioral therapy (CBT) refers to a class of interventions that share the basic premise that mental disorders and psychological distress are maintained by cognitive factors (Hofmann, Asnaani, Vonk, Sawyer, & Fang, 2012).

I have been at my site for about 10 to 11 weeks and have been feeling much more comfortable now. I still have a lot to learn and have been thinking about my own development much more in the past few weeks. I have been doing a lot of thinking about who I really am as a counselor and what theoretical orientations I want to focus on. As I am preparing for my second case presentation I am thinking more about these concepts. I noticed in my first presentation that I used a lot of encouragement and interpersonal process comments. I did not realize that these were techniques borrowed from other theoretical models until reading/reviewing orientations again and asking about other people’s orientations further at my practicum site. I was also able to go to the ACA conference last week and I feel like this has also empowered me to work on my professional identity as a counselor further. I bought quite a few books to learn from and

Throughout Peter Kivisto’s book Social Theory: Roots & Branches, he talks about the numerous different perspectives which essentially help distinguish our overall understanding of the contemporary

1. Describe the racial disparities in the criminal justice system. Why is their disparity in the CJS?

According to the social learning theory, the reason people commit crime is because of the social groups they interact with. While attracting with these groups, individuals can learn the lifestyles of these groups and also learn whether to commit crimes or not depending on the amount of interactions with these groups and the intensity of those interactions. The basic idea of the author in the article is why people become stoopers and according to John Rosecrance, people become stoopers because it provides them an income with which they can survive. Another reason individuals become stoopers is because they are on their own and don’t have to answer to anyone in a higher position than them. For example, they don’t

Integrated settings facilitate and address the need of the inter-section of different modalities that allow for a full assessment, diagnosis and treatment planning of mental health disorders that can present somatic symptoms. Holistically, this approached takes into consideration the environment of the consumer while focusing on person-centered coordinated cared (Hudson,2015).

Crime is a socially created existence that contains deficiencies of any equitable principles that demarcate into existence rather than being revealed. Social construction means that humans have recognized a phenomenon; characterized and labeling it to some interpretive statute that transcribes the differentiations and likenesses contained by the objects or people while classified. Many categorization patterns are not subjective; otherwise, attempting to make sense of classification would be impossible. Categories have analytical and significant denotations and are utilized to execute the order on the variety of social experiences. Gender, race, and class construct the experiences of all individuals. These facts are extensively acknowledged and ordinarily understood.

I believe nurses learn both my observation and experience. As a preceptor, I do not throw a nurse to the sharks. If the nurse has never done something before, I let the new nurse observe me and explain each step as I do it. The next time a similar situation appears, I ask the new nurse to do it his/herself. If I see a variation in how I did the same task and it does not harm the patient; I feel the nurse has established their own way of doing things and is feeling more comfortable in that particular task. If the situation presents itself, I ask the new nurse to teach another nurse how to perform the task. I also explain to my nurses that the textbook shows you the perfect world, but in real life we never get quite that scenario. I explain we have to alter our actions to perform interventions and do what is best for the patient. An example, I often share, is that in an ideal world, when inserting a tracheostomy tube, we have a prepped sterile field. However, there are times the airway is needed in such a hurry; we have to think about providing an airway first and dealing with the infection later.

Working from a theoretical base can have many advantages. Some of the advantages of using a theory when working in group counseling are that a theory can help counselors find meaning in experiences; can work as a guide for expected behaviors; it is based on research, which can strengthen the quality of work of leader; it can help counselor see the progress of his/her work; and foresee if it will work well with a specific population (Gladding,

There are many theoretical concepts to explain addictions, a few that I see being used in NA and AA meetings is the Disease Model, Social Learning Model, and Cognitive Behavioral Therapy.

The theoretical ideas give nurses direction and guidance on how to construct nursing practice, education and research. These theoretical ideas help nurses with assessment; provide interventions and evaluation of patients’ outcome. They provide rationale to nurses collecting reliable data about the health status of patients. The reliable data help establish criteria to measure the quality of nursing care. The theoretical ideas help with consisted communication with other healthcare professional.

According to Grove and Burns (2013,) research studies will always be based on some kind of theoretical framework. Whether clearly stated or implied each study will consist of an already excepted framework. The Health Belief Model (HBM) consists of six primary components: Perceived susceptibility (person’s subjective perception of illness), perceived severity (person’s feelings on the seriousness of illness), perceived benefits (person’s perception of the effectiveness of intervention to reduce illness), perceived barriers (person’s feelings on obstacles to follow intervention), cues to action (stimulus needed to trigger acceptance of intervention), and self-efficacy (person’s level of confidence to succeed).

Benner’s theory of Novice to Expert has been adopted by the operating room where I practice. This theory was chosen because the operating room has unique educational requirements and novice versus expert hierarchy issues that are not usually found in general nursing units. The intent of this paper is to give a brief history of the evolution of nursing and how the practice of nursing has evolved into a theory based profession. The next section, Benner’s theory, Novice to Expert, will contain an analysis of the key concepts of the theory and how this theory relates to the nursing metaparadigm. The third section will illustrate how Benner’s theory is applied in clinical practice and outline the roles of nurses,

Constructivism is a coherent theory of learning that emerged as a prevailing paradigm in the last part of the twentieth century. Constructivism is a theory which brings cogitation to pedagogy (Bruner, 1966). Constructivism capitalizes on the ways in which human beings create their own personal construct of reality by understanding and experiencing the world. The main underlying assumption of constructivism is that individuals are actively involved right from the birth in constructing personal meaning.

• Across various specialized units - each pursuing individual objectives - to ensure that organizational