Answer in proper APA format , treat each work or file a a separate work or file and each work or file need separate references
Tatto333
SOCW60and61wk9discussion1and2responsetostudentsposteddiscussion.docxSOCW 60 wk9 discussion 1 response to students posted discussion
Learning Resources to be used as references for your answers
Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.
Required Readings
Robbins, S. P., Chatterjee, P., & Canda, E. R. (2012). Contemporary human behavior theory: A critical perspective for social work (3rd ed .). Upper Saddle River, NJ: Allyn & Bacon.
· Chapter 12, “Behaviorism, Social Learning, and Exchange Theory” (pp. 345–376)
· Chapter 13, “Transpersonal Theory” (pp. 377–408)
Collett, J. L. (2010). Integrating theory, enhancing understanding: The potential contributions of recent experimental research in social exchange for studying intimate relationships. Journal Of Family Theory & Review, 2(4), 280–298.
Note: You will access this article from the Walden Library databases.
Kalischuk, R. G., & Nixon, G. (2009). A transpersonal theory of healing following youth suicide. International Journal Of Mental Health and Addiction, 7(2), 389–402.
Note: You will access this article from the Walden Library databases.
Instructions:
Work #1 Answer in APA format with 2 citations per paragraph treat each answer as a separate work or file and each work or file needs separate references. Support your posts with specific references to the Learning Resources. Be sure to provide full APA citations for your references, treat each work as a separate file
Respond to two colleagues who chose the two theories you did NOT choose for your post. Use the theory that neither of you used in your posts to explain how that third theory might apply to the population your colleague discussed. For example, imagine that your post is about social learning. Jane’s post is about exchange theory, while Steve’s post is about behaviorism. You would respond to Jane’s post by discussing behaviorism. Then you would respond to Steve’s post by discussing exchange theory. Support your posts and responses with specific references to this week's resources. Be sure to provide full APA citations for your references.
In my posted discussion I chose the Behaviorism Theories for wk 9 discussion 1. You can’t use the BehaviorismTheories or social Learning Theories to answer this student discussions.
1. Tiffany Philpott Social Learning , Exchange in Social Work Practice
RE: Discussion 1 - Week 9
Top of Form
Total views: 19 (Your views: 1)
I chose the social learning theory. As individuals we have different preferences of learning and it is how this individual learns that can help them develop new skills and behaviors.Social learning theory focuses on populations that learn a particular behavior pattern. Social learning theory is the combination of internal and external thoughts and how someone reacts in their environment, and what influences them to behave the way they do. There are many theorist like Palvo, Watson, and Skinner, who have conducted observations in the 1900's, these observations were done with a conditioning environment and behaviors that occur through interactions of a particular environment. Watson believed that a persons reaction in various situations was determined by how their overall experiences had programmed them to react( Robbins, Chatterjee, & Canda, (2012). pp. 351-352).
The population I had in mind was children. If a child is reared in an aggressive home and experiences abuse in the home the child has a good chance to grow up and repeat this learned behavior to their own children. This social learning theory is important to social workers to know their clients history and asses their clients life as a child and how they grew up. This could answer some questions why this individuals behaves the way they do. This theory could also help social workers change a clients behavior by reconstructing negative (target) behaviors and redirecting them into a positive behavior. Example would be if a client is cussing his family members, the social worker can develop a plan to assist that client into changing his behavior by addressing their client to use a different tone or a different choice of words when they regard their family members.
References
Robbins, S. P., Chatterjee, P., & Canda, E. R. (2012). Contemporary human behavior theory: A critical perspective for social work (3rd ed .). Upper Saddle River, NJ: Allyn & Bacon.
Instructions:
Work #2 Answer in APA format with 2 citations per paragraph treat each answer as a separate work or file and each work or file needs separate references. Support your posts with specific references to the Learning Resources. Be sure to provide full APA citations for your references, treat each work as a separate file
Respond to two colleagues who chose the two theories you did NOT choose for your post. Use the theory that neither of you used in your posts to explain how that third theory might apply to the population your colleague discussed. For example, imagine that your post is about social learning. Jane’s post is about exchange theory, while Steve’s post is about behaviorism. You would respond to Jane’s post by discussing behaviorism. Then you would respond to Steve’s post by discussing exchange theory. Support your posts and responses with specific references to this week's resources. Be sure to provide full APA citations for your references.
In my posted discussion I chose the Behaviorism Theories for wk 9 discussion 1. You can’t use the Behaviorism Theories or Exchange Theories to answer this student discussions.
2. Janelle Milburn Exchange Theories in Social Work Practice
RE: Discussion 1 - Week 9
Top of Form
Total views: 6 (Your views: 1)
The theory I chose to review was the exchange theory. The exchange theory is exactly like the name of the theory. Exchanges between people can affect the outcome of the exchange such as punishment or reward. If a person does what they are told, then the person is rewarded if the person does not then punishment is exchanged. The theory reflects on a person’s own self desires and interest. The exchange can be observed in large groups to family dynamics. The text goes on to describe "The morality of social exchange helps to define and regulate exchange processes. This, combined with the norm of reciprocity, is seen as mediating people's natural tendency to act in their own self-interest. The rule of distributive justice is based on the idea that rewards should be proportional to their costs, and profits proportional to their investments (Simpson, 1972, p. 5). Investments can be either achieved or ascribed. Those that are achieved are earned on the basis of past activities or contributions, while ascribed investments are bestowed upon individuals or groups on the basis of some characteristics, such as race or gender. This concept has been used in exchange theory to explain why males, on the average, are paid more than females for the same type of work, or why Whites typically receive higher wages than Blacks or Hispanics" (Robbins, Chatterjee, & Canda, 2012, pg.359).
A population I would like to explore is the youths. Every person is motivated by different wants or needs. With the youth it can be more internet time to extend bed time. Additionally, with the population I work with is youth on probation. These youths want to get off probation, so their want is to follow all the rules and get off probation. With this theory, it can be applied by rewarding their desirable behavior with less probation time or less community service time. As the youths complete the required regulations and get off probation, they learn that following rules is easier then being on probation. Thus, providing the outcome society wants.
References
Robbins, S. P., Chatterjee, P., & Canda, E. R. (2012). Contemporary human behavior theory: A critical perspective for social work (3rd ed.). Upper Saddle River, NJ: Allyn & Bacon.
SOCW 60 wk 9 discussion 2
Instructions:
Work #3 Answer in APA format with 2 citations per paragraph treat each answer as a separate work or file and each work or file needs separate references. Support your posts with specific references to the Learning Resources. Be sure to provide full APA citations for your references, treat each work as a separate file
Respond to a colleagues in one of the following ways:
· Offer an example of how you have witnessed or may witness transpersonal theory in social work practice.
· Share an insight from having read your colleague’s posting.
· Offer and support an opinion about the use of transpersonal theory with clients who hold different belief systems based on what your colleague described.
Support your posts and responses with specific references to this week's resources. Be sure to provide full APA citations for your references.
3. Janelle Milburn
RE: Discussion 2 - Week 9
Top of Form
Total views: 4 (Your views: 1)
To be a transpersonal social worker means to me as being open to everything. The text writes developing empathy for the client and working together to reach optimal outcomes for the client and the social worker. As a transpersonal social worker, self-assessment and actualization are key. "Transpersonal theory highlights the growth potential inherent in the crises that social workers must often deal with in practice. From a transpersonal perspective, every life crisis is an opportunity for breakthrough to a higher level of identity and consciousness, precisely because the prevailing psychosocial status quo has been disrupted (Canda and Furman, 2010)" (Robbins, Chatterjee, & Canda, 2012, pg.402). Exploring the integration of mind, body and spirit and the text discusses how not to just label the client but see a client as person. My own belief system does affect who I am as a person but can not influence my work as a social worker. I work with clients that have very different views on life then me but that does not affect the services and resources I provide for them. Leaving my experiences at the door and being open to each client’s perspective is how I shall work and continue to work. Being open to the client’s beliefs are beneficial for me as a social worker. It develops and educates me as a person and social worker. Learning new things every day. Keeping my bias and judgements are critical. This passage in the text really rang to me and thought it was important to emphasize in my daily practice with clients "individuals in many cultures and spiritual traditions report expansion of their awareness and sense of identity to include other people, other beings, and even the entire universe. This yields a moral imperative for compassionate action toward others in the local environment as well as a larger concern for justice and ecological balance for all on the planet and beyond. If one were to apply such awareness to social action at any system level, one would seek optimal win/win solutions that maximize the mutual benefit of all involved, human and nonhuman, local and global (Canda & Furman, 2010)" (Robbins, Chatterjee, & Canda, 2012, pg.405).
References
Robbins, S. P., Chatterjee, P., & Canda, E. R. (2012). Contemporary human behavior theory: A critical perspective for social work (3rd ed.). Upper Saddle River, NJ: Allyn & Bacon.
Instructions:
Work #4 Answer in APA format with 2 citations per paragraph treat each answer as a separate work or file and each work or file needs separate references. Support your posts with specific references to the Learning Resources. Be sure to provide full APA citations for your references, treat each work as a separate file
Respond to a colleagues in one of the following ways:
· Offer an example of how you have witnessed or may witness transpersonal theory in social work practice.
· Share an insight from having read your colleague’s posting.
· Offer and support an opinion about the use of transpersonal theory with clients who hold different belief systems based on what your colleague described.
Support your posts and responses with specific references to this week's resources. Be sure to provide full APA citations for your references.
4. Tiffany Philpott
RE: Discussion 2 - Week 9
Top of Form
Total views: 3 (Your views: 1)
Trans-personal theory focuses on the spiritual dimension and legitimates the development of higher states of consciousness as being exceptionally healthy or representing the epitome of human potential. A trans-personal social worker goes beyond the clients identity rooted in the individual but something more personal or spiritual and reaching into higher levels of consciousness.
Social workers may experience clients that come in and believe that their mental health state or medical condition will cure their aliments. They believe in a higher power beyond doctors, psychiatrist, etc. Some clients believe that their God will heal them through payer or some kind of religious belief. Social workers may be in a sticky situation dealing with these clients due to their strong beliefs. Social workers may have to be open-minded but try to convince the client they may still need further help with medical or mental health needs.
References
Robbins, S. P., Chatterjee, P., & Canda, E. R. (2012). Contemporary human behavior theory: A critical perspective for social work (3rd ed .). Upper Saddle River, NJ: Allyn & Bacon.
SOCW 61 wk 9 discussion1
Learning Resources to be used as References to Support your Answer and Citations.
Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.
Required Readings
LeCroy, C. W., & Williams, L. R. (2013). Intervention with adolescents. In M. Holosko, C. Dulmus, & K. Sowers (Eds.), Social work practice with individuals and families: Evidence-informed assessments and interventions (pp. 97–124). Hoboken, NJ: Wiley.
Plummer, S.-B., Makris, S., & Brocksen, S. M. (Eds.). (2014a). Sessions: case histories. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].
· The Bradley Family (pp. 17–19)
SOCIAL WORK CASE STUDIES: CONCENTRATION YEAR
30
Working With Families:
The Case of Brady
Brady is a 15-year-old, Caucasian male referred to me by his
previous social worker for a second evaluation. Brady’s father,
Steve, reports that his son is irritable, impulsive, and often in
trouble at school; has difficulty concentrating on work (both at
home and in school); and uses foul language. He also informed
me that his wife, Diane, passed away 3 years ago, although he
denies any relationship between Brady’s behavior and the death
of his mother.
Brady presented as immature and exhibited below-average
intelligence and emotional functioning. He reported feelings of
low self-esteem, fear of his father, and no desire to attend school.
Steve presented as emotionally deregulated and also emotionally
immature. He appeared very nervous and guarded in the sessions
with Brady. He verbalized frustration with Brady and feeling
overwhelmed
trying to take care of his son’s needs.
Brady attended four sessions with me, including both individual
and family work. I also met with Steve alone to discuss the state of
his own mental health and parenting support needs. In the initial
evaluation session I suggested that Brady be tested for learning
and emotional disabilities. I provided a referral to a psychiatrist,
and I encouraged Steve to have Brady evaluated by the child study
team at his school. Steve unequivocally told me he would not
follow up with these referrals, telling me, “There is nothing wrong
with him. He just doesn’t listen, and he is disrespectful.”
After the initial session, I met individually with Brady and
completed a genogram and asked him to discuss each member
of his family. He described his father as angry and mean and
reported feeling afraid of him. When I inquired what he was afraid
of, Brady did not go into detail, simply saying, “getting in trouble.”
In the next follow-up session with both Steve and Brady present,
Steve immediately told me about an incident Brady had at school.
Steve was clearly frustrated and angry and began to call Brady
hurtful names. I asked Steve about his behavior and the words
used toward Brady. Brady interjected and told his dad that being
PRACTICE
31
called these names made him feel afraid of him and further caused
him to feel badly about himself. Steve then began to discuss the
effects of his wife’s death on him and Brady and verbalized feelings
of hopelessness. I suggested that Steve follow up with my
previous recommendations and, further, that he should strongly
consider meeting with a social worker to address his own feelings
of grief. Steve agreed to take the referral for the psychiatrist and
said he would follow up with the school about an evaluation for
Brady, but he denied that he needed treatment.
In the third session, I met initially with Brady to complete his
genogram, when he said, “I want to tell you what happens sometimes
when I get in trouble.” Brady reported that there had been
physical altercations between him and his father. I called Steve
in and told him what Brady had discussed in the session. Brady
confronted his father, telling him how he felt when they fight.
He also told Steve that he had become “meaner” after “mommy
died.” Steve admitted to physical altercations in the home and
an increase in his irritability since the death of his wife. Steve
and Brady then hugged. I told them it was my legal obligation
to report the accusations of abuse to Child Protective Services
(CPS), which would assist with services such as behavior modification
and parenting skills.
Steve asked to speak to me alone and became angry, accusing
me of calling him a child abuser. I explained the role of CPS and
that the intent of the call was to help put services into place. After
our session, I called CPS and reported the incident. At our next
session, after the report was made, Steve was again angry and
asked me what his legal rights were as a parent. He then told
me that he was seeking legal counsel to file a lawsuit against me.
I explained my legal obligations as a clinical social worker and
mandated reporter. Steve asked me very clearly, “Do you think
I am abusing my son?” My answer was, “I cannot be the one
to make that determination. I am obligated by law to report.”
Steve sighed, rolled his eyes, and called me some names under
his breath.
Brady’s case was opened as a child welfare case rather than
a child protective case (which would have required his removal
SOCIAL WORK CASE STUDIES: CONCENTRATION YEAR
32
from the home). CPS initiated behavior modification, parenting
skills classes, and a school evaluation. Steve was ordered by the
court to seek mental health counseling. One year after I closed
this case, Brady called me to thank me, asking that I not let his
father know that he called. Brady reported that they continued to
be involved with child welfare and that he and his father had not
· had any physical altercations since the report.
Plummer, S.-B., Makris, S., & Brocksen, S. M. (Eds.). (2014b). Social work case studies: Concentration year . Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].
· Working With Families: The Case of Brady (pp. 26–28)
Note : Depending on your concentration, you may not receive a case study book until a later term. Therefore, if you did not receive a copy of Social Work Case Studies: Concentration Year in your previous course, use the linked PDF provided here. If you did receive the book referenced above, you may find the cases there or use the PDF.
Centers for Disease Control and Prevention. (2012). Suicide prevention: Youth suicide. Retrieved from https://www.cdc.gov/violenceprevention/suicide/index.html
Required Media
Laureate Education (Producer). (2013a). Bradley family: Episode 2 [Video file]. Retrieved from https://class.waldenu.edu
Bradley Family Episode 2Program Transcript
DOCTOR: Tiffany, what are you thinking?
TIFFANY: I was remembering being out on the street. I got in trouble for not make enough money. I don't want to talk about it.
DOCTOR: That necklace is beautiful.
TIFFANY: Thank you. I think so. You really like it?
DOCTOR: Yeah, I do. I like your shoes, too.
TIFFANY: I like to shop. It makes me forget for a while, you know? You're asking me to share my feelings about what's going on, but it's hard, you know. I've got so many feelings.
DOCTOR: Take your time.
TIFFANY: I miss Donald. I know I shouldn't say that. He loved me, he really did.
DOCTOR: You also told me that he hit you and sold you to another pimp.
TIFFANY: Yes, but you don't understand. The house where I was growing up, I never felt safe. My mother, she didn't love me, not really. Like other girls I knew. There were other things, too. Someone in the family, he would abuse me sometimes. Nobody seemed to care, only Donald. He came along and he got me out of there. He was my boyfriend and he protected me.
DOCTOR: So you're telling me all the positives he did for you, and how you felt safe with him and he loved you. Can we also talk about what you said he did that wasn't so loving and kind? You were together for two years and there were a lot of things that happened during that time that weren't very good for you. Can we talk about that?
Bradley Family Episode 2 Additional Content Attribution
MUSIC:
Music by Clean Cuts
Original Art and Photography Provided By:
Brian Kline and Nico Danks
©2013 Laureate Education, Inc.
Work #5 cynthia cordon Answer in APA format with 2 citations per paragraph treat each answer as a separate work or file and each work or file needs separate references. Support your posts with specific references to the Learning Resources. Be sure to provide full APA citations for your references, treat each work as a separate file
Respond to at least two colleagues who identified a different article and provide feedback and/or support.
Support your responses with specific references to the Learning Resources. Be sure to provide full APA citations for your references.
5. cynthia cordon
RE: Discussion 1 - Week 9
Top of Form
Total views: 16 (Your views: 1)
"Internet-based adherence interventions for treatment of chronic disorders in adolescents(Bass, Farhangian, &Feldman, 2015)", was found to be a particularly good idea since most adolescence are familiar and frequent the Internet. This study was conducted on adolescents living with chronic disorders such as type 1 diabetes, asthma, and HIV can have a better out come with treating their illnesses with the use if the Internet because interventions such as on line surveys, physician chat lines, monitoring programs, and interactive programs with peers, holding the adolescent more accountable for their illness and treatment regimens( most programs focused on education, management, and problem-solving strategies to improve adherence to treatment). Another positive to internet based treatment for adolescence and parents is that its time saving and cost effective compared with in-clinic visit and copays. Low income families may or may not be able to adhere because of transportation, work schedules and co-pays. Of course there will need to be in office visits as well but overall most treatment can be done soley threw internet based programs. Programs that were utilized in article for the studies consisted of Teens Taking Charge: Managing Arthritis Online, “TEENCOPE”an online educational website for managing diabetes, CLICK” was an on line program intended to enhance adherence to treatment among HIV-positive youth based on motivational interviewing principles and “Health Buddy”, a program designed to improve asthma self-management in inner city children. All of these programs that were introduced and followed enhanced the quality of life of the participants.
The programs utilized various mood monitoring, social skills, pleasant activities to engage, constructive thinking, ccommunication, problem solving and maintenance. Motivational Interviewing, education, cognitive behavioral therapy, empowerment and solution focused therapy to help enhance and cope with their chronic illnesses.
Reference
Bass, A. M., Farhangian, M. E., & Feldman, S. R. (2015). Internet-based adherence interventions for treatment of chronic disorders in adolescents. Adolescent Health, Medicine and Therapeutics, 6, 91–99. http://doi.org/10.2147/AHMT.S56065
Holosko, M. J., Dulmus, C. N., & Sowers, K. M. (Eds.). (2013). Social work practice with individuals and families: Evidence-informed assessments and interventions. Hoboken, NJ: Wiley.
Work #6 Jennifer Hodgkins Answer in APA format with 2 citations per paragraph treat each answer as a separate work or file and each work or file needs separate references. Support your posts with specific references to the Learning Resources. Be sure to provide full APA citations for your references, treat each work as a separate file
Respond to at least two colleagues who identified a different article and provide feedback and/or support.
Support your responses with specific references to the Learning Resources. Be sure to provide full APA citations for your references.
Jennifer Hodgkins
RE: Discussion 1 - Week 9
Top of Form
Total views: 12 (Your views: 1)
Internet-based cognitive behavioral interventions for drug use have shown some promise with the adolescent population. Adolescents have access to the internet more than ever before. Analysis of the effectiveness of Internet-based interventions based on cognitive behavioral therapy demonstrated a large success rate (Tiburcio, Lara, Aguilar-Abrego, Fernandez, martinez-Velez & Sanchez, 2016).
It has been reported that the foundation and approach of cognitive behavioral interventions focusing on the reduction of alcohol and tobacco use allow for a more obvious adaption to an Internet-based format (Tiburcio, et. al., 2016).
Web-based interventions provide a forum for which staff time is reduced and treatment is delivered in a consistent and “right now” format. It has been found that seeking assistance via the internet provides an arena that is less threatening and requires less face to face time than standard treatment practices. Internet-based treatment also offers an opportunity for people who live in rural areas to access resources without having to travel a great distance (Tiburcio, et. al., 2016).
Web-based interventions targeting alcohol-related problems have been found to have an effect comparable to brief in-person interventions. With web-based interventions there is the advantage that they can be conveyed to, and accessed by, a far larger segment of the target population (Tait and Christensen, 2010).
Due to web based interventions ranging from an online class to a 15 minute assessment and feedback session, there are ranging opinions to the effectiveness of this type of intervention (Tait, et. al., 2010).
References:
Tait, Robert J., Christensen, Helen. (2010). Delivering Timely Intervention: The Impact of the Internet on Mental Health. Internet-based interventions for young people with problematic substance use: a systematic review. Retrieved from: Medical Journal of Australia. https://www.mja.com.au/system/files/issues/192_11_070610/tai10832_fm.pdf
Tiburcio, M., Lara, M. A., Aguilar Abrego, A., Fernández, M., Martínez Vélez, N., & Sánchez, A. (2016). Web-Based Intervention to Reduce Substance Abuse and Depressive Symptoms in Mexico: Development and Usability Test. JMIR Mental Health, 3(3), e47. http://doi.org/10.2196/mental.6001
SOCW 61 wk 9 discussion 2
Work #7 cynthia cordon Answer in APA format with 2 citations per paragraph treat each answer as a separate work or file and each work or file needs separate references. Support your posts with specific references to the Learning Resources. Be sure to provide full APA citations for your references, treat each work as a separate file
Respond to at least two colleagues who identified a different client and provide feedback and/or support.
Support your responses with specific references to the Learning Resources. Be sure to provide full APA citations for your references.
Work #7
cynthia cordon
RE: Discussion 2 - Week 9
Top of Form
Total views: 2 (Your views: 1)
Social workers/counselors need to be aware when working with many different populations that suicide could be a topic of discussion. Our clients may come to our offices in regards to other symptoms and display ideas of suicide. "Suicide can be defined as death caused by self-directed injurous behavior with an intent to die as a result of the behavior, a suicide attempt can be defined as a non-fatal, self-directed, potentially injurious behavior with an intent to die as a result of the behavior; might not result in injury, and suicidal ideation is the thought process, considering or planning a suicide (Center for Disease Control. 2012)". Upon meeting with our clients we need to engage them to share about possible risk factors to help us learn about where they are in their thinking process,(family history of suicide, history of child maltreatment, pprevious suicide attempt(s), history of mental disorders, particularly clinical depression, history of alcohol and substance abuse, feelings of hopelessness, impulsive or aggressive tendencies, cultural or religious beliefs, epidemics of suicide, isolation, etc.). Along with collecting risk factors we will also need to utilize protective factors meaning; "factors buffer individuals from suicidal thoughts and behavior. To date, protective factors have not been studied as extensively or rigorously as risk factors. Identifying and understanding protective factors are, however, equally as important as researching risk factors (Center for Disease Control, 2012)".
According to the Center for Disease Control (2012), most individuals who engage in suicide do not seek mental health treatment, suicide is the tenth leading cost of death in the United States, 1.4 million people admitted to attempting suicide, 10 million adults reported thinking about suicide, and 44,000 people died by suicide in 2015. The family and friends of those who have lost a loved one to suicide is now a survivor and can be impacted and experience guilt anger, denial, abandonment, denial, helplessness, and shock. 7% of the population knows someone who has died by suicide (Center for Disease Control, 2012).
Prevention strategies that need to be addressed can be complex, 'the goals of suicide prevention are simple—reduce factors that increase risk and increase factors that promote resilience or coping. Our society needs to address prevention at all levels, individual, family, and community levels to the broader social environment; effective prevention strategies are needed to promote awareness of suicide while also promoting prevention, resilience, and a commitment to social change (Center for Disease Control, 2012).
Tiffany Bradley is a high risk for suicide, she has been mentally, physically sexually, and emotionally abused, history of substance abuse issues, isolation, no support system, lacks value/belief system, no financial means, and no education until the intervention was conducted by Teens First after being arrested for prostitution. Human Trafficking for adolescence can impose many feelings such as helplessness, hoplessness, abuse and isolation. Evidence based practices such as cognitive behavioral therapy, empowerment and engagement can be utilized to help work thru the trauma that Tiffani had experiences and reuniting with her sister was a strength for her, because she was not "alone" when dealing with her trauma and trying to regain her life back.
Reference
Centers for Disease Control and Prevention. (2012). Suicide prevention: Youth suicide. Retrieved from https://www.cdc.gov/violenceprevention/suicide/index.html
Plummer, S.-B., Makris, S., & Brocksen, S. M. (Eds.). (2014a). Sessions: case histories. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].
Bottom of Form
Work #7 cynthia cordon Answer in APA format with 2 citations per paragraph treat each answer as a separate work or file and each work or file needs separate references. Support your posts with specific references to the Learning Resources. Be sure to provide full APA citations for your references, treat each work as a separate file
Work #8 Gayle Koonce Answer in APA format with 2 citations per paragraph treat each answer as a separate work or file and each work or file needs separate references. Support your posts with specific references to the Learning Resources. Be sure to provide full APA citations for your references, treat each work as a separate file
Respond to at least two colleagues who identified a different client and provide feedback and/or support.
Support your responses with specific references to the Learning Resources. Be sure to provide full APA citations for your references.
Work #8 Gayle Koonce
Post
Top of Form
Total views: 5 (Your views: 2)
Suicide has been identified as the third leading cause of death in adolescents, Anderson (2002). The Centers for Disease Control and Prevention (CDC), reports approximately 4,600 lives are lost each year. Here’s a look at the risk factors*:
· A history of suicide in the family or past exposure to the suicide of others
· History of depression or Ongoing mental health issues
· Incarceration or Decreased residential mobility
· Access to lethal means of committing suicide
· Drug or alcohol abuse
· Anxiety
*Possession of risk factors does not necessarily mean suicide is a given, CDC (2012).
The findings of a recent study suggest that thoughts of death may be common in adolescents. The challenge is to find out whether these are just thoughts, or thoughts with intentions attached to them. It was suggested that when parents, teachers or clinicians are presented with these, risk assessments be started. They should also continue for a period of time until the adolescent’s thoughts turn from dying, to a desire to want to live, Steop, McCauley, Flynn, & Stone (2009).
One successful Intervention in suicide prevention include, talk therapy (psychotherapy). Also cognitive behavioral therapy has proven helpful. Antipsychotic medication such as Clozapine (also used to treat schizophrenia), when combined with talk therapy has proven effective. The thought behind this is, that many adolescents who want to commit suicide, could in fact be dealing with a mental illness, National Institute of Mental Health (2017).
For the case study, I choose Brady, Plummer, Makris, & Brocksen (2014b). Brady’s mother, Diane, had died three years earlier. His grief would be a risk factor. Also, his reported low self-esteem could easily lead to depression, another factor. Brady also has an intellectual disability.
His father appears to be emotionally unavailable. Brady also reported verbal and physical altercations with his father. Separately are considered all together, these are things that could led Brady to want to end his life. Not necessary to hurt himself, but to stop the emotional hurting. Especially if Brady begins or continues to lose hope.
The intervention I would offer in Brady’s case, is talk therapy. It would be used to give Brady an outlet to express his emotions. It would also be used for dealing with the grief over the loss he has suffered. It provides a means of developing a plan for making appropriate changes, LeCroy, & Willams (2013).
References
Anderson RN. Deaths: Leading causes for 2000. National Vital Statistics Reports. Hyattsville, MD: National Center for Health Statistics; 2002.
Centers for Disease Control and Prevention. (2012). Suicide prevention: Youth suicide. Retrieved from https://www.cdc.gov/violenceprevention/suicide/index.html
LeCroy, C.W., Williams, L.R. (2013). Intervention with adolescents. In M. Holosko, C. Dulmus, & K. Sowers (Eds.), Social work practice with individuals and families: Evidence-informed assessments and interventions (pp. 97–124). Hoboken, NJ: Wiley.
National Institute of Mental Health. (2017). Suicide prevention. Retrieved from https://www.nimh.nih.gov/health/topics/suicide-prevention/index.shtml
Plummer, S.-B., Makris, S., & Brocksen, S. M. (Eds.). (2014b). Social Work Case Studies: Concentration yea r. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].
Stoep, A. V., McCauley, E., Flynn, C. and Stone, A. Thoughts of death and suicide in early adolescence. US National Library of Medicine, National Institutes of Health. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2819538/
