Description 1. Belief systems are fundamental in supporting development and aiding in resilience building. Human behavior workers encourage their use for providing healing and adjustment in times of trauma. They are also systems that can support children and adults through times of struggle or suffering. Along with belief systems, understanding the self through cognitive therapy can provide a strong pillar of support in individuals and families as well as the community at large. Cognitions can be seen as positive elements that allow individuals to engage in hope-filled behaviors, while clarifying the meaning of personal beliefs and behaviors. Cognitive therapy support groups and role-playing workshops can be combined with preventive education for children to help them respond to future issues and deal with current ones. Cognitive and belief structures can offer a strong basis for evaluating behaviors and creating decision-making skills. Organizing and communicating beliefs and hopefulness will additionally strengthen approaches to deal with trauma and day-to-day risks (Walsh, 2016). What components of cognitive therapy are especially important to consider? How would cognitive theory need to be adjusted to support specific issues of diversity in the case of an immigrant child? Use some of the concepts Doctor Motti-Stefanidi highlighted in the Risk and Resilience in Immigrant Youth multimedia presentation from your studies for this unit to support your work. 2. Ecomaps and genograms are tools that help us examine the resources and obstacles that may be present in our life. The Correa, Bonilla, and Reyes-Macpherson article from your readings for this unit (linked in the Resources) provides an explanation of the benefits of development of an ecomap, and how it can help point out the positive aspects of life that an individual may experience. The ecomap also identifies the resources that have contributed to one’s developmental process. Develop the ecomap for an individual from the diverse population you selected in the Unit 2 and Unit 4 assignments. Use the examples linked in the Resources, or search for examples and structure your own. The Correa, Bonilla, and Reyes-Macpherson article will provide details on constructing an ecomap, as well as guidance in interpreting its information. Be sure to read the article before constructing your own sample ecomap for your individual in the diverse population you chose. For your initial discussion post, write a brief description of your ecomap and reference the theories that explain the relationships, risks, and protective factors illustrated in your ecomap. Post your ecomap in the discussion area by attaching it to the discussion. http://www.strongbonds.jss.org.au/workers/cultures/ecomaps.html https://www.gov.scot/publications/national-risk-framework-support-assessment-children-young-people/pages/12/
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