Identifying a Population and Clinical Area of Concern

For this discussion, identify the population and the clinical area of concern that are addressed in the mental health counseling program for which you will propose the
program evaluation. The identified population can be general or specific. You may want to identify a specific, underserved group. Examples of populations include the
general public, children and adolescents, adults, women, men, veterans, police officers, Hispanic males, Hispanic females, high school students, college students, et
cetera.
Once you have identified your population, identify the clinical area of concern that your project will examine. You might select a certain clinical area of concern
that is a focus at your practicum or internship site. Examples of clinical areas of concern include, but are not limited to, substance abuse or dependency, depression,
anxiety, eating disorders, attention deficit/hyperactivity symptoms or disorders, or PTSD.
Note: You may change the population, clinical area of concern, and the clinical intervention that you address in discussions throughout this course; doing so, however,
will require more work on your part, as you will need to go back and research new literature.
In this post, address the following:
What population does your hypothetical program serve? Specify age range, gender, ethnicity, race, and so forth to demonstrate the unique characteristics of the
population served.
What is the clinical area of concern (depression, anxiety, PTSD, eating disorders, self-esteem, et cetera) that your program is designed to address?
Integrate, cite, and reference at least one peer-reviewed journal article that describes how your hypothetical population has unique needs in this area of clinical
concern. For example, your hypothetical program could be designed to assist female law enforcement officers who have developed PTSD. In this case, you would find at
least one article that describes the particular issues that female officers might face in developing or getting treatment for PTSD.

each quote to the mission and activities of the Indian boarding schools. In your essay, be sure to discuss
how Henry Ward Beecher and Sitting Bulls’ beliefs and life experiences might have prompted them to
issue these quotes. Refer to the essay preparation guide below for specific instructions on how to write
this essay. Also, refer to the rubric at the end of this document for grading criteria.
“The common schools
are the stomachs of the country
in which all people that come to us
are assimilated within a generation.
When a lion eats an ox,
the lion does not become an ox
but the ox becomes a lion.”
..Henry Ward Beecher
“If the Great Spirit had desired me
to be a white man
he would have made me so
in the first place.
He put in your heart
certain wishes and plans;
in my heart he put
other and different desires.
Each man is good
in the sight of the Great Spirit.
It is not necessary,
that eagles should be crows.”
..Sitting Bull (Teton Sioux)
Essay Preparation Guide:
The Indian Boarding School Essay is due in Module 6. This serves as a guide to help you as you prepare
to write this essay.
1. As shown on the grading rubric for this essay, grammar errors (including spelling, wording,
sentence structure, etc.) will negatively affect your grade. Therefore it is important that you spell
check, grammar check and carefully review your essay prior to submitting it. It is helpful to read
the essay out loud so that your ears will catch wording errors and awkward sentences that you
might not catch when reading the essay silently. Use Smarthinking (via the Tutoring Services link
under Course Home) to help you as needed.
2. Carefully read all of the assigned readings for the essay including the textbook and the
information about the authors of the quotes.
3. Carefully review the AVP and all of the module materials related to the Indian Boarding Schools.
4. For this essay you need to think about several things:
 Why and how the boarding schools came into existence
 The lives of the men who wrote the quotes
 What does each quote mean?
 And, most importantly, how does each quote relate to what occurred at the boarding schools
and how were peoples’ lives affected by what occurred at the boarding schools?
 The legacy of the boarding schools
5. It might be easier to write the essay if you organize it in four (4) sections as follows:
Section 1 (Introduction): Provide a brief overview of how and why the boarding schools came into
existence and what the purpose of these institutions. At the end of the paragraph, include a
sentence that mentions that there were several well-known critics of the boarding schools and
then provide the names of the authors of the 2 quotes around which this essay revolves.
Section 2: Explain how the authors’ work and life experiences would have influenced their
decisions to take a stand against boarding schools. Then Interpret the quotes (explain what they
mean.
Section 3: Explain how the words in the quote relate directly to the experiences of the children in
the boarding schools.
Provide specific examples of the specific things that the children experienced that would have
caused the authors of the quotes to write these quotes. The key here is to be specific and provide
details that show that you have completed the readings and paid close attention to the module
content including the AVP.
Section 4 (Conclusion): Provide a brief overview of what you have argued in the essay. For
example, you might write, “In conclusion, the Indian Boarding Schools…” or you might write,
“What this review of the Indian Boarding Schools shows is…” or you might write, “In closing, the
Indian Boarding Schools…” You might discuss the legacy of the boarding schools (were these
boarding schools successful? Did they accomplish what they set out to accomplish?) and how
this shows that the critics of these schools, like the authors of the quotes, were shown to be
correct or incorrect (or a combination of both) based on your interpretation of the readings and
the AVP.
6. MLA-style guidance:
Some parenthetical citation examples (MLA-style) for the essay:
 If you include a quote from the first Americans: A History of Native Peoples, by
Kenneth Townsend and Mark Nichols, include the following after the quote which
identifies the author of the book and the page number on which the quote can be found:
o (Townsend, 365)
 If you include a quote from the Biographical Reference Center’s article on Sitting Bull by
John A. Bailey, include the following after the quote:
o (Bailey)
 If you include a quote from the Biographical Reference Center’s article on Henry Ward
Beecher by Clifford E. Clark, include the following after the quote:
o (Clark)
For the Works Cited page (MLA-style), consider the following:
 For the Biographical Reference Center articles, click on the “citation” tab for the complete
citation information
 For the textbook, include the authors, full title, publisher, and date of publication.
For additional information on MLA-style formatting, click the MLA Guide link under Resources in
the course menu.
Submit your Indian Boarding Schools Essay to the Assignment basket no later than Sunday 11:59 PM
EST/EDT of Module 6. (This Assignment may be linked to Turnitin.)
Essay Rubric:
Levels correspond roughly to letter grades (4 = A, 1 = F)
Level Criteria
4
(135-150
pts)
 Well-developed thesis directly addressing the topic.
 Persuasive analysis of the topic, addressing all parts of the topic; analysis
demonstrates thorough understanding of all sides of a question (as appropriate).
 Outstanding grasp of general historical issues raised by topic.
 Numerous specific examples demonstrate detailed knowledge of relevant history.
 Extremely well organized, with a clear introduction, argument, and conclusion.
 Well written in appropriate standard English; few grammatical errors or colloquialisms.
3
(120-134
pts)
 Clear thesis addressing the topic.
 Good analysis of the topic, addressing most parts of the topic; analysis demonstrates
understanding of all sides of a question (as appropriate), though may be unevenly
developed.
 Good grasp of general historical issues raised by topic.
 Several specific examples demonstrate good knowledge of relevant history.
 Well organized, with an introduction, argument, and conclusion.
 Clearly written in appropriate standard English; some grammatical errors or
colloquialisms.
2
(90-119
pts)
 Thesis indicates some aspect of the topic; more a restatement of than a point about
the topic.
 Analysis of the topic, addressing most parts of the topic; analysis adequate but
unevenly developed.
 Some grasp of general historical issues raised by topic, though some significant issues
may be omitted.
 Some specific examples demonstrate knowledge of relevant history; some clearly
relevant examples omitted.
 Contains at least two of the following: introduction, argument, and conclusion;
organization may be somewhat unclear.
 Understandable, but contains several grammatical errors or colloquialisms.
1
(0-89 pts)
 No discernible thesis and/or serious misunderstanding of the topic.
 Descriptive rather than analytical; marginally related to the topic; significant logical
gaps.
 Little grasp of general historical issues raised by topic.
 Few and/or erroneous specific examples demonstrate little knowledge of relevant
history.
 Poorly organized: no clear introduction, argument, or conclusion.
 Pattern of grammatical errors and/or inappropriate colloquialisms.
Total Points Earned: __________/1
50

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