Assessment 4 Instructions: Health Promotion Plan PresentationPRINTBuild a slide presentation (PowerPoint preferred) of the hypothetical health promotion plan you developed in the first assessment. Then, implement your health promotion plan by conducting a hypothetical face-to-face educational session addressing the health concern and health goals of your selected group. How would you set goals for the session, evaluate session outcomes, and suggest possible revisions to improve future sessions?As you begin to prepare this assessment, you are encouraged to complete the Vila Health: Conducting an Effective Educational Session activity. The information gained from completing this activity will help you succeed with the assessment as you consider key issues in conducting an effective educational session for a selected audience. Completing activities is also a way to demonstrate engagement.Professional ContextHealth education is any combination of learning experiences designed to help community individuals, families, and aggregates improve their health by increasing knowledge or influencing attitudes (WHO, n.d.). Education is key to health promotion, disease prevention, and disaster preparedness. The health indicator framework identified in Healthy People 2030 prompts action in health services accessibility, clinical preventive services, environmental quality, injury or violence prevention, maternal, infant, and child health, mental health, nutrition, substance abuse prevention, and tobacco use cessation or prevention.Nurses provide accurate evidence-based information and education in formal and informal settings. They draw upon evidence-based practice to provide health promotion and disease prevention activities to create social and physical environments conducive to improving and maintaining community health. When provided with the tools to be successful, people demonstrate lifestyle changes (self-care) that promote health and help reduce readmissions. They are better able to tolerate stressors, including environmental changes, and enjoy a better quality of life. In times of crisis, a resilient community is a safer community (Flanders, 2018; Healthy People 2030, n.d.).This assessment provides an opportunity for you to apply teaching and learning concepts to the presentation of a health promotion plan.Demonstration of ProficiencyBy successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.Evaluate educational session outcomes in terms of progress made toward Healthy People 2030 objectives and leading health indicators.Competency 4: Integrate principles of social justice in community health interventions.Evaluate educational session outcomes and the attainment of agreed-upon health goals in collaboration with participants.Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.Present a health promotion plan to an individual or group within a community.Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).Slides are easy to read and error free. Detailed audio and speaker notes are provided. Audio is clear, organized, and professionally presented.ReferencesFlanders, S. A. (2018). Effective patient education: Evidence and common sense. Medsurg Nursing, 27(1), 5558.U.S. Department of Health and Human Services, Office of Disease Prevention and Health Promotion. (n.d.). Healthy People 2030. https://health.gov/healthypeopleNote: This is the second part of a two-part assessment. You must complete Assessment 1 before completing this assessment.PreparationFor this assessment, you will conclude the clinical learning activity you began in Assessment 1.You will resume the role of a community nurse tasked with addressing the specific health concern in your community. This time, you will present, via educational outreach, the hypothetical health promotion plan you developed in Assessment 1 to your fictitious audience. In this hypothetical scenario, you will simulate the presentation as though it would be live and face-to-face. You must determine an effective teaching strategy, communicate the plan with professionalism and cultural sensitivity, evaluate the objectives of the plan, revise the plan as applicable, and propose improvement for future educational sessions. To engage your audience, you decide to develop a PowerPoint presentation with voice-over and speaker notes to communicate your plan.Remember that your first assessment (Assessment 1) MUST be satisfactorily completed to initiate this assessment (Assessment 4).Please review the assessment scoring guide for more information.To prepare for the assessment, you are encouraged to complete the Vila Health: Conducting an Effective Educational Session simulation. You may also wish to review the health promotion plan presentation assessment and scoring guide to ensure that you understand all requirements.Note: Remember that you can submit all, or a portion of, your draft plan to Smarthinking Tutoring for feedback before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24-48 hours for receiving feedback.InstructionsComplete the following:Prepare a 10-12 slide PowerPoint presentation with a voice-over and detailed speaker notes that reflects your hypothetical presentation. This presentation is the implementation of the plan you created in Assessment 1. The speaker notes should be well organized. Be sure to include a transcript of the voice-over (please refer to the PowerPoint tutorial). The transcript can be submitted on a separate Word document. Simulate the hypothetical face-to-face educational session addressing the health concern and health goals of your selected community individual or group.Imagine collaborating with the hypothetical participant(s) in setting goals for the session, evaluating session outcomes, and suggesting possible revisions to improve future sessions.As you begin to prepare this assessment, you are encouraged to complete the Vila Health: Conducting an Effective Educational Session activity. The information gained from completing this activity will help you succeed with the assessment as you consider key issues in conducting an effective educational session for a selected audience. Completing activities is also a way to demonstrate engagement.PRESENTATION FORMAT AND LENGTHYou may use Microsoft PowerPoint (preferred) or other suitable presentation software to create your presentation. If you elect to use an application other than PowerPoint, check with your faculty to avoid potential file compatibility issues.The number of content slides in your presentation is dictated by nature and scope of your health promotion plan. Be sure to include title and references slides per the following:Title slide:Health promotion plan title.Your name.Date.Course number and title.References (at the end of your presentation).Be sure to apply correct APA formatting to your references.The following resources will help you create and deliver an effective presentation:Record a Slide Show With Narration and Slide Timings.This Microsoft article provides steps for recording slide shows in different versions of PowerPoint, including steps for Windows, Mac, and online.Microsoft Office Software.This Campus page includes tip sheets and tutorials for Microsoft PowerPoint.PowerPoint Presentations Library Guide.This library guide provides links to PowerPoint and other presentation software resources.SoNHS Professional Presentation Guidelines [PPTX].This presentation, designed especially for the School of Nursing and Health Sciences, offers valuable tips and links, and is itself a PowerPoint template that can be used to create a presentation.SUPPORTING EVIDENCESupport your plan with at least three professional or scholarly references, published within the last 5 years, which may include peer-reviewed articles, course study resources, and Healthy People 2030 resources.GRADED REQUIREMENTSThe requirements outlined below correspond to the grading criteria in the assessment scoring guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.Present your health promotion plan to your hypothetical audience.Tailor the presentation to the needs of your hypothetical audience.Adhere to scholarly and disciplinary writing standards and APA formatting requirements.Evaluate educational session outcomes and the attainment of agreed-upon health goals in collaboration with participants.Which aspects of the session would you change?How might those changes improve future outcomes?Evaluate educational session outcomes in terms of progress made toward Healthy People 2030 objectives and leading health indicators.What changes would you recommend to better align the session with Healthy People 2030 objectives and leading health indicators?Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).Slides are easy to read and error free. Detailed audio and speaker notes are provided. Audio is clear, organized, and professionally presented.Additional RequirementsBefore submitting your assessment, proofread your presentation slides and speaker’s notes to minimize errors that could distract readers and make it difficult for them to focus on the substance of your presentation.SCORING GUIDEHealth Promotion Plan Presentation Scoring GuideCRITERIANON-PERFORMANCEBASICPROFICIENTDISTINGUISHEDPresent a health promotion plan to a hypothetical individual or a group within a community.Does not present a health promotion plan to a hypothetical individual or a group within a community.Presents a health promotion plan to a hypothetical individual or a group with a community that lacks clear purpose, coherence, or focus, or is supported by slides that add little value to the presentation, exhibit poor design, are hard to read, or include distracting slide transitions, animations, or graphics.Presents a health promotion plan to a hypothetical individual or a group within a community. Slides enhance key points and adhere to visual design best practices, but no audio and/or speaker notes.Presents a professional, evidence-based, and engaging PowerPoint presentation. The plan is based on specific, identified health needs and goals, and is well supported by error-free slides that enhance key points and adhere to visual design best practices. The audio and speaker notes of the details of the educational session were clear and appropriate for the hypothetical audience.Evaluate educational session outcomes and the attainment of agreed-upon health goals in collaboration with hypothetical participants.Does not evaluate educational session outcomes and the attainment of agreed-upon health goals in collaboration with hypothetical participants.Evaluates educational session outcomes and the attainment of health goals without collaborating with hypothetical participants.Evaluates educational session outcomes and the attainment of agreed-upon health goals in collaboration with hypothetical participants.Evaluates educational session outcomes and the attainment of agreed-upon health goals in collaboration with hypothetical participants. Clearly explains the need for revisions to future educational sessions.Evaluate educational session outcomes in terms of progress made toward Healthy People 2030 objectives and leading health indicators.Does not evaluate educational session outcomes in terms of progress made toward Healthy People 2030 objectives and leading health indicators.Evaluates educational session outcomes unrelated to progress toward Healthy People 2030 objectives and leading health indicators.Evaluates educational session outcomes in terms of progress made toward Healthy People 2030 objectives and leading health indicators.Evaluates educational session outcomes in terms of progress made toward Healthy People 2030 objectives and leading health indicators. Clearly explains the need for revisions to better align future sessions with Healthy People 2030 objectives.Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).Does not organize content with clear purpose/goals. Power point slides do not support main points, assertions, arguments, conclusions, or recommendations. Sources are not relevant and/or evidence-based (published within 5 years).Organizes content with clear purpose/goals. Power point slides do not consistently support main points, assertions, arguments, conclusions, and/or recommendations with relevant and evidence-based sources (published within 5 years).Organizes content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).Organizes content with clear purpose/goals. Power point slides support main points, assertions, arguments, conclusions, or recommendations with relevant and evidence-based sources (published within 5 years).Slides are easy to read and error free. Detailed audio, transcript, and speaker notes are provided. Audio is clear, organized, and professionally presented.Slides are difficult to read with multiple editing errors. No audio, transcript, and/or speaker notes provided.Slides are easy to read and error free. No audio or audio is not clear, difficult to hear, or not professionally presented. Transcript and speaker notes are sufficient support for the slides.Slides are easy to read and error free. Detailed audio, transcript, and speaker notes are provided. Audio is clear, organized, and professionally presented.Slides are easy to read and clutter free. Slide background is “visually” pleasing with a contrasting color for the text and may utilize graphics. Detailed audio, transcript, and speaker notes are provided. Audio is clear, organized, and professionally presented.

Please answer each question:Which of the following is a government system for monitoring family violence? a. Youth Risk Behavior System (YBRS)b. Infant Homicide Analysis (IHA)c. Adult Male Battering Survey (AMBS)d. Women’s Alcohol Consumption Questionnaire.ANSWER: 2. Which of the beliefs about families contributes to violence between family members? a. Men are the primary breadwinners in most families.b. Children’s rights are equivalent to parents’ rights.c. Families have rights to privacy and autonomy.d. Elders in the families have more rights than fathers.ANSWER: 3. According to social constructionism, those who win a debate about a social issue? a. Completely control the level of media attention a problem receives.b. Get to define the nature of the problem.c. Are able to prove the inherent correctness of their viewpoints.d. No longer have to worry about opposing viewpoints.ANSWER: B4. Options for responding to child abuse do NOT include: a. Placement in foster care.b. Child-elder sponsored day care.c. Providing treatment for victims.d. Adoption into a suitable home.ANSWER: 5. Which is FALSE about sociological approaches to family violence?a. They developed after medical approaches.b. Their approaches often rely on survey research.c. They frequently postulate structural causation.d. Feminist researchers often come from sociology.ANSWER ______________6. The aspect of social learning theory that most accurately explains family violence is? a. Insight.b. Biofeedback.c. Active participation.d. Observation of others.ANSWER: 7. Which statement is TRUE about victimization surveys? a. They capture information about crimes that do not come to the attention of the police.b. They show that victims prefer reporting to the police rather than to confidential surveys.c. The anonymity of the respondents completely eliminates falsification of reportsd. They are good at tracking the chronic nature of family violence crimes.ANSWER: A8. The “Duty to warn” is a guideline devised to? a. Help policemen during an arrest.b. Protect certain endangered people.c. Protect undocumented workers from harassment.d. Protect neighborhoods from convicted sex offenders.ANSWER: 9. The most frequently reported type of child maltreatment is: a. Physical abuse.b. Father abductions.c. Child neglect.d. Sexual abuse.ANSWER ______________10. Which statement is TRUE? a. No single definition of child neglect is universally accepted.b. Using a broad definition of abuse helps guarantee that no perpetrator slips through the net.c. Only a few researchers exclude situations such as poverty from definitions of neglect.d. The most fruitful way to define neglect is through questionnaire data.ANSWER _____________11. Self-surveys show that the most frequently reported form of child neglect is: a. Failing to change diapers as needed.b. Letting a baby who is ill “cry it out.”c. Alcohol-caused neglect.d. Leaving a child alone.ANSWER ________________12. Which statement is TRUE? a. Psychological abuse is pervasive and has serious cumulative effects.b. Physical and sexual abuse rarely occurs in conjunction with psychological abuse.c. Members of society have little tolerance for psychologically abusive parents.d. Adults in the ACE study specified emotional abuse as the most frequently suffered.ANSWER ______________13. Which of the following is TRUE regarding the spanking, paddling, and slapping of children?a. Most people find these behaviors acceptable.b. Only the older generation accepts them as “normal.”c. The younger generation categorizes them as “abusive.”d. Shoving is the most frequent parent-to-child act.ANSWER _________________14. Which correlation has NOT been reported? A correlation between physical punishment and: a. Assault of a sibling.b. Sexual orientation.c. Disobedience in school.d. Self-reported delinquency.ANSWER ______________15. Which statement is TRUE about physically abused children? a. The most common correlate of abuse was obesity.b. Blood pressure level are unusually low.c. Between 25% and 30% experienced chronic pain.d. About 1% had allergies or bronchitis.ANSWER _____________16. Which statement is TRUE? a. Attachment to one’s parents seems unrelated to bullying.b. Masculine traits predict bullying, even among girls.c. Bullying over time releases the bully’s pent-up anger.d. Bullying by girls is equally detrimental to bullying by boys.ANSWER _____________17. One of the most important factors in defining CSA is: a. The cultural context of the abuse.b. Whether the act was enjoyable.c. Whether the victim was seductive.d. The victim-perpetrator gender difference.ANSWER ______________18. Which statement of CSA victims and their age is TRUE? a. There are no reports of infant CSA.b. The average age of victims is either 8-11 or 12-15.c. The prepubescent age is the least vulnerable age.d. Underreporting probably occurs more as the victim ages.ANSWER _______________19. Which statement is TRUE about relationships between CSA victims and perpetrators?a. About 15% of the perpetrators are known to the child.b. About 50% of the perpetrators are strangers.c. Most perpetrators are persons familiar to the child.d. The types of sexual abuse do not significantly differ by gender of perpetrator.ANSWER _______________20. Which are the two most commonly identified symptoms in sexually abused children? a. Sexualized behavior and depressionb. Sexualized behavior and PTSD symptomatologyc. Sexualized behavior and high levels of empathy.d. Sexualized behavior and eating disordersANSWER ______________21. According to the NIS-4 estimates of adolescent abuse:a. Girls are more abused than boys.b. Boys are more abused than girls.c. Boys and girls are abused equivalently.d. Abuse increases between 12 and 17.ANSWER _______________22. Which of the following is thought to be an internalizing effect of adolescent maltreatment? a. High levels of daily stress.b. Risky sexual behavior.c. Low academic achievement.d. Violence toward siblings.ANSWER ________________23. Which statement is TRUE about teen pregnancies? a. The financial costs for society are slowly decreasing.b. The Circle of Care program in Georgia produced disappointing results.c. Welfare support is more effective than case management.d. They contribute to a transgenerational cycle of early pregnancies.ANSWER ______________24. Very prevalent reactions to sibling incest are: a. Apathy and resignation.b. Thought disorders.c. Depression and anxiety.d. Excessive sleeping.ANSWER ____________25. The most commonly used definitions of DV: a. Are derived from clinical practice.b. Depend upon social learning theory.c. Are anchored in the CTS2.d. Stem from feminist theorizing.ANSWER _________________26. In regard to learning and violence: a. Direct childhood abuse but not witnessing abuse leads to DV.b. Children learn to be compliant if harshly punished.c. Men come to believe that their aggression will be rewarded.d. The association between conduct disorders and DV is low.ANSWER ______________27. Advanced thinking about rapes committed when a woman is given date rape drugs is to:a. Classify them as drug-incapacitated rapes.b. Classify them as medically-induced rapes.c. Stiffen the sentences of men convictedd. Classify the drug seller as an accessory to rape.ANSWER _______________28. Aggressive and sexually coercive behavior among college students is correlated with: a. Their low academic achievement and conservative values.b. Their acceptance of racist values and homonegativity.c. Their low level of religiosity and gender role differentiation.d. Their acceptance of sexism and rape-supportive myths.ANSWER _________________29. A chief reason that society may hold battered women responsible for staying with an abusive man is that a battered woman: a. Can obtain societal help to stop the beatings.b. Is an “adult” who can “give consent” or leave.c. Appears to enjoy masochistic relationships.d. “Made her bed” and now she “has to lie in it.”ANSWER ______________30. In terms of intellectual impairment, Launius and Jensen (1987) found that battered women were:a. Deficient in language skills.b. Poor at general problem solving.c. Limited in their breadth of knowledge.d. Motivationally impaired.ANSWER ______________31. Of the following, which symptom is probably the most common among IPV victims: a. Anxiety phobiasb. Depressionc. Maniad. SuicideANSWER _______________32. The National Domestic Violence Hotline showed that:a. Male callers primarily called to inquire about laws covering IPV.b. The second most pressing problem facing IPV victims is the combination of a large gap in legal resources and inadequate responses on the part of the criminal justice system.c. Most of the callers reported being diagnosed with PTSD.d. Minority callers felt the Hotline cared little about their plight.ANSWER _________________33. The second stage in Lenore Walker’s “Cycle of Violence” theory is called the: a. Tension-building phase.b. Honeymoon (loving respite) phase.c. Acute (battering) phase.d. Steady-state phase.ANSWER ______________34. In the debate over whether women commit as much IPV as men, the best solution may be to: a. Focus 100% on male violence because it is so injurious.b. Focus on both male and female violence to an equal degree.c. Recognize that IPV is not gender symmetrical.d. Ask the public to vote on which gender to help most.ANSWER _______________35. Some researchers have suggested that shame in adult batterers is linked with: a. Strong affectivity and self-control.b. Dissociative rage and emotional independence.c. A head injury or neurological disorder.d. Anxious attachment during childhood.ANSWER ________________36. Which verbal/communication problem was NOT mentioned in the text as typical of batterers? a. Assertion deficitsb. Poor problem solving abilitiesc. Inadequate vocabularyd. Misperception of communicationANSWER _______________37. The reauthorization of the Violence Against Women Act (2005): a. Must be expanded to include Muslims.b. Expanded to cover marginalized groups.c. Should expand to include elder men.d. Calls for voluntary attitude changes.ANSWER _______________38. The percentage of women physically assaulted by their husband in a 1999 study of 48 nations, ranged from 10% to: a. 39%b. 49%c. 59%d. 69%ANSWER _______________39. In the Middle East: a. Fathers and mothers generally share custody of children after a divorce.b. Parents protect daughters by not letting them marry until their twenties.c. Restrictions on premarital sex are loosening every few years.d. Poverty-stricken parents may sell very young girls as brides.ANSWER _______________40. In regard to race and ethnicity: a. Race as a psychological variable is a fairly accurate predictor of behavior.b. Race as a genetic variable is a fairly accurate predictor of behavior.c. The blend of psychological and genetic race factors predicts the best.d. Ethnicity is a better predictor of behavior than other race variables.ANSWER ____________41. Which of the following is likely to decrease the distress of battered women?a. Advising a woman to stay with her abuser.b. Giving mixed messages.c. Providing a low level of social support.d. Listening to the woman’s problems.ANSWER _____________42. A frequently overlooked element for improving community services is to: a. Ask battered women to help guide policy.b. Hire consultants from several disciplines.c. Focus on changing the medical school curriculum.d. Inaugurate a special tax to build more safe housing.ANSWER ____________43. Which of the following is a legal right that battered women have already achieved?a. Better policies addressing stalking and threats.b. Confidentiality about their whereabouts.c. Rights to leave their jobs for safety.d. Obtaining a new social security number.ANSWER _______________44. What has research shown about practices among immigrants and ethnic/racial groups’ victims of violence?a. Cultural competence of service providers has finally been achieved.b. Batterer groups rarely “fake good” on tests of personality.c. Even culturally competent treatment for Latinas does not reduce depression.d. Immigrants batterers are more likely to complete treatment programs than non-immigrants. ANSWER _____________45. Compared with abuse of children, abuse of elders is more difficult to detect because:a. Society is more concerned with spouse abuse.b. Elders’ misperceptions obscure the truth.c. It is more hidden than abuse of children.d. The injuries to elders are more superficial.ANSWER _______________46. Which is one very likely reason that an elder victim may be reluctant to report being abused? a. He/she “learned to keep his/her mouth shut.”b. He/she feared that his/her grandchildren will go to jail.c. He/she does not recognize that a behavior is abusive.d. He/she has phobic fears of ever leaving his/her house.ANSWER ______________47. In Two National Elder Mistreatment Studies, the percentage of elders who self-reported emotional abuse by family members was:a. More than 60%.b. About 30%.c. About 10%.d. About 1%.ANSWER ________________48. Which statement is TRUE of elder abuse perpetrators and their relationship to the victim? a. The Boston survey showed that friends/neighbors constituted the largest group of abusers.b. The Boston survey found that adult children were more frequent abusers than spouses.c. The Los Angeles County study showed that spouses were twice as likely as adult offspring to abuse an elder.d. Most surveys have found that most elder abusers were family membersANSWER _________________49. In the Rhode Island survey of abused elder women, it was found that ____ had been revictimized.a. 20%b. 30%c. 40%d. 50%ANSWER ___________________50. Elders can best protect themselves from some types of abuse by:a. Financially reimbursing relatives for the elder’s care.b. Discussing their wishes with friends and neighbors.c. Completing documents such as a durable power of attorney.d. Seeking information on aging from religious organizations.ANSWER ______________

QUESTION 1

Which of the following groups is most likely, according to survey data, to believe that God has uniquely blessed America:
Catholics
Evangelicals
Mainline Protestants
Jews

1 points 
QUESTION 2

The longstanding belief that socialism has a legitimacy problem in the eyes of Americans seems to be cast in doubt by:
Senator Bernie Sanders’ 2016 and 2020 campaigns for the Democratic Party’s presidential nomination
the strong performance of the Socialist Party in the 2020 congressional elections
recent polling data showing that almost 8 in 10 Americans say that they would vote for their party’s presidential candidate even if he or she were to be an avowed socialist
all of the above

1 points 
QUESTION 3

In the years before and around the time of the American Revolution, the slave populations of some states in what became the United States were as high as ___ percent of the total state population:
10-20
20-30
30-40
40 or more

1 points 
QUESTION 4

James Davison Hunter’s 1991 book, Culture Wars, popularized the idea that Americans have become more polarized when it comes to:
morality issues
race relations
their view of the role that the United States should play in the world
taxation and government spending

1 points 
QUESTION 5

The Articles of Confederation:
created a “league of friendship”
maintained the sovereignty of the states
gave each state equal representation in the new national congress
all of the above

1 points 
QUESTION 6

According to a Pew Research survey discussed in our first class, Americans are more likely than Canadians, Europeans, Japanese or Australians to say that ______ is/are important to be truly “one of us”:
being able to speak the national language
sharing national customs and traditions
being Christian
all of the above

1 points 
QUESTION 7

The words “city on a hill” are from:
Franklin Delano Roosevelt’s first “fireside chat” broadcast on the radio during the Great Depression
George W. Bush’s State of the Union address to Congress before the 2003 invasion of Iraq
John Winthrop, first governor of the Massachusetts Bay Colony
John F. Kennedy’s speech at the Brandenburg Gate in Berlin

1 points 
QUESTION 8

Ratification of the Constitution in the state of New York might not have taken place except for:
publication of Thomas Paine’s pamphlet, Common Sense
publication of the Federalist Papers
an attack on New York harbor by British Loyalists
Benjamin Franklin’s Poor Richard’s Almanac

1 points 
QUESTION 9

According to the 2017 Pew Typology, the size of the gap between which two groups is usually largest for the various questions asked by the Pew survey:
Country First Conservatives and Disaffected Democrats
Solid Liberals and New Era Enterprisers
Core Conservatives and Solid Liberals
Core Conservatives and New Era Enterprisers

1 points 
QUESTION 10

The region often referred to as the “Bible Belt” is found mainly in:
the western states, including Alaska and Hawaii
New England
The South
the Upper Midwest

1 points 
QUESTION 11

The Connecticut Compromise accepted at the 1787 Philadelphia Convention included:
representation by population in the House of Representatives
equality of state representation in the Senate
direct election of senators and members of Congress by the American people
a and b

1 points 
QUESTION 12

On the matter of slavery, the Constitution adopted in 1789:
abolished it
counted a slave as three-fifths of a person for purposes of state representation in the House of Representatives
banned the extension of slavery into newly acquired territories of the United States
decreed that it would no longer be lawful after 1839

1 points 
QUESTION 13

According to data from the Yale Program on Climate Change Communication, the values gap between Red and Blue America is rooted in:
demographic differences
differences in education
racial differences
differences in world views

1 points 
QUESTION 14

According to Gallup polls in 2015 and again in 2019, the percentage of Americans saying that they would not vote for their party’s presidential candidate was greatest if he or she was:
gay or lesbian
Muslim
atheist
socialist

1 points 
QUESTION 15

The First Amendment includes two religion clauses. They are:
the free speech and assembly clauses
the free exercise and establishment clauses
the free exercise and assembly clauses
the free press and free exercise clauses

1 points 
QUESTION 16

In which of the following groups, identified by the Pew Research Center’s 2017 political typology, is least religious (as measured by such behaviors as church attendance):
New Era Enterprisers
Solid Liberals
Opportunity Democrats
Disaffected Democrats

1 points 
QUESTION 17

Which of the following statements about the process for amending the Constitution is/are true:
an amendment may be proposed by a 2/3rds majority of the House of Representatives and the Senate
an amendment may be ratified by 3/4ths of the state legislatures
an amendment may be proposed by the president
all of the above
a and b

1 points 
QUESTION 18

Who among the following is most likely to be associated with the notion of the separation of church and state:
Benjamin Franklin
Thomas Jefferson
James Madison
George Washington

1 points 
QUESTION 19

In Federalist Paper 51, Madison says that “Ambition must be made to counteract ______”:
ambition
ignorance
narrow self-interest
tyranny

1 points 
QUESTION 20

Which of the following statements is true:
most Americans agree that government is run for the benefit of a few big interests
most Americans agree that elections make government pay some or a good deal of attention
most Americans have a low level of trust in government
all of the above

1 points 
QUESTION 21

According to the 2017 Pew Typology, church attendance is lowest among the members of which group:
Country First Conservatives
New Era Enterprisers
Disaffected Democrats
Solid Liberals

1 points 
QUESTION 22

God Talk is argued by some to have been an important feature of progressive movements in American politics over the years, including in the case(s) of the:
Women’s suffrage movement
Temperance movement
Black Civil Rights Movement
all of the above
a and b

1 points 
QUESTION 23

What is sometimes called the “reindeer rule”, as referred to in Lynch v. Donnelly (1984) and other Supreme Court rulings, deals with:
the establishment clause of the First Amendment
the free exercise clause of the First Amendment
the doctrine of “reasonable accommodation”
a and c

1 points 
QUESTION 24

What is often called “God talk” in American politics?
the endorsement of candidates by evangelical Christian ministers
the frequent use of religious words and symbols by American politicians
the claim by some politicians that God speaks directly to them
the belief held by many Americans that their country is morally superior to all others

1 points 
QUESTION 25

In American federalism, what is referred to as a “mandate” may involve:
a court ruling requiring a state government to do a particular thing
a congressional law requiring a state government to do a particular thing
a state law that requires Congress to authorize spending on a particular thing
a and b

1 points 
QUESTION 26

According to the 2017 Pew Typology, in which of the following groups are Hispanics most overrepresented:
Disaffected Democrats
Solid Liberals
Bystanders
Market Skeptic Republicans

1 points 
QUESTION 27

When asked whether the United States is superior to other countries, Americans are most likely to say yes in the case of:
the economic system
the system of government
the health care system
individual freedom

1 points 
QUESTION 28

According to surveys, which of the following groups was least likely to have voted for Donald Trump in 2016 and again in 2020:
Jewish voters and the religiously unaffiliated
White, born-again evangelicals
Catholics
Protestants

1 points 
QUESTION 29

Yale psychologist Michael Kraus argues that white Americans misperceive the scale of racial inequality in their society because of:
poor education
a deeply entrenched belief in personal agency and equality of opportunity
unconscious dislike of Black Americans
fake news in the media

1 points 
QUESTION 30

Which of the following is/are not part of what Gunnar Myrdal, in his book An American Dilemma, calls the American creed:
equality
freedom
security
a and c

1 points 
QUESTION 31

The Declaration of Independence:
marked the beginning of the Civil War
was influenced by the political ideas of such liberal philosophers as John Locke
included a long list of specific grievances against the British authorities
all of the above
b and c

1 points 
QUESTION 32

Which of the following, although not strictly speaking part of the United States Constitution, has very often been mentioned in Supreme Court cases:
John Winthrop’s 1630 “City on a Hill” sermon
The Federalist Papers
The Fundamental Orders of Connecticut
Thomas Paine’s Common Sense

1 points 
QUESTION 33

According to Morris Fiorina, the notion of a “culture war” in the United States:
is mainly a fiction created and promoted by the media
exists at the level of political elites, but not at the level of the general public
was plausible during the Vietnam War, but not since then
a and b

1 points 
QUESTION 34

The Federalists:
supported a stronger central government
believed in the essential sovereignty of the states
were fearful of tyranny being re-introduced through the presidency
b and c

1 points 
QUESTION 35

Which of the following statements is not supported by the data that we have examined in this course:
the ideological distance between the median Democratic and the median Republican voter has stayed roughly the same since the 1990s
the shares of the electorate holding consistently liberal and consistently conservative views have stayed the same since the 1990s, despite media claims to the contrary
the share of the electorate holding ideologically mixed views, some of them liberal and other conservative, has actually increased
none of the above are supported by the data

1 points 
QUESTION 36

According to data collected by the World Values Survey over the past four decades, the American population has been an outlier compared to most Western, affluent democracies mainly because of a:
higher level of traditional religiosity
stronger belief in human rights
stronger belief in equality
b and c

1 points 
QUESTION 37

What is often referred to as God Talk, is evident in:
Joe Biden’s acceptance speech at the 2020 Democratic Presidential Convention
Dr. Martin Luther King’s “I’ve Been to the Mountain Top” speech
President George Washington’s first Inaugural Address
all of the above
b and c

1 points 
QUESTION 38

Which of the following is not one of the five values that Seymour Martin Lipset argues is associated with American exceptionalism:
egalitarianism
individualism
laissez-faire
social justice

1 points 
QUESTION 39

Which of the following groups is least likely to be associated with Blue America:
the American Civil Liberties Association
the Christian Coalition
the National Association for the Advancement of Colored People
labor unions

1 points 
QUESTION 40

According to data for 2019, the total value of what are called grants-in-aid in American federalism amounted to about:
$750 million
$7.5 billion
$75 billion
$750 billion

1 points 
QUESTION 41

The landmark Supreme Court ruling that banned organized official prayer from public schools is:
Locke v. Davie
Engel v. Vitale
Bush v. Gore
Cantwell v. Connecticut

1 points 
QUESTION 42

The Bill of Rights:
originally applied only to the federal government
was not part of the Constitution ratified in 1789
was preceded by bills of rights in a number of the state constitutions
all of the above

1 points 
QUESTION 43

About ___ % of the American population identifies with a Christian denomination:
30
50
70
90

1 points 
QUESTION 44

According to the 2017 Pew Typology, which of the following groups is most politically engaged:
Core Conservatives
Country First Conservatives
Opportunity Democrats
New Era Enterprisers

1 points 
QUESTION 45

Which of the following propositions is least likely to be associated with the American exceptionalism thesis?
a comparatively high level of class consciousness
a belief in the special mission and destiny of the United States
the absence of a tradition of rigid class hierarchy
exceptional geographic and socio-economic mobility

1 points 
QUESTION 46

Who among the following persons was most active in pushing for a more centralized constitution at the Philadelphia Convention of 1787 and during the ratification period that followed:
Benjamin Franklin
Alexander Hamilton
Thomas Jefferson
Thomas Paine

1 points 
QUESTION 47

The first written constitution in the colonies of what would become the United States is often thought to be the:
Articles of Confederation (1781)
Declaration of Independence (1776)
Fundamental Orders (Connecticut, 1639)
Virginia Bill of Rights (1776)

1 points 
QUESTION 48

When it comes to the values of freedom and equality, Americans are more likely than Europeans to say that:
freedom to pursue life’s goals is more important than ensuring that no one is in need
democracy involves government taking measures to reduce income differences
democracy involves government protecting all citizens against poverty
b and c

1 points 
QUESTION 49

Compared to other Americans, the so-called “Nones” are more likely to:
not vote
be liberal in their stands on moral issues
not have any partisan or ideological leaning, preferring to be described as moderates
a and b

1 points 
QUESTION 50

The theory of checks and balances is explained in:
the Declaration of Independence
Washington’s Farewell Address
Thomas Paine’s Common Sense
Federalist Paper 51

I’m working on a nursing presentation and need an explanation to help me understand better.E-Portfolio PowerPoint Presentation (PPT) Assignment Guidelines with Scoring Rubric*Please note: you will not be required to create an e-portfolio in this assignment. This assignment is strictly for the purposes of understanding the uses and functions of an e-portfolio.NR 512 W3 E-Portfolio PPT Guidelines and Rubric (Links to an external site.)PurposeThis assignment is designed to help studentsDevelop an appreciation for informatics, basic skills and knowledge required in practice settings. Students will discuss the e-portfolio and it uses, provide examples of items in an e-portfolio along with challenges and future uses.Course OutcomesThrough this assignment, the student will demonstrate the following ability.Course Outcomes:4: Exemplify professional values and scholarship to support professional and personal development. (PO 3, 4)5: Explore the roles, competencies and skills, including cultural humility, associated with nursing informatics while collaborating as part of the healthcare team. (PO 3, 5)7: Explore trends and issues in NI and their impact on nursing practice in all domains, including cultural humility and person-centered care. (PO 2, 5)Due Date: Sunday 11:59 p.m. MT at the end of Week 3.Students are given the opportunity to request an extension on assignments for emergent situations. Supporting documentation must be submitted to the assigned faculty. If the student’s request is not approved, the assignment is graded and a late penalty is applied as follows:Monday = 10% of total possible point reductionTuesday = 20% of total possible point reductionWednesday = 30% of total possible point reductionIf the student’s request is approved, the student will be informed of the revised due date. Should the student fail to meet the revised due date, the assignment is graded and a late penalty is applied as follows:Monday = 10% of total possible point reductionTuesday = 20% of total possible point reductionWednesday = 30% of total possible point reductionTotal Points Possible: 200RequirementsThe student will read the assigned readings pertaining to the e-portfolio, as well as research the topic. The student will define an e-portfolio for the graduate student and for an advanced practice nurse. The PowerPoint slide presentation will include discussion of the importance and purpose of developing and using an e-portfolio as a graduate student, then identify and discuss items that should be in included in an e-portfolio per the grading rubric. The student will provide five (5) examples of items that would be included in an e-portfolio. The presentation will conclude with a summary and recommendations on how the student will use the e-portfolio as a graduate student and as an advanced practice nurse (APN) in the future.Preparing the PresentationMust be a professional, scholarly prepared PowerPoint presentation of 8-10 slides including at least six scholarly references.You should have at least 8-10 slides, not including the title slide and reference slides.Speaker notes are present for each slide. It is important to note that if you could not give your presentation and someone would have to stand in for you, he or she would need to know what you were going to say. Use the speaker-notes section so that someone may step in for you and not miss a beat.Maintain the 6x6x6 rule for a professional PowerPoint presentation. No more than 6 lines per slide, 6 words per line, and 6 slides without a graphic.All aspects of the presentation must be in APA format as expressed in the current edition.Ideas and information from professional sources must be cited correctly.References may include one dictionary source, one textbook source, and four scholarly peer-reviewed journals published in the last 5 years. Total of six sources. No Wikipedia or CINAHL Nursing guide articles.Grammar, spelling, punctuation, and citations are consistent with formal academic writing.CategoryPoints%DescriptionTitle slide has name, topic title, course, and date present105Title slide looks professional with the student’s name, title of presentation, course and date presentDefine e-portfolio for graduate student in higher education and for an advanced practice nurse for professional development3015vides a definition for an e-portfolio for a graduate student in higher education and for an advanced practice nurse for professional development.Importance of developing and using an e-portfolio as a graduate student in higher education and as an advanced practice nurse for professional development.3015Discusses the importance and purpose of developing and using an e-portfolio as a graduate student in higher education and as an advanced practice nurse for professional development.Identify and discuss items to be included in an e-portfolio as a graduate student in higher education and as an advanced practice nurse for professional development.3015Identifies and discusses items to be included in each type of e-portfolio.Examples of what you would include in your e-portfolio for higher education purposes as a graduate student.3015Identifies at least five (5) examples of items that the student would include in their e-portfolio for higher education purposes as a graduate student.Discuss challenges and issues associated with e-portfolios.2010Discusses at least two (2) challenges or issues associated with developing or using an e-portfolio.Conclusion slide with recommendations for the future present.2010Concludes presentation with recommendations on how they will use the e-portfolio as a graduate student and as an APN in the future.Includes 6 references per the assignment guideline and slide count of 8-10 slides excluding title and reference slides.105Presentation may include one dictionary, one textbook, and four scholarly sources published in the last five (5) years as references. No Wikipedia or CINAHL nursing guide articles. Slide count = 8-10 excluding title and reference slides.The slide presentation includes speaker notes.105The slide presentation includes speaker notes.Grammar, spelling, punctuation, references, citations, and APA formatting.105citations are consistent with formal academic writing and APA format as expressed in the current edition.Total200100A quality assignment will meet or exceed all of the above requirements.RubricNR512 W3: E-Portfolio PPT AssignmentNR512 W3: E-Portfolio PPT AssignmentCriteriaRatingsPtsThis criterion is linked to a Learning OutcomeTitle slide has name, topic title, course, and date present10 ptsExceptionalAll elements are present9 ptsExceeds3 of four elements are present8 ptsCompetent2 of four elements are present4 ptsNeeds Improvement1 of four elements is present0 ptsUnsatisfactoryNo title slide or no elements are present on title slide or no name on presentation10ptsThis criterion is linked to a Learning OutcomeDefine e-portfolio for the graduate student in higher education and for the advanced practice nurse for use in professional development.30 ptsExceptionalProvides a comprehensive definition for an e-portfolio for a graduate student in higher education and for an advanced practice nurse for professional development26 ptsExceedsProvides a superficial definition for an e-portfolio for a graduate student in higher education and for an advanced practice nurse for professional development24 ptsCompetentProvides a minimal definition for an e-portfolio for a graduate student in higher education and for an advanced practice nurse for professional development11 ptsNeeds ImprovementProvides a definition for an e-portfolio for a graduate student in higher education or for an advanced practice nurse for professional development but not both0 ptsUnsatisfactoryDoes not meet criteria at all30ptsThis criterion is linked to a Learning OutcomeImportance of developing and using an e-portfolio as a graduate student in higher education and as a nursing professional (APN) for professional development.30 ptsExceptionalComprehensive discussion of the importance and purpose of developing and using an e-portfolio as a graduate student in higher education and as a nursing professional (APN) for professional development26 ptsExceedsSuperficial discussion of the importance and purpose of developing and using an e-portfolio as a graduate student in higher education and as a nursing professional (APN) for professional development24 ptsCompetentMinimal discussion of the importance and purpose of developing and using an e-portfolio as a graduate student in higher education and as a nursing professional (APN) for professional development11 ptsNeeds ImprovementDiscusses the importance and purpose of developing and using an e-portfolio as a graduate student in higher education or as a nursing professional (APN) for professional development but not both0 ptsUnsatisfactoryNo discussion of the importance and purpose of developing and using an e-portfolio as a graduate student in higher education or as a nursing professional (APN) for professional development30ptsThis criterion is linked to a Learning OutcomeIdentify and discuss items to be included in an e-portfolio as a graduate student in higher education and for an advanced practice nurse for professional development30 ptsExceptionalIdentifies and discusses 5 items to be included in an e-portfolio for a graduate student in higher education and for an advanced practice nurse for professional development26 ptsExceedsIdentifies and discusses 4 items to be included in an e-portfolio for a graduate student in higher education and for an advanced practice nurse for professional development24 ptsCompetentIdentifies and discusses 3 items to be included in an e-portfolio for a graduate student in higher education and for an advanced practice nurse for professional development11 ptsNeeds ImprovementIdentifies and discusses 1-2 items to be included in an e-portfolio for a graduate student in higher education and for an advanced practice nurse for professional development or does not address both0 ptsUnsatisfactoryDoes not meet criteria at all30ptsThis criterion is linked to a Learning OutcomeExamples of what you would include in your e-portfolio as a graduate student in higher education (does not need to include the actual documentation in the presentation, just list and discuss each specific item)30 ptsExceptionalIdentifies at least 5 specific examples of items the student would include in their e-portfolio(i.e. CE activity for a specific topic, scholarly paper the student has written, etc.)26 ptsExceedsIdentifies at least 4 specific examples of items the student would include in their e-portfolio(i.e. CE activity for a specific topic, scholarly paper the student has written, etc.)24 ptsCompetentIdentifies at least 3 specific examples of items the student would include in their e-portfolio(i.e. CE activity for a specific topic, scholarly paper the student has written, etc.)11 ptsNeeds ImprovementIdentifies at least 1-2 specific examples of items the student would include in their e-portfolio(i.e. CE activity for a specific topic, scholarly paper the student has written, etc.)0 ptsUnsatisfactoryDoes not meet criteria at all30ptsThis criterion is linked to a Learning OutcomeDiscuss challenges and issues associated with e-portfolios20 ptsExceptionalDiscusses two challenges or issues associated with the development and use of e-portfolios16 ptsCompetentDiscusses one challenge or issue associated with the development and use of e-portfolios0 ptsUnsatisfactoryDoes not discuss any challenges or issues associated with the development and use of e-portfolios20ptsThis criterion is linked to a Learning OutcomeConclusion slide with recommendations for the future use of e-portfolio as a graduate student and as an APN20 ptsExceptionalConclusion slide contains a summary of the presentation and recommendations on how they will use the e-portfolio as a graduate student and as an APN in the future16 ptsCompetentConclusion slide contains a brief summary and/or brief recommendations for the future8 ptsNeeds ImprovementConclusion slide contains only a summary OR only future recommendations0 ptsUnsatisfactoryNo conclusion slide or future recommendations are present20ptsThis criterion is linked to a Learning OutcomeReferences may include one dictionary source, one textbook source, plus four scholarly peer-reviewed journals published in the last 5 years to equal six sources. No Wikipedia or CINAHL Nursing guide articles. Slide count of 8-10 slides is met.10 ptsExceptionalAll criteria is met4 ptsNeeds ImprovementReference criteria is met OR slide count is met but not both.0 ptsUnsatisfactoryCriteria is unmet10ptsThis criterion is linked to a Learning OutcomeThe slide presentation includes speaker notes.10 ptsExceptionalPresentation contains speaker notes for each slide.9 ptsExceedsPresentation contains speaker notes for 75% of slides8 ptsCompetentPresentation contains speaker notes for 50% of slides4 ptsNeeds ImprovementPresentation includes speaker notes for 25% of slides0 ptsUnsatisfactoryNo speaker notes present10ptsThis criterion is linked to a Learning OutcomeGrammar, spelling, punctuation, references, citations, and APA formatting10 ptsExceptional0-2 grammar, spelling, punctuation, reference, citation, or APA errors9 ptsExceeds3-4 total grammar, spelling, punctuation, reference, citation, or APA errors8 ptsCompetent5-6 total grammar, spelling, punctuation, reference, citation, or APA errors4 ptsNeeds Improvement7-8 total grammar, spelling, punctuation, reference, citation, or APA errors0 ptsUnsatisfactory9 or more total grammar, spelling, punctuation, reference, citation, or APA errors.10pts

Discussion Topic #3 – Chapter 2 – The Evolution of the Community Counseling Model
Chapter 2 of the text presents the evolution of the community counseling model beginning with the 1910’s.
For this discussion:
Select and briefly discuss at least one important happening in the evolution of community counseling for each of four time periods. Include the 1920’s – 1930’s, 1940’s – 1950’s, 1960’s – 1970’s, and 1980’s – 1990’s
Why is it important to understand this evolutionary process as discussed on page 24?
Replies 
NICHOLE
Discussion Topic #3
1920’s – 1930’s
Counselors would slowly start to be increasingly more visible and employment in diverse settings would begin to appear in the everyday setting. These numbers would include the growing number of counselors employed as guidance counseling in public school systems, job counselors hired in various government employment agencies, personnel workers in office settings and rehabilitation counselors in health clinics and hospitals. The number of individuals used in testing and placement service providers for war veterans would increase in years to come. With these growing number of counselors working in these areas there was an accompanied early effort to promote their professional identity as well.  Thus, was development of early certification standards for guidance counselors in Boston and New York during the 1920s. Additional support for the professional development of counselors came from Harvard University, which began to offer courses for people working in the emerging field of guidance counseling in 1921. 
Dealing with the Challenges of the Great Depression
The important work that was done to expand the concept of guidance counseling in this era, the Great Depression of the 1930s challenged counselors to address the collective misery that millions of people experienced during this period of great sadness in the history of the United States. One of the practical ways that counselors addressed this challenge was brought into attention of the masses by faculty members and practitioners at the University of Minnesota. The brought forth, developed, and started to implement the “Employee Stabilization Project”, a multifaceted approach to career counseling and development in the early 1930s. This was multiservice project included career education, counseling, assessment, and advocacy services to support the mental health and well-being of individual who was adversely impacted by the Great Depression. This groundbreaking work discussed how systemic factors affect human and work force development and described the roles counselors could play in addressing these variables in a work and home setting. Such considerations expanded counselors’ thinking about the roles they could play as “social-organizational change agents”. They also complemented the community counseling model’s later emphasis on the need to implement systemic advocacy services to promote healthy development in the individuals. The emphasis Williamson and his colleagues placed on having counselors use educational strategies to promote clients’ development was another precursor to the community counseling model’s later emphasis on similar services and would later help shape what we know today as community counseling. 
1940’s – 1950’s 
At this time four historic factors contributed greatly to the evolution of the counseling profession. These factors included the impact of Carl Rogers’s counseling theory which I will be discussing in length, the new challenges counselors faced in addressing the needs of veterans returning from World War II; the effect that World War II had on changing traditional sex roles, especially as they related to women in career and or vocational roles instead of just roles in the home and major breakthroughs in the professionalization of counseling and new developments in the field. 
The Impact of Carl Rogers’s Counseling Theory
Most significantly was the breakthrough of the counseling profession was during the 1940s. The publication of Carl Rogers’s book entitled “Counseling and Psychotherapy”. This book brought forth an era of client-centered, known now as person-centered counseling that swept aside existing models of directive counseling. Rogers’s theory led many counselors to focus on the specific techniques they could use to build unconditional empathic relationships with clients that resulted in positive counseling outcomes. The main focus of this was the helping approach which would work with the client’s intrapsychic experiences. This helped increased popularity of Rogers’s counseling theory dramatically and increased the professionalization of the counseling field at that time. It is noteworthy to mention that latter developments in Rogers’s career are consistent with the evolution of the community counseling model’s emphasis on using similar advocacy services to promote healthy human development and social justice in different environmental settings. 
1960’s – 1970’s 
The 1960s and the 1970s represented times of changes in the counseling profession and the evolution of the community counseling model as a whole. These changes occurred during an era which put into question of many of our nation’s social, political, and cultural institutions and established ways of operating them. The counseling profession in the 1960s faced one of these issues which centered on clientele. It stated whether the profession should deal exclusively with the normal developmental concerns of individuals, or should it tend to the psychological problems of a smaller portion of the population? The events in the 1960s, would blur this simple issue by suddenly expanding counseling audiences to include minority groups, dissenters to the war in Vietnam, returning veterans, alienated hippie, experimenters and advocates of the new drug culture, victims’ poverty, and women who were making their presences known. Like all societal institutions, the counseling profession was being subjected to its own questioning and challenges from individuals within the field. 
Broadening the Counseling Profession’s Perspective and Effectiveness
The book explained why the counseling profession worked to broaden its perspective and effectiveness in many ways.  The broadening of counseling perspective in the 1960s and early 1970s was accomplished largely through d pressure by those in need and seeking help at the time. Many of these individuals sought help from those who proclaimed to have skills in counseling and psychotherapy. Counselors, psychiatrists, social workers, and psychologists, all were approached as potential helpers and guidance givers to those who were finding themselves in need. Groups were made in order to allow certain groups of individual to find like-minded people in fact things such as Alcoholics Anonymous, Synanon, Day- top, women’s and other self-help groups found their way into the mainstream world. Much of these groups resulted from counselors’ failure to address the certain factors that were causing underlying clients’ problems while many of the newly emerging self-help groups made important headway into dealing with such environmental conditions in a head on fashion.
1980’s – 1990’s 
The public that counselors faced in the 1980s was characterized fear and despair. These troubling times was preceding two decades which contributed to these psychological reactions. This was loosely based on millions of people who continued to face steady challenges related to changes in family structures, an increasing divorce rate, two wars, drug abuse on a rising scale, a rise in street crime, excessive political transgressions, and erosions in our economy. Moreover, the high unemployment rate, high technology forcing people out of work, an increase in school dropouts for the first time in two decades all brought forth change to one’s attention around the clock during the 1980s. The fear, and despair exhibited by many people in the general public proved to be the steppingstone for an increasingly conservative mood in our society. This broad-based conservative sentiment served as a Band-Aid of such that soothed many people’s frustration and fatigue with the changes that occurred during the 1960s and 1970s. As a result, many counselor and practitioners based their professional efforts on intrapsychic- focused, rehabilitative counseling approaches without directing much time and energy in supporting or implementing ecological, habilitative, and culturally responsive practices. 
New School Counseling Initiatives in the 1990s
Professional school counselors initiated several projects during the 1990s that rebuffed the trends associated with the professionalization of the field described earlier in this chapter. Like the multicultural counseling competency movement, these school counseling initiatives contributed to the evolution of the community counseling model in several ways. Among these initiatives is the Transformational School Counseling Initiative (TSCI). Described the initiative in the following way: The 1990s brought new concepts about the school counselor’s role. The TSCI of the Education Trust involved the development of a new era for school counseling that has advocacy at its core. The Education Trust model views school counseling as “a profession that focuses on the interactions between students and their school environment with the expressed purpose of reducing the effect of environmental and other barriers that impede student success in school. This rethinking of the central goal of the school counseling program brings with it a new set of ideas about the work school counselors do. Moreover, the model of partnerships between counselor education programs and school districts has brought many new counselors into the profession with advocacy competencies in their repertoires. 
It is impotant to to discuus and understand the evoulontury process in page 24 because, rather than viewing the community counseling theory as a new or something that hasn’t been around for very long. The framework that is relevant for a single work setting. It is important to view this helping system as being comprehensive in its perspective, application, and history. Its perspective is grounded in a broad range of human development, psychological, and multicultural counseling theories. Its application includes numerous interventions that build on people’s intrapsychic strengths and foster environmental change strategies that promote justice and support healthy human development. Its history is directly tied to the genesis and continuing development of the counseling profession. 
IVANNA ood afternoon, 
1920’s-1930’s:

Counselors slowly increasingly their visibility and employment in diverse settings. Growing number of counselors employed as guidance workers in public school systems, student personnel, workers in college and universities, job counselors in various government employment agencies, counselors in health clinics and hospitals, etc. 
Dealing with the challenges of the Great Depression, challenged counselors to address the collective misery that people experienced during this period of time.
An accomplishment that helped expand the view of counselors as professional development and systems change specialist came from the work of John Brewer in the 1930’s in a book entitled, Education as Guidance. In which described how teachers could trained to greatly extend the work that was done by guidance counselors. 

1940’s-1950’s:

One historic factor contributed greatly to the evolution of counseling was when it changed the roles women played in the workforce in society after World War II. Traditional occupational sex role began to be questioned and greater emphasis was placed on women’s personal freedom. These dynamics challenges counselors to rethink the services ty used when previously addressing the needs of female clients. 

1960’s-1970’s:

During this period of time, changes in the counseling profession and the evolution of the community counseling model happened. New theorical models gained popularity, which included behavioral counseling, reality therapy, existential therapy, person-centered counseling and psychodynamic counseling theories. Counselors started to use multifaced approaches in their work.
The passage of the community Mental Health Centers Act to expand the use of prevention and advocacy services. This legislative action was considered to be one of the most crucial laws dealing with mental health that has been enacted in the U.S.A. 

1980’s-1990’s:

During this time period, the rise of the multicultural counseling competency movement happened. Also new school counseling initiatives, which contributed to the evolution of the community counseling model in a number of ways. 

Is important to understand this evolutionary process because it makes us aware of the various factors and people who have contributed to the development of the community counseling theory over an extended period od time. Also, it is important to clarify how the roots of the community counseling framework are historically grounded in intervention strategies that have been used to address different forms of inequality, injustice and oppression. In conclusion, is needed to be knowledgeable of the people and events that contributed to the professionalization of counseling in this country.