Use scenario below and discuss how you would proceed if working with this client. Do not use any outside sources besides journals attached.
PLEASE DO NOT CUT AND PASTE PARTS OF THE JOURNAL. DO NOT DO ANY DIRECT QUOTES FROM THE JOURNAL ONLY CITE INFORMATION ACCORDING TO THE PAGE OF THE JOURNAL THAT IT PERTAINS TO IN YOUR PARAGRAPH. EXAMPLE
Scenario
Roger is an obese 40-year old man and suffers from other health issues. Roger reports that he lives alone and has very few friends. Roger is single and would like to be married. However, he is afraid that women will reject his advances due to his weight. To further complicate the issue he reports struggling with homosexual thoughts. Roger sought your help because he recently contemplated suicide.
Personal Biases and Limitations
Every counselor needs to consider personal biases and limitations carefully. If the topic is a hot-button or you lack sufficient knowledge to be effective with the client then you would need to refer. Identify possible problems in working with the client. Be clear in explaining why these issues could detract from counseling.
Goals
What goals would you like to achieve with the client? Why do you believe that these goals are important? What would you do if the client refused to accept a goal that you believe would be helpful? If you were allowed only one goal, what would that goal be? Why do you believe this would be the most beneficial goal?
Journal of Ethnographic & Qualitative Research
2012, Vol. 6, 62–75 ISSN: 1935-3308
intrinsically negotiated by the individuals engaged
in the composing process. The author
identified three proponents of composing processes:
author (the writer), audience (perceived
or genuine), and product (the text). In college
composition classrooms, audience includes
both the author’s peers and the classroom facilitator;
writing is often a result of the interaction
between both. Composition classrooms
entrench writers in constant negotiation among
expectations.
Flower’s (1990; 1994) investigations asked
what happens at points of conflict and points of
decision in composing processes. When the inner
voices of teachers, collaborators, and peers
speak together, how do writers negotiate these
multiple, often conflicting guides to meaning
making? How do these complex, internal representations
of meaning shape text? How does
the negotiation of inner voices shape the hidden
Meaning, knowledge, and identity in writing
have been part of a long-standing conversation
in composition studies. In 1990, Flower
showed that academic writing, in particular,
is rich with negotiation because of the context
in which it occurs: “Academic papers are typically
written in the context of a rich rhetorical
situation that includes not only the conventions
of academic discourse, but the expectations of
the instructor, the context of the course, and
the terms of the assignment†(p. 35). In 1994,
Flower asserted that writing is a social act in
which aspects of meaning and knowing are
Transforming Experience:
Negotiations of Sexual Identity in the
Composing Processes of Gay Men
William F. Berry
Cape Cod Community College
Negotiating meaning, knowledge, and identity is fundamental to composing
processes. These negotiations occur both individually and socially for
writers. Sexual identity is an intrinsic part of these negotiations, but is
often overlooked by researchers. This study explored the phenomenon of
negotiating sexual identity in the composing processes of self-identified
gay men. Using purposeful intensity sampling, I selected 7 gay men for
semi-structured interviews. These interviews were analyzed using narrative
analysis (Reissman, 2003) and the science of phenomenological
inquiry as outlined by both Giorgi (1985) and Moustakas (1994). The
data presented 7 emergent themes: (a) discovery, (b) expression, (c) courage,
(d) being out, (e) reflection, (f) negotiating public and personal identity,
and (g) integration. The essential experience of the phenomenon
was transformation, wherein the qualities of engaging sexual identity in
composing processes allowed the participants to bring deeper structures of
meaning into written form.
William F. Berry, Ph.D, is Associate Professor of Language
and Literature at Cape Cod Community College in
West Barnstable, Massachusetts.
Correspondence concerning this article should be addressed
to wberry@capecod.edu.
63
logic of the text? In answer to these questions,
Newkirk (1997) suggested that students are
not expressing a self, they are creating a self.
Newkirk argued that the objective characteristics
of language shaped the way in which the
social characteristics formulated the creation of
a linguistic identity, or self. Hence, negotiating
meaning, knowledge, and identity is social,
and writing is socially constructed. However,
Emig (1971) presented another answer to these
questions: “Persons, rather than mechanisms,
compose†(p. 5). Emig focused on two modes
of writing: reflexive writing (student’s feelings
about their experience) and task-oriented writing
(writing for a particular purpose). The author
emphasized the individual’s place in composing
processes. Emig accepted that language
carried meaning both socially and individually,
but argued that meaning was negotiated personally.
Hence, negotiating meaning, knowledge,
and identity is personal, and writing is
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