ONLY for KIM This is the work I need corrected I need work #3
Tatto333
SOCW61wk91011discussions.docxLearning 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.
Top of Form
Discussion 1 - Week 9
Title of work #1 Total views: 2 (Your views: 1)
Mentoring and Peer Support
Adolescence is a time of trials and tribulations. Teens are dealing with the formation of self and identifying who they are in the world. They are also experiencing biological changes that create mood swings and at times emotional outbursts. Interventions for this group can be challenging, as adolescents often avoid asking for assistance. This avoidance is due to their desire to look normal and fit in. As a result, peer group and mentoring programs appear to be the most beneficial in helping adolescents. These settings offer the support teens need along with the validation that they are not alone in their struggles. Some of the main concerns for adolescents are depression, suicide, self-esteem, and self-confidence.
Title of work #1 Total views: 2 (Your views: 1)
Mentoring and Peer Support
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 need separate references. Support your posts with specific references to the Learning Resources. Be sure to provide full APA citations for your references.Bottom of Form
Post an Internet-based intervention used with adolescents and locate an article on the use of mentoring or peer support programs for adolescents. Describe the intervention and the underlying theory. Identify the target behaviors that this intervention is used to address. Assess the intervention and then compare and contrast these interventions. Finally, describe the strengths and weaknesses of each intervention.
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
Discussion 2 - Week 9
Top of Form
Title of work #2 Total views: 3 (Your views: 1)
Depression and Suicide Intervention
When working with adolescents you will likely be faced with issues of depression, anxiety, and suicidal ideation and even attempts. For youth between the ages of 10 and 24, suicide is the third leading cause of death in the United States (Centers for Disease Control and Prevention, 2012). It is essential to understand the risks associated with teen suicide and intervention strategies to address this issue.
Title of work #2 Total views: 3 (Your views: 1)
Depression and Suicide Intervention
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 need 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
Post a review of the literature on adolescent depression and suicide and identify an evidence-based intervention that addresses these issues. Then, apply that intervention to either the Brady or Tiffani case. Describe the possible risk factors the client presents that would make him or her at risk for depression and suicide. Then, plan an intervention for that client to address these issues.
Support your posts with specific references to the Learning Resources. Be sure to provide full APA citations for your references.
SOCW 61 week 10
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
Plummer, S.-B., Makris, S., & Brocksen, S. M. (Eds.). (2014a). Sessions: case histories. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].
· The Levy Family (pp. 15–16)
Sharpless, B. A., & Barber, J. P. (2011). A clinician's guide to PTSD treatments for returning veterans. Professional Psychology: Research and Practice, 42(1), 8–15. doi:10.1037/a0022351.
Note: Retrieved from Walden Library databases.
Thyer, B. A. (2013). Intervention with adults. In M. J. Holosko, C. N. Dulmus, & K. M. Sowers (Eds.), Social work practice with individuals and families: Evidence-informed assessments and interventions (pp. 147–176). Hoboken, NJ: Wiley.
Yoder, M., Tuerk, P. W., Price, M., Grubaugh, A., L., Strachan, M., Myrick, H., & Acierno, R. (2012). Prolonged exposure therapy for combat-related posttraumatic stress disorder: Comparing outcomes for veterans of different wars. Psychological Services, 9(1), 16–25.
Note: Retrieved from Walden Library databases.
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 Clients With Compulsive Disorder: The Case of Marjorie (pp. 18–20)
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. Working With Clients With Compulsive Disorders: The Case of Marjorie
Marjorie is a 24-year-old, Caribbean American female. She was born in the West Indies. Her family immigrated to the United States when she was 4 years old and later became American citizens. Marjorie has four siblings: two older brothers, who live with their families in other states, and two younger sisters, who live at home with Marjorie and her mother. Her father passed away when she was 15 years old. Marjorie is unmarried, has no children, and has only a few social acquaintances from work and her church. Generally, Marjorie is in good physical health; she has never been hospitalized nor has she received past psychiatric treatment. She is employed part time as an administrative assistant at her church with an annual salary of $16,500. Marjorie attended college for three semesters but had to drop out for financial reasons. She would like to go back to school and complete her degree, but recently she has experienced difficultly managing her daily living activities, including her job responsibilities.
As a teenager, Marjorie began experiencing discomfort touching what she believed were “filthy” objects: toilet seats, outdoor seating areas, desk chairs, light switches, anything that had public contact. As her condition became more severe, she found herself needing to leave work several times a day, believing she was contaminated and needing to take a hot shower and change clothes. To feel safe and secure, Marjorie cleans the house from top to bottom several times a week. She washes her clothes on a daily basis, and she washes her hands 20–30 times a day until they are nearly raw. When Marjorie is at home, she is consumed with her bathing and cleaning rituals, showering for approximately one hour several times a day, using three to four washcloths. She changes clothes several times a day and avoids meeting new people for fear of physical contact that might contaminate her. She does not like to have strangers in the house because they “bring in germs.”
SOCIAL WORK CASE STUDIES: CONCENTRATION YEAR
20
Marjorie recalls how she used to help her mother clean house
while growing up. This always brought favorable attention from
her parents, particularly her father. Her father always commented
on how special she was because she was the “little helper” in the
house. After her father passed away, Marjorie deeply missed the
special attention she had received. Whenever she thought about
him, she began to feel anxious and would begin her cleaning
rituals, which helped her feel connected with his memory and
gave her a feeling of control over her life.
Marjorie stated that her mother was aware that her behaviors
might not be “normal” but that she had made no effort to seek
professional support for her daughter because she did not trust
“those hospitals,” especially because her husband died in a
hospital. She believed that Marjorie would ultimately outgrow any
problems, stating, “No child of mine has a mental health problem!”
Marjorie’s cleaning practices became more frequent concurrent
with her compulsive thoughts about needing to feel secure and
in control. Marjorie’s siblings became more concerned about her,
and her employer expressed concern that she risked losing her job
due to her increasing need to leave midshift. Her sister was able
to talk Marjorie into making an appointment at the local mental
health clinic.
When I first met Marjorie at the clinic, she seemed physically
tired, quite thin, and very anxious. During our introductions, she
did not shake hands with me, nor did she look at me directly.
During intake, a general psychological assessment was completed.
The Yale-Brown Obsessive-Compulsive Scale (Y-BOCS) was used
as part of the assessment to support a preliminary diagnosis of
clinical obsessive-compulsive disorder (OCD).
My first sessions with Marjorie were dedicated to gathering
her background history and developing a working relationship.
Following a definitive diagnosis of OCD by a psychiatrist, Marjorie
was initially prescribed Zoloft® (a selective serotonin reuptake inhibitor
[SSRI]) along with individual therapy as a first-line approach
to her treatment. As her social worker, I began working with her
using cognitive behavioral therapy (CBT), specifically exposure and
response prevention to address her OCD. In addition, we planned
PRACTICE
21
to talk about her family history to address the underlying factors leading to her OCD. Together Marjorie and I worked to set reasonable goals related to reducing the frequency of her compulsive acts and improving her social functioning.
In our subsequent sessions, Marjorie talked about the situations or objects that gave her the greatest anxiety, and we created a list from least avoidance to most avoidance. Our plan was to gradually increase direct or imagined exposure to items on the list until she reached a point of comfort with the items. It is anticipated that therapy with Marjorie could take considerable time and effort to get her to express her interpretations of the obsessions, to develop the appropriate strategies and techniques to reduce the frequency of obsessed thoughts and compulsive behaviors, and to positively associate with her social networks once again. I continue to work with her at this time on these goals.
SOCIAL WORK CASE STUDIES: CONCENTRATION YEAR
102
5. What were the agreed-upon goals to be met to address the
concern?
We agreed together to help him learn new and more appropriate
coping skills. He stated he wanted to “act better,” so we
helped him identify the triggers to his angry outbursts and find
safe ways to express his emotions.
6. What local, state, or federal policies could (or did) affect
this situation?
The Indian Children Welfare Act (ICWA) and the Adoption and
Safe Families Act (ASFA) affected this case.
7. How would you advocate for social change to positively
affect this case?
I would revisit family preservation procedures in child welfare,
specifically the requirements of the ICWA and necessary reunification
strategies.
Working With Clients With Compulsive Disorders:
The Case of Marjorie
1. What specific intervention strategies (skills, knowledge, etc.)
did you use to address this client situation?
I used exposure and response therapy (ERT) to manage obsessive
behaviors. Generally, ERT takes 13–20 weeks in 1- to
2-hour sessions, but it can take longer. She was prescribed
selective serotonin
reuptake inhibitor (SSRI) sertraline (Zoloft)
to control depression and anxiety. An initial dosage of 50 mg/
day to a maximum of 200 mg/day is the general prescribed
dosage. I recommended family education on OCD to enhance
family support of Marjorie.
Marjorie was routinely monitored for depressive disorders
and potential suicide risks using the Beck Depression Scale II
and the Beck Scale Suicide Ideation, and she underwent regular
monitoring of OCD intensity using the Yale-Brown Obsessive-
Compulsive Scale (Y-BOCS) at prescribed intervals.
2. Which theory or theories did you use to guide your practice?
Cognitive behavior theory (CBT) is the basis for psychotherapeutic
approach with the client. It is the foundation to support
APPENDIX
103
understanding, identification, and modification of dysfunctional behaviors. Exposure and response therapy is derived from CBT.
3. What were the identified strengths of the client(s)?
The client has several strengths including relatively good health, intelligence, a supportive family network, and a strong affiliation with her church.
4. What were the identified challenges faced by the client(s)?
Marjorie has a disorder that generally does not go away; it is viewed as a chronic condition and must be constantly managed. Risk of depression and suicide is evident with OCD clients and must be closely monitored. Learning how to manage is a challenge for any client with OCD; risk of relapse is high. Marjorie also has a very limited social network. Helping her to expand her supportive social network while working through her compulsive behaviors will be a challenge. Marjorie’s mother has a resistance to her daughter’s illness. How she affects Marjorie’s treatment will be a challenge without appropriate education and family counseling. Further, the lack of medical insurance may be a challenge to provide ongoing access to treatment.
5. What were the agreed-upon goals to be met to address the concern?
The initial task is to gain control over the obsessive-compulsive behaviors. I worked with Marjorie to 1) reduce the frequency of her behaviors, 2) address any possible underlying causes associated with obsessive-compulsive behaviors in therapy sessions, 3) enhance her family’s understanding of OCD, and 4) expand her social network for support. Eventually Marjorie would like to return to college to get her degree.
6. Did you have to address any issues around cultural competence? Did you have to learn about this population/group prior to beginning your work with this client system? If so, what type of research did you do to prepare?
Marjorie’s family is from the West Indies, so it was important to understand cultural attitudes about mental illness and treatment modalities and to see how they might be a source of her mother’s resistance/reluctance to proactively seek assistance for
SOCIAL WORK CASE STUDIES: CONCENTRATION YEAR
104
her daughter. Working with family members was the primary
way I learned about the family’s cultural background.
7. What local, state, or federal policies could (or did) affect
this situation?
Marjorie’s treatment could require an extensive amount of time.
Having access to medical insurance that will allow her uninterrupted
treatment schedules is important. However, Marjorie
works at a low-paying job with no medical insurance. Efforts
should be made to determine her eligibility for state health
insurance—Medicaid.
8. How would you advocate for social change to positively
affect this case?
Understanding mental illness in communities of color is an
ongoing challenge for mental health professionals. Planning,
developing, and executing public awareness campaigns about
mental illness in diverse communities is critical to reducing myths
and suspicions about mental illness and treatment protocols.
9. How can evidence-based practice be integrated into this
situation?
There are several measures (Yale-Brown Obsessive-Compulsive
Scale, Beck Depression Inventory, Beck Scale for Suicide
Ideation)
that were used to evaluate the client’s progress.
Working With Clients With Dual Diagnosis:
The Case of Cathy
1. What specific intervention strategies (skills, knowledge, etc.)
did you use to address this client situation?
Cathy was resistant to seeking treatment for her substance
abuse. She initially refused to seek out help and stated that
she knew all about the 12 steps and could quit on her own.
Motivational
interviewing was used effectively, and she agreed
to go into treatment after several failures to stop using cocaine
on her own. In addition, she had many symptoms related to
her abuse from her father as well as three other incidents
(a gang rape, a stranger rape, and a date rape) she revealed
later in treatment. Eye movement desensitization reprocessing
Elliott, D. E., Bjelajac, P., Fallot, R. D., Markoff, L. S., & Reed, B. G. (2005). Trauma‐informed or trauma‐denied: Principles and implementation of trauma‐informed services for women. Journal of Community Psychology, 33(4), 461-477.
Note: Retrieved from Walden Library databases.
Kruger, A. (2000). Empowerment in social work practice with the psychiatrically disabled: Model and method. Smith College Studies in Social Work, 70(3), 427–439.
Note: Retrieved from Walden Library databases.
Required Media
Laureate Education (Producer). (2013b). Levy family: Episode 3 [Video file]. Retrieved from https://class.waldenu.edu
Levy Family Episode 3Program Transcript
JAKE LEVY: We'd be out on recon in our Humvees, and it would get so hot. We used to put our water bottles in wet socks and hang them right outside the window just so the water would cool off of a bit, and maybe then you could drink it.
Man, it was cramped in there. You'd be drenched, nowhere to breathe. It's like riding around in an oven. And you'd have your helmet on you, 100 pounds of gear and ammo. I swear, sometimes I feel like it's still on me, like it's all still strapped on me.
FEMALE SPEAKER: How many tours did you do in Iraq?
JAKE LEVY: Three. After that last recon, I just--There were 26 of us. Five marines in the Humvee I was in. I remember I was wearing my night vision goggles. We passed through a village and everything was green, like I was in a dream or under water.
And then there was a flash, bright light just blinded me. There was this explosion. I can't--I can't-
FEMALE SPEAKER: It's OK, Jake. Take it easy. I understand this is difficult. There's something I;d like to try with you. It's called exposure therapy, and it's a treatment that's used a lot with war veterans, especially those struggling with anxiety and PTSD.
JAKE LEVY: Exposure therapy?
FEMALE SPEAKER: Yes. It's to help someone like yourself to confront your feelings and anxieties about a traumatic situation that you've experienced. It's a-It's meant to help you get more control of your thoughts, to make sense of what's happened, and to not be so afraid of your memories.
JAKE LEVY: Put that in a bottle and I'll buy 10 cases of it.
FEMALE SPEAKER: Well, one part of it is learning to control your breathing. And when you practice that, you can learn to manage your anxiety, to get more control of it, not let it control you, to protect yourself. Do you want to try it?
JAKE LEVY: Right now?
FEMALE SPEAKER: Sure.
JAKE LEVY: Why not?
Bottom of Form
Levy Family Episode 3
FEMALE SPEAKER: OK. Well, I know this sounds crazy, but a lot of people don't breathe properly. And it really comes from bad habits. When they inhale and exhale, all the effort is here in their chest and shoulders. And the problem with that is you get a really short, shallow breath. And that really increases the stress and anxiety in your body.
Instead, a more natural breath should always involve your diaphragm, right here in your abdomen. When you breath in, your belly should expand. And when you breath out, your belly should fall. OK?
JAKE LEVY: OK.
FEMALE SPEAKER: So, let's practice. Close your eyes. Now, I want you put one hand on your abdomen and the other across your chest. Good. Good. Now, I just want you to take a few breaths, just like normal. What are you feeling?
JAKE LEVY: I feel my chest moving up and down. But my belly, nothing.
FEMALE SPEAKER: OK. So that's what I was just talking about. That's OK. Let's try this. I want you take a breath. And this time, I only want you to allow your abdomen to expend when you breathe in and to fall when you breathe out.
OK, let's try it. Breathe in. Breathe out. Breathe in. Breathe out.
You feeling better? More relaxed?
JAKE LEVY: Yes.
FEMALE SPEAKER: And the more you practice it the easier it will become. So when you find that stress and anxiety coming on, just do your breathing. You can keep yourself from getting swept by all those bad thoughts. OK?
JAKE LEVY: Yes. Thank you.
FEMALE SPEAKER: So, do you want to try to go back to what you were telling me about before?
JAKE LEVY: I can try. It was night. We were out on recon. It was my third tour in Iraq.
Levy Family Episode 3 Additional Content Attribution
MUSIC: ©2013 Laureate Education, Inc.
Discussion - Week 10
Top of Form
Title for work #3 Total views: 3 (Your views: 1)
Post-Traumatic Stress Disorder
While historically post-traumatic stress disorder (PTSD) has been addressed chiefly as an issue faced by veterans, it has only been quite recently that the awareness of the impact of war has begun to increase. As veterans return from combat, we are learning even more clearly the dire need for mental health approaches to address the impact of war on soldiers. The media has started to highlight the need for interventions to address this mental health issue, publishing the staggering statistics on veteran suicides. According to the Suicide Data Report, 2012 (Kemp & Bossarte, 2013, p. 18), veterans and active duty military are taking their lives at the rate of 22 a day. This number can be reduced with the proper type of prevention and intervention strategies. Consider Jake Levy and his struggle with PTSD, and the most recent interventions used to address its symptoms.
For this Discussion, review the program case study for the Levy family.
Title for work #3 Total views: 3 (Your views: 1)
Post-Traumatic Stress Disorder
Post your description of the interventions used by the practitioner. Identify the specific skills and tools used with Jake to address PTSD. What other skills might you use with Jake to address his symptoms? Explain why these might be important to help Jake heal emotionally.
Support your posts with specific references to the Learning Resources. Be sure to provide full APA citations for your references.
SOCW 61 wk 11 discussions
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
Browne, C. V. (1995). Empowerment in social work practice with older women. Social Work, 40(3), 358–364.
Note: Retrieved from Walden Library databases.
Holosko, M. J., Skinner, J. F., Patterson, C. A., & Brisebois, K. (2013). Intervention with the elderly. In M. J. Holosko, C. N. Dulmus, & K. M. Sowers (Eds.), Social work practice with individuals and families: Evidence-informed assessments and interventions (pp. 197–235). Hoboken, NJ: Wiley.
Laidlaw, K. (2001). An empirical review of cognitive therapy for late life depression: Does research evidence suggest adaptations are necessary for cognitive therapy with older adults? Clinical Psychology and Psychotherapy, 8(1), 1–14.
Note: Retrieved from Walden Library databases.
Haber, D. (2006). Life review: Implementation, theory, research, and therapy. The International Journal of Aging and Human Development, 63(2), 153–171.
Note: Retrieved from Walden Library databases.
Monod, S. M., Rochat, E., Büla, C. J., Jobin, G., Martin, E., & Spencer, B. (2010). The spiritual distress assessment tool: An instrument to assess spiritual distress in hospitalised elderly persons. BMC Geriatrics, 10, 88.
Note: Retrieved from Walden Library databases.
Discussion 1 - Week 11
Top of Form
Title for work #4 Total views: 3 (Your views: 1)
Biopsychosocial Holistic Approach
The assessment and incorporation of a client’s spirituality has become increasingly common in the field of social work. While historically social workers were trained to avoid discussions centered on religion, we now know that spirituality encompasses many ways of believing. “The Society for Spirituality and Social Work is a network of social workers and other helping professionals dedicated to spiritually sensitive practice and education” (Society for Spirituality and Social Work, n.d.). Addressing a client’s spirituality allows for a biopsychosocial holistic approach that can aid in the process of understanding illness, disability, and end-of-life issues.
For this Discussion, review the Monod et al. (2010) article and locate one scholarly article addressing spirituality with the elderly.
Title for work #4 Total views: 3 (Your views: 1)
Biopsychosocial Holistic Approach
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
Post your explanation of the significance of addressing spirituality with the elderly. Identify a spiritually based intervention for this population. Describe the effectiveness of the use of spirituality with the elderly as found in the literature. Then, describe your own thoughts on the use of spirituality in an intervention.
Support your posts with specific references to the Learning Resources. Be sure to provide full APA citations for your references.
Discussion 2 - Week 11
Top of Form
Title for work#5 Total views: 2 (Your views: 1)
Life Review
While the use of reminiscing about one’s life may not seem a particularly therapeutic approach, the use of life reviews has been found to be correlated with life satisfaction (Haight, 1992) and positive mental health outcomes (Westerhof, Bohlmeijer, van Beljouw, & Pot, 2010). The spontaneous and informal sharing of one’s life story to provide younger generations insight into history is an age-old tradition that, according to Haber (2006), has diminished recently under the shadow of the technical age. In response, practitioners have “found” this tool in the therapeutic process. There have been several theories used to support the integration of this intervention. You will be asked to identify and assess a theory you believe best fits this approach to working with the elderly.
For this Discussion, review the Haber article.
Title for work #5 Total views: 2 (Your views: 1)
Life Review
Work #5 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
Post your choice of a theory that best aligns with the use of a life review and why. Explain how you believe life review can be a useful intervention when working with elderly clients.
Support your posts with specific references to the Learning Resources. Be sure to provide full APA citations for your references.
Bottom of Form
Bottom of Form
Bottom of Form
Bottom of Form
false
28fe2981-28e0-4a
false
f8e388c4-0f75-494
28f2b9a2-56b4-4c
43ab763c-9cb9-4
e5796010-7bc3-4f
