3-1 Intervention Strategies
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files (6)3-1Discussion_InterventionStrategies.pdf
3-1ReadingandResources2.html.zip
BOOK.acsm
3-1ModuleOverview12.html.zip
3-1GraduateDiscussionRubric.html.zip
graded.pdf
3-1Discussion_InterventionStrategies.pdf
3-1 Discussion: Intervention Strategies
First, review the Case Studies in the Module Three Resources and select one to use.
In your initial discussion post, complete the following:
● Describe the treatment intervention you would use for this case. ● Explain your rationale for choosing this intervention. ● Describe possible roadblocks that might hinder the effectiveness of
treatment ○ Include one or two methods to successfully address the
roadblocks. ● Discuss how the identified intervention would differ if used with a
child or adolescent versus an adult.
3-1ReadingandResources2.html.zip
Reading and Resources2.html
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Required Resources |
Textbook: Functional Behavioral Assessment, Diagnosis, and Treatment, Chapter 3
Shapiro Library Article: A Systematic Review of Mental Health Disorders of Children in Foster Care Read this article to learn about mental healthcare for children and adolescents in foster care. Pay particular attention to the specific diagnosis at the focus of your final project.
Website: Case Studies: Disorders of Childhood and Adolescence Read and select one of these case studies to analyze for the module discussion.
Attribution: “Case Studies: Disorders of Childhood and Adolescence” by Chrissy Hicks for Lumen Learning, Lumen Learning is licensed under CC BY 4.0 / A derivative from the original work.
BOOK.acsm
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3-1ModuleOverview12.html.zip
Module Overview12.html
Treatment Strategies for Adolescents and Children
Effective Treatment Interventions
The field of psychology has many different treatment approaches tailored to unique populations. Psychotherapy is a type of intervention modality. Psychotherapy usually includes evidence-based therapeutic conversations and treatment goals between a therapist and a child or family. The main goals of child and adolescent therapeutic interventions are to help the child and family understand and resolve problems, modify behavior, and make positive changes in their lives.
A treatment strategy incorporates different approaches, techniques, and interventions. Therapists consider many factors when selecting the best treatment approach for a child or an adolescent. Youth in the foster care system may have challenging environmental and psychological issues that make mental health treatment unique and complex. Currently, there is no universal standard of mental health treatment unique to the foster care system. The best treatment approaches depend on the severity of symptoms, the type of care required, and the expertise of treatment providers available in the community (Sanders et al., 2017)
This is a list of possible treatment interventions to explore and implement with a child or adolescent:
- Cognitive behavioral therapy
- Effective for anxiety and depression
- Interpersonal psychotherapy
- Effective for depression
- Trauma-focused cognitive behavioral therapy
- Focuses on children who are currently experiencing or showing signs of post-traumatic stress disorder
It is critical to intervene as early as possible to address potentially problematic symptoms. Intervention is especially important for children in the foster system. There are many effective techniques, interventions, and modes of therapy for use with children. Selection of these depends on the severity and types of symptoms present. In most instances, family involvement is key to making long-term, consistent progress with the child’s symptoms and behaviors. This makes family-based interventions common in child and adolescent mental health treatment.
Dedousis-Wallace (2021) describes parent management training as an intervention for conduct problems. Parent management training improves parenting skills to reduce adolescent misconduct. This intervention works well as a multimodal approach or as an intensive intervention.
Family-focused intervention uses key family members to help reduce the child’s or adolescent’s problematic symptoms and behaviors. Family therapy is especially useful and effective when treating adolescents facing conduct disorders and substance abuse.
Group therapy is effective when working with adolescents and children for many reasons. The primary intervention technique used in group therapy is cognitive behavioral therapy (Epel et al., 2021). Group therapy can reduce participants’ symptoms of depression, anxiety, and fear. Attending a group session can help adolescents and children improve their self-esteem and feelings of competence. Adolescents benefit from group intervention because they more readily accept comments from peers than from adults. Therapy groups offer the advantage of the benefits of relationships and peer interactions. Groups give the opportunity for listening without perceived demands. Perhaps most importantly, adolescents can benefit vicariously from the work they observe others do (Carr, 2019).
References
Carr, A. (2019). Family therapy and systemic interventions for child‐focused problems: The current evidence base. Journal of Family Therapy, 41(2), 153–213.
Dedousis-Wallace, A., Drysdale, S. A., McAloon, J., & Ollendick, T. H. (2021). Parental and familial predictors and moderators of parent management treatment programs for conduct problems in youth. Clinical Child and Family Psychology Review, 24, 92–119.
Epel, N., Zohar, A. A., Artom, A., Novak, A. M., & Lev-Ari, S. (2021). The effect of cognitive behavioral group therapy on children’s self-esteem. Children (Basel, Switzerland), 8(11), 958. https://doi.org/10.3390/children8110958
Sanders, J., Munford, R., Ballantyne, R., Henaghan, M., Allison, R., & Jackson, R. (2017). Conditional openness: Young people define practices for successful child protection interventions. Journal of Social Welfare and Family Law, 39(3), 261–278.
3-1GraduateDiscussionRubric.html.zip
Graduate Discussion Rubric.html
Graduate Discussion Rubric
Overview
Your active participation in the discussions is essential to your overall success this term. Discussion questions will help you make meaningful connections between the course content and the larger concepts of the course. These discussions give you a chance to express your own thoughts, ask questions, and gain insight from your peers and instructor.
Directions
For each discussion, you must create one initial post and follow up with at least two response posts.
For your initial post, do the following:
- Write a post of 1 to 2 paragraphs.
- In Module One, complete your initial post by Thursday at 11:59 p.m. Eastern.
- In Modules Two through Ten, complete your initial post by Thursday at 11:59 p.m. of your local time zone.
- Consider content from other parts of the course where appropriate. Use proper citation methods for your discipline when referencing scholarly or popular sources.
For your response posts, do the following:
- Reply to at least two classmates outside of your own initial post thread.
- In Module One, complete your two response posts by Sunday at 11:59 p.m. Eastern.
- In Modules Two through Ten, complete your two response posts by Sunday at 11:59 p.m. of your local time zone.
- Demonstrate more depth and thought than saying things like “I agree” or “You are wrong.” Guidance is provided for you in the discussion prompt.
Discussion Rubric
| Criteria | Exemplary | Proficient | Needs Improvement | Not Evident | Value |
|---|---|---|---|---|---|
| Comprehension | Develops an initial post with an organized, clear point of view or idea using rich and significant detail (100%) | Develops an initial post with a point of view or idea using appropriate detail (90%) | Develops an initial post with a point of view or idea but with some gaps in organization and detail (70%) | Does not develop an initial post with an organized point of view or idea (0%) | 20 |
| Timeliness | N/A | Submits initial post on time (100%) | Submits initial post one day late (70%) | Submits initial post two or more days late (0%) | 10 |
| Engagement | Provides relevant and meaningful response posts with clarifying explanation and detail (100%) | Provides relevant response posts with some explanation and detail (90%) | Provides somewhat relevant response posts with some explanation and detail (70%) | Provides response posts that are generic with little explanation or detail (0%) | 20 |
| Critical Thinking | Draws insightful conclusions that are thoroughly defended with evidence and examples (100%) | Draws informed conclusions that are justified with evidence (90%) | Draws logical conclusions (70%) | Does not draw logical conclusions (0%) | 30 |
| Writing (Mechanics) | Initial post and responses are easily understood, clear, and concise using proper citation methods where applicable with no errors in citations (100%) | Initial post and responses are easily understood using proper citation methods where applicable with few errors in citations (90%) | Initial post and responses are understandable using proper citation methods where applicable with a number of errors in citations (70%) | Initial post and responses are not understandable and do not use proper citation methods where applicable (0%) | 20 |
| Total: | 100% |
graded.pdf
Discussion Rubric: Graduate Activity: 3-1 Discussion: Intervention Strategies
Course: PSY-636-10219-M01 Intervention Strategies 2024 D-3 (Jul - Oct)
Name: Sule Umit
Critical Elements Exemplary Proficient Needs Improvement Not Evident Criterion Score
Comprehension 18 / 20
Criterion Feedback
You did not cite your treatment. You did not specify the case you are referring to.
Timeliness 10 / 10
20 points
Develops an initial
post with an
organized, clear point
of view or idea using
rich and significant
detail
18 points
Develops an initial
post with a point of
view or idea using
appropriate detail
14 points
Develops an initial
post with a point of
view or idea but with
some gaps in
organization and
detail
0 points
Does not develop an
initial post with an
organized point of
view or idea
0 points
N/A
This level is not
applicable for
grading of this
criterion.
10 points
Submits initial post
on time
7 points
Submits initial post
one day late
0 points
Submits initial post
two or more days late
Critical Elements Exemplary Proficient Needs Improvement Not Evident Criterion Score
Engagement 18 / 20
Criterion Feedback
Provide more substantive feedback to your colleagues with supporting evidence when referencing scholarly work.
Critical Thinking 27 / 30
Criterion Feedback
Which case are you using for this assignment?
Here is the assignment:
"Review the Case Studies in the Module Three Resources and select one to use."
20 points
Provides relevant and
meaningful response
posts with clarifying
explanation and
detail
18 points
Provides relevant
response posts with
some explanation
and detail
14 points
Provides somewhat
relevant response
posts with some
explanation and
detail
0 points
Provides response
posts that are generic
with little explanation
or detail
30 points
Draws insightful
conclusions that are
thoroughly defended
with evidence and
examples
27 points
Draws informed
conclusions that are
justified with
evidence
21 points
Draws logical
conclusions
0 points
Does not draw logical
conclusions
Total 73 / 100
Overall Score
Critical Elements Exemplary Proficient Needs Improvement Not Evident Criterion Score
Writing (Mechanics) 0 / 20
Criterion Feedback
Where did you cite the reference you used?
You provided no citation or supporting research for your work.
20 points
Initial post and
responses are easily
understood, clear,
and concise using
proper citation
methods where
applicable with no
errors in citations
18 points
Initial post and
responses are easily
understood using
proper citation
methods where
applicable with few
errors in citations
14 points
Initial post and
responses are
understandable using
proper citation
methods where
applicable with a
number of errors in
citations
0 points
Initial post and
responses are not
understandable and
do not use proper
citation methods
where applicable
Exemplary Instructors should not modify this
row (it will automate from the
scores above). This score
represents the average evaluation
across all rubric criteria.
Proficient Instructors should not modify this
row (it will automate from the
scores above). This score
represents the average evaluation
across all rubric criteria.
Needs Improvement Instructors should not modify this
row (it will automate from the
scores above). This score
represents the average evaluation
across all rubric criteria.
Not Evident Instructors should not modify this
row (it will automate from the
scores above). This score
represents the average evaluation
across all rubric criteria.
