Application of Cognitive Behavior Theory to Tiffany Case Study

Application of Cognitive Behavior Theory to Tiffany Case Study

Theory Into Practice: Four Social Work Case Studies

 

 

In this course, you select one of the following four case studies and use it throughout the entire course. By doing this, you will have the opportunity to see how different theories guide your view of a client and that client’s presenting problem. Each time you return to the same case, you use a different theory, and your perspective of the problem changes—which then changes how you ask assessment questions and how you intervene.

 

These case studies are based on the video- and web-based case studies you encounter in the MSW program.

 

 

 

 

Table of Contents

 

Tiffani Bradley ………………………………………………………………………………………………….. 2

 

Paula Cortez ……………………………………………………………………………………………………. 9

 

Jake Levey …………………………………………………………………………………………………….. 10

 

Helen Petrakis ………………………………………………………………………………………………… 13

 

 

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Tiffani Bradley

 

Identifying Data: Tiffani Bradley is a 16-year-old Caucasian female. She was raised in a Christian family in Philadelphia, PA. She is of German descent. Tiffani’s family consists of her father, Robert, 38 years old; her mother, Shondra, 33 years old, and her sister, Diana, 13 years old. Tiffani currently resides in a group home, Teens First, a brand new, court-mandated teen counseling program for adolescent victims of sexual exploitation and human trafficking. Tiffani has been provided room and board in the residential treatment facility for the past 3 months. Tiffani describes herself as heterosexual.

 

Presenting Problem: Tiffani has a history of running away. She has been arrested on three occasions for prostitution in the last 2 years. Tiffani has recently been court ordered to reside in a group home with counseling. She has a continued desire to be reunited with her pimp, Donald. After 3 months at Teens First, Tiffani said that she had a strong desire to see her sister and her mother. She had not seen either of them in over 2 years and missed them very much. Tiffani is confused about the path to follow. She is not sure if she wants to return to her family and sibling or go back to Donald.

 

Family Dynamics: Tiffani indicates that her family worked well together until 8 years ago. She reports that around the age of 8, she remembered being awakened by music and laughter in the early hours of the morning. When she went downstairs to investigate, she saw her parents and her Uncle Nate passing a pipe back and forth between them. She remembered asking them what they were doing and her mother saying, “adult things” and putting her back in bed. Tiffani remembers this happening on several occasions. Tiffani also recalls significant changes in the home’s appearance. The home, which was never fancy, was always neat and tidy. During this time, however, dust would gather around the house, dishes would pile up in the sink, dirt would remain on the floor, and clothes would go for long periods of time without being washed. Tiffani began cleaning her own clothes and making meals for herself and her sister. Often there was not enough food to feed everyone, and Tiffani and her sister would go to bed hungry. Tiffani believed she was responsible for helping her mom so that her mom did not get so overwhelmed. She thought that if she took care of the home and her sister, maybe that would help mom return to the person she was before.

 

Sometimes Tiffani and her sister would come downstairs in the morning to find empty beer cans and liquor bottles on the kitchen table along with a crack pipe. Her parents would be in the bedroom, and Tiffani and her sister would leave the house and go to school by themselves. The music and noise downstairs continued for the next 6 years, which escalated to screams and shouting and sounds of people fighting.

Tiffani remembers her mom one morning yelling at her dad to “get up and go to work.” Tiffani and Diana saw their dad come out of the bedroom and slap their mom so hard she was knocked down. Dad then went back into the bedroom. Tiffani remembers thinking that her mom was not doing what she was supposed to do in the house, which is what probably angered her dad.

 

Shondra and Robert have been separated for a little over a year and have started dating other people. Diana currently resides with her mother and Anthony, 31 years old, who is her mother’s new boyfriend.

 

Educational History: Tiffani attends school at the group home, taking general education classes for her general education development (GED) credential. Diana attends Town Middle School and is in the 8th grade.

 

Employment History: Tiffani reports that her father was employed as a welding apprentice and was waiting for the opportunity to join the union. Eight years ago, he was laid off due to financial constraints at the company. He would pick up odd jobs for the next 8 years but never had steady work after that. Her mother works as a home health aide. Her work is part-time, and she has been unable to secure full-time work.

 

Social History: Over the past 2 years, Tiffani has had limited contact with her family members and has not been attending school. Tiffani did contact her sister Diana a few times over the 2-year period and stated that she missed her very much. Tiffani views Donald as her “husband” (although they were never married) and her only friend. Previously, Donald sold Tiffani to a pimp, “John T.” Tiffani reports that she was very upset Donald did this and that she wants to be reunited with him, missing him very much. Tiffani indicates that she knows she can be a better “wife” to him. She has tried to make contact with him by sending messages through other people, as John T. did not allow her access to a phone. It appears that over the last 2 years, Tiffani has had neither outside support nor interactions with anyone beyond Donald, John T., and some other young women who were prostituting.

 

Mental Health History: On many occasions Tiffani recalls that when her mother was not around, Uncle Nate would ask her to sit on his lap. Her father would sometimes ask her to show them the dance that she had learned at school. When she danced, her father and Nate would laugh and offer her pocket change. Sometimes, their friend Jimmy joined them. One night, Tiffani was awakened by her uncle Nate and his friend Jimmy. Her parents were apparently out, and they were the only adults in the home. They asked her if she wanted to come downstairs and show them the new dances she learned at school. Once downstairs Nate and Jimmy put some music on and started to dance. They asked Tiffani to start dancing with them, which she did. While they were dancing, Jimmy spilled some beer on her. Nate said she had to go to the bathroom to clean up. Nate, Jimmy, and Tiffani all went to the bathroom. Nate asked Tiffani to take her clothes off and get in the bath. Tiffani hesitated to do this, but Nate insisted it was OK since he and Jimmy were family. Tiffani eventually relented and began to wash up. Nate would tell her that she missed a spot and would scrub the area with his hands. Incidents like this continued to occur with increasing levels of molestation each time.

 

The last time it happened, when Tiffani was 14, she pretended to be willing to dance for them, but when she got downstairs, she ran out the front door of the house. Tiffani vividly remembers the fear she felt the nights Nate and Jimmy touched her, and she was convinced they would have raped her if she stayed in the house.

 

About halfway down the block, a car stopped. The man introduced himself as Donald, and he indicated that he would take care of her and keep her safe when these things happened. He then offered to be her boyfriend and took Tiffani to his apartment. Donald insisted Tiffani drink beer. When Tiffani was drunk, Donald began kissing her, and they had sex. Tiffani was also afraid that if she did not have sex, Donald would not let her stay— she had nowhere else to go. For the next 3 days, Donald brought her food and beer and had sex with her several more times. Donald told Tiffani that she was not allowed to do anything without his permission. This included watching TV, going to the bathroom, taking a shower, and eating and drinking. A few weeks later, Donald bought Tiffani a dress, explaining to her that she was going to “find a date” and get men to pay her to have sex. When Tiffani said she did not want to do that, Donald hit her several times. Donald explained that if she didn’t do it, he would get her sister Diana and make her do it instead. Out of fear for her sister, Tiffani relented and did what Donald told her to do. She thought at this point her only purpose in life was to be a sex object, listen, and obey—and then she would be able to keep the relationships and love she so desired.

 

Legal History: Tiffani has been arrested three times for prostitution. Right before the most recent charge, a new state policy was enacted to protect youth 16 years and younger from prosecution and jail time for prostitution. The Safe Harbor for Exploited Children Act allows the state to define Tiffani as a sexually exploited youth, and therefore the state will not imprison her for prostitution. She was mandated to services at the Teens First agency, unlike her prior arrests when she had been sent to detention.

 

Alcohol and Drug Use History: Tiffani’s parents were social drinkers until about 8 years ago. At that time Uncle Nate introduced them to crack cocaine. Tiffani reports using alcohol when Donald wanted her to since she wanted to please him, and she thought this was the way she would be a good “wife.” She denies any other drug use.

 

Medical History: During intake, it was noted that Tiffani had multiple bruises and burn marks on her legs and arms. She reported that Donald had slapped her when he felt she did not behave and that John T. burned her with cigarettes. She had realized that she did some things that would make them mad, and she tried her hardest to keep them pleased even though she did not want to be with John T. Tiffani has been treated for several sexually transmitted infections (STIs) at local clinics and is currently on an antibiotic for a kidney infection. Although she was given condoms by Donald and John T. for her “dates,” there were several “Johns” who refused to use them.

 

Strengths: Tiffani is resilient in learning how to survive the negative relationships she has been involved with. She has as sense of protection for her sister and will sacrifice herself to keep her sister safe.

 

Robert Bradley: father, 38 years old

Shondra Bradley: mother, 33 years old

Nate Bradley: uncle, 36 years old

Tiffani Bradley: daughter, 16 years old

Diana Bradley: daughter, 13 years old

Donald: Tiffani’s self-described husband and her former pimp

Anthony: Shondra’s live-in partner, 31 years old

John T.: Tiffani’s most recent pimp

   

Paula Cortez

 

Identifying Data: Paula Cortez is a 43-year-old Catholic Hispanic female residing in New

York City, NY. Paula was born in Colombia. When she was 17 years old, Paula left Colombia and moved to New York where she met David, who later became her husband. Paula and David have one son, Miguel, 20 years old. They divorced after 5 years of marriage. Paula has a five-year-old daughter, Maria, from a different relationship.

 

Presenting Problem: Paula has multiple medical issues, and there is concern about whether she will be able to continue to care for her youngest child, Maria. Paula has been overwhelmed, especially since she again stopped taking her medication. Paula is also concerned about the wellness of Maria.

 

Family Dynamics: Paula comes from a moderately well-to-do family. Paula reports suffering physical and emotional abuse at the hands of both her parents, eventually fleeing to New York to get away from the abuse. Paula comes from an authoritarian family where her role was to be “seen and not heard.” Paula states that she did not feel valued by any of her family members and reports never receiving the attention she needed. As a teenager, she realized she felt “not good enough” in her family system, which led to her leaving for New York and looking for “someone to love me.” Her parents still reside in Colombia with Paula’s two siblings.

 

Paula met David when she sought to purchase drugs. They married when Paula was 18 years old. The couple divorced after 5 years of marriage. Paula raised Miguel, mostly by herself, until he was 8 years old, at which time she was forced to relinquish custody due to her medical condition. Paula maintains a relationship with her son, Miguel, and her ex-husband, David. Miguel takes part in caring for his half-sister, Maria.

 

Paula does believe her job as a mother is to take care of Maria but is finding that more and more challenging with her physical illnesses.

 

Employment History: Paula worked for a clothing designer, but she realized that her true passion was painting. She has a collection of more than 100 drawings and paintings, many of which track the course of her personal and emotional journey. Paula held a fulltime job for a number of years before her health prevented her from working. She is now unemployed and receives Supplemental Security Disability Insurance (SSD) and Medicaid. Miguel does his best to help his mom but only works part time at a local supermarket delivering groceries.

 

Paula currently uses federal and state services. Paula successfully applied for WIC, the federal Supplemental Nutrition Program for Women, Infants, and Children. Given Paula’s low income, health, and Medicaid status, Paula is able to receive in-home childcare assistance through New York’s public assistance program.

 

Social History: Paula is bilingual, fluent in both Spanish and English. Although Paula identifies as Catholic, she does not consider religion to be a big part of her life. Paula lives with her daughter in an apartment in Queens, NY. Paula is socially isolated as she has limited contact with her family in Colombia and lacks a peer network of any kind in her neighborhood.

 

Five (5) years ago Paula met a man (Jesus) at a flower shop. They spoke several times. He would visit her at her apartment to have sex. Since they had an active sex life, Paula thought he was a “stand-up guy” and really liked him. She believed he would take care of her. Soon everything changed. Paula began to suspect that he was using drugs, because he had started to become controlling and demanding. He showed up at her apartment at all times of the night demanding to be let in. He called her relentlessly, and when she did not pick up the phone, he left her mean and threatening messages. Paula was fearful for her safety and thought her past behavior with drugs and sex brought on bad relationships with men and that she did not deserve better. After a couple of months, Paula realized she was pregnant. Jesus stated he did not want anything to do with the “kid” and stopped coming over, but he continued to contact and threaten Paula by phone. Paula has no contact with Jesus at this point in time due to a restraining order.

 

Mental Health History: Paula was diagnosed with bipolar disorder. She experiences periods of mania lasting for a couple of weeks then goes into a depressive state for months when not properly medicated. Paula has a tendency toward paranoia. Paula has a history of not complying with her psychiatric medication treatment because she does not like the way it makes her feel. She often discontinues it without telling her psychiatrist. Paula has had multiple psychiatric hospitalizations but has remained out of the hospital for the past 5 years. Paula accepts her bipolar diagnosis but demonstrates limited insight into the relationship between her symptoms and her medication.

 

Paula reports that when she was pregnant, she was fearful for her safety due to the baby’s father’s anger about the pregnancy. Jesus’ relentless phone calls and voicemails rattled Paula. She believed she had nowhere to turn. At that time, she became scared, slept poorly, and her paranoia increased significantly. After completing a suicide assessment 5 years ago, it was noted that Paula was decompensating quickly and was at risk of harming herself and/or her baby. Paula was involuntarily admitted to the psychiatric unit of the hospital. Paula remained on the unit for 2 weeks.

 

Educational History: Paula completed high school in Colombia. Paula had hoped to attend the Fashion Institute of Technology (FIT) in New York City, but getting divorced, then raising Miguel on her own interfered with her plans. Miguel attends college full time in New York City.

 

Medical History: Paula was diagnosed as HIV positive 15 years ago. Paula acquired AIDS three years later when she was diagnosed with a severe brain infection and a Tcell count of less than 200. Paula’s brain infection left her completely paralyzed on the right side. She lost function in her right arm and hand as well as the ability to walk. After

a long stay in an acute care hospital in New York City, Paula was transferred to a skilled nursing facility (SNF) where she thought she would die. After being in the skilled nursing facility for more than a year, Paula regained the ability to walk, although she does so with a severe limp. She also regained some function in her right arm. Her right hand (her dominant hand) remains semi-paralyzed and limp. Over the course of several years, Paula taught herself to paint with her left hand and was able to return to her beloved art.

 

Paula began treatment for her HIV/AIDS with highly active antiretroviral therapy (HAART). Since she ran away from the family home, married and divorced a drug user, then was in an abusive relationship, Paula thought she deserved what she got in life. She responded well to HAART and her HIV/AIDS was well controlled. In addition to her HIV/AIDS disease, Paula is diagnosed with Hepatitis C (Hep C). While this condition was controlled, it has reached a point where Paula’s doctor is recommending she begin a new treatment. Paula also has significant circulatory problems, which cause her severe pain in her lower extremities. She uses prescribed narcotic pain medication to control her symptoms. Paula’s circulatory problems have also led to chronic ulcers on her feet that will not heal. Treatment for her foot ulcers demands frequent visits to a wound care clinic. Paula’s pain paired with the foot ulcers make it difficult for her to ambulate and leave her home. Paula has a tendency not to comply with her medical treatment. She often disregards instructions from her doctors and resorts to holistic treatments like treating her ulcers with chamomile tea. When she stops her treatment, she deteriorates quickly.

 

Maria was born HIV negative and received the appropriate HAART treatment after birth. She spent a week in the neonatal intensive care unit as she had to detox from the effects of the pain medication Paula took throughout her pregnancy.

 

Legal History: Previously, Paula used the AIDS Law Project, a not-for-profit organization that helps individuals with HIV address legal issues, such as those related to the child’s father . At that time, Paula filed a police report in response to Jesus’ escalating threats and successfully got a restraining order. Once the order was served, the phone calls and visits stopped, and Paula regained a temporary sense of control over her life.

 

Paula completed the appropriate permanency planning paperwork with the assistance of the organization The Family Center. She named Miguel as her daughter’s guardian should something happen to her.

 

Alcohol and Drug Use History: Paula became an intravenous drug user (IVDU), using cocaine and heroin, at age 17. David was one of Paula’s “drug buddies” and suppliers. Paula continued to use drugs in the United States for several years; however, she stopped when she got pregnant with Miguel. David continued to use drugs, which led to the failure of their marriage.

 

Strengths: Paula has shown her resilience over the years. She has artistic skills and has found a way to utilize them. Paula has the foresight to seek social services to help her and her children survive. Paula has no legal involvement. She has the ability to bounce back from her many physical and health challenges to continue to care for her child and maintain her household.

 

David Cortez: father, 46 years old

Paula Cortez: mother, 43 years old

Miguel Cortez: son, 20 years old

Jesus (unknown): Maria’s father, 44 years old

Maria Cortez: daughter, 5 years old

 

 

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Jake Levy

 

Identifying Data: Jake Levy is a 31-year-old, married, Jewish Caucasian male. Jake’s wife, Sheri, is 28 years old. They have two sons, Myles (10) and Levi (8). The family resides in a two-bedroom condominium in a middle-class neighborhood in Rockville, MD. They have been married for 10 years.

 

Presenting Problem: Jake, an Iraq War veteran, came to the Veterans Affairs Health Care Center (VA) for services because his wife has threatened to leave him if he does not get help. She is particularly concerned about his drinking and lack of involvement in their sons’ lives. She told him his drinking has gotten out of control and is making him mean and distant. Jake reports that he and his wife have been fighting a lot and that he drinks to take the edge off and to help him sleep. Jake expresses fear of losing his job and his family if he does not get help. Jake identifies as the primary provider for his family and believes that this is his responsibility as a husband and father. Jake realizes he may be putting that in jeopardy because of his drinking. He says he has never seen Sheri so angry before, and he saw she was at her limit with him and his behaviors.

 

Family Dynamics: Jake was born in Alabama to a Caucasian, Eurocentric family system. He reports his time growing up to have been within a “normal” family system. However, he states that he was never emotionally close to either parent and viewed himself as fairly independent from a young age. His dad had previously been in the military and was raised with the understanding that his duty is to support his country. His family displayed traditional roles, with his dad supporting the family after he was discharged from military service. Jake was raised to believe that real men do not show weakness and must be the head of the household.

 

Jake’s parents are deceased, and he has a sister who lives outside London. He and his sister are not very close but do talk twice a year. Sheri is an only child, and although her mother lives in the area, she offers little support. Her mother never approved of Sheri marrying Jake and thinks Sheri needs to deal with their problems on her own. Jake reports that he has not been engaged with his sons at all since his return from Iraq, and he keeps to himself when he is at home.

 

Employment History: Jake is employed as a human resources assistant for the military. Jake works in an office with civilians and military personnel and mostly gets along with people in the office. Jake is having difficulty getting up in the morning to go to work, which increases the stress between Sheri and himself. Shari is a special education teacher in a local elementary school. Jake thinks it is his responsibility to provide for his family and is having stress over what is happening to him at home and work. He thinks he is failing as a provider.

 

Social History: Jake and Sheri identify as Jewish and attend a local synagogue on major holidays. Jake tends to keep to himself and says he sometimes feels pressured to be more communicative and social. Jake believes he is socially inept and not able to develop friendships. The couple has some friends, since Shari gets involved with the parents in their sons’ school. However, because of Jake’s recent behaviors, they have become socially isolated. He is very worried that Sheri will leave him due to the isolation.

 

Mental Health History: Jake reports that since his return to civilian life 10 months ago, he has difficulty sleeping, frequent heart palpitations, and moodiness. Jake had seen Dr. Zoe, a psychiatrist at the VA, who diagnosed him with post-traumatic stress disorder (PTSD). Dr. Zoe prescribed Paxil to help reduce his symptoms of anxiety and depression and suggested that he also begin counseling. Jake says that he does not really understand what PTSD is but thought it meant that a person who had it was

“going crazy,” which at times he thought was happening to him. He expresses concern that he will never feel “normal” again and says that when he drinks alcohol, his symptoms and the intensity of his emotions ease. Jake describes that he sometimes thinks he is back in Iraq, which makes him feel uneasy and watchful. He hates the experience and tries to numb it. He has difficulty sleeping and is irritable, so he isolates himself and soothes this with drinking. He talks about always feeling

“ready to go.” He says he is exhausted from being always alert and looking for potential problems around him. Every sound seems to startle him. He shares that he often thinks about what happened “over there” but tries to push it out of his mind. Nighttime is the worst, as he has terrible recurring nightmares of one particular event. He says he wakes up shaking and sweating most nights. He adds that drinking is the one thing that seems to give him a little relief.

 

Educational History: Sheri has a bachelor’s degree in special education from a local college. Jake has a high school diploma but wanted to attend college upon his return from the military.

 

Military History: Jake is an Iraqi War veteran. He enlisted in the Marines at 21 years old when he and Shari got married due to Sheri being pregnant. The family was stationed in several states prior to Jake being deployed to Iraq. Jake left the service 10 months ago. Sheri and Jake had used military housing since his marriage, making it easier to support the family. On military bases, there was a lot of social support and both Jake and Sheri took full advantage of the social systems available to them during that time.

 

Medical History: Jake is physically fit, but an injury he sustained in combat sometimes limits his ability to use his left hand. Jake reports sometimes feeling inadequate because of the reduction in the use of his hand and tries to push through because he worries how the injury will impact his responsibilities as a provider, husband, and father. Jake considers himself resilient enough to overcome this disadvantage and “be able to do the things I need to do.” Sheri is in good physical condition and has recently found out that she is pregnant with their third child.

 

Legal History: Jake and Sheri deny having criminal histories.

 

Alcohol and Drug Use History: As teenagers, Jake and Sheri used marijuana and drank. Both deny current use of marijuana but report they still drink. Sheri drinks socially and has one or two drinks over the weekend. Jake reports that he has four to five drinks in the evenings during the week and eight to ten drinks on Saturdays and Sundays. Jake spends his evenings on the couch drinking beer and watching TV or playing video games. Shari reports that Jake drinks more than he realizes, doubling what Jake has reported.

 

Strengths: Jake is cognizant of his limitations and has worked on overcoming his physical challenges. Jake is resilient. Jake did not have any disciplinary actions taken against him in the military. He is dedicated to his wife and family.

 

Jake Levy: father, 31 years old

Sheri Levy: mother, 28 years old

Myles Levy: son, 10 years old

Levi Levy: son, 8 years old

 

Helen Petrakis

 

Identifying Data: Helen Petrakis is a 52-year-old, Caucasian female of Greek descent living in a four-bedroom house in Tarpon Springs, FL. Her family consists of her husband, John (60), son, Alec (27), daughter, Dmitra (23), and daughter Althima (18). John and Helen have been married for 30 years. They married in the Greek Orthodox Church and attend services weekly.

 

Presenting Problem: Helen reports feeling overwhelmed and “blue.” She was referred by a close friend who thought Helen would benefit from having a person who would listen. Although she is uncomfortable talking about her life with a stranger, Helen says that she decided to come for therapy because she worries about burdening friends with her troubles. John has been expressing his displeasure with meals at home, as Helen has been cooking less often and brings home takeout. Helen thinks she is inadequate as a wife. She states that she feels defeated; she describes an incident in which her son, Alec, expressed disappointment in her because she could not provide him with clean laundry. Helen reports feeling overwhelmed by her responsibilities and believes she can’t handle being a wife, mother, and caretaker any longer.

 

Family Dynamics: Helen describes her marriage as typical of a traditional Greek family. John, the breadwinner in the family, is successful in the souvenir shop in town. Helen voices a great deal of pride in her children. Dmitra is described as smart, beautiful, and hardworking. Althima is described as adorable and reliable. Helen shops, cooks, and cleans for the family, and John sees to yard care and maintaining the family’s cars. Helen believes the children are too busy to be expected to help around the house, knowing that is her role as wife and mother. John and Helen choose not to take money from their children for any room or board. The Petrakis family holds strong family bonds within a large and supportive Greek community.

 

Helen is the primary caretaker for Magda (John’s 81-year-old widowed mother), who lives in an apartment 30 minutes away. Until recently, Magda was self-sufficient, coming for weekly family dinners and driving herself shopping and to church. Six months ago, she fell and broke her hip and was also recently diagnosed with early signs of dementia. Helen and John hired a reliable and trusted woman temporarily to check in on Magda a couple of days each week. Helen would go and see Magda on the other days, sometimes twice in one day, depending on Magda’s needs. Helen would go food shopping for Magda, clean her home, pay her bills, and keep track of Magda’s medications. Since Helen thought she was unable to continue caretaking for both Magda and her husband and kids, she wanted the helper to come in more often, but John said they could not afford it. The money they now pay to the helper is coming out of the couple’s vacation savings. Caring for Magda makes Helen think she is failing as a wife and mother because she no longer has time to spend with her husband and children.

 

Helen spoke to her husband, John (the family decision maker), and they agreed to have Alec (their son) move in with Magda (his grandmother) to help relieve Helen’s burden and stress. John decided to pay Alec the money typically given to Magda’s helper. This has not decreased the burden on Helen since she had to be at the apartment at least once daily to intervene with emergencies that Alec is unable to manage independently. Helen’s anxiety has increased since she noted some of Magda’s medications were missing, the cash box was empty, Magda’s checkbook had missing checks, and jewelry from Greece, which had been in the family for generations, was also gone.

 

Helen comes from a close-knit Greek Orthodox family where women are responsible for maintaining the family system and making life easier for their husbands and children. She was raised in the community where she currently resides. Both her parents were born in Greece and came to the United States after their marriage to start a family and give them a better life. Helen has a younger brother and a younger sister. She was responsible for raising her siblings since both her parents worked in a fishery they owned. Helen feared her parents’ disappointment if she did not help raise her siblings. Helen was very attached to her parents and still mourns their loss. She idolized her mother and empathized with the struggles her mother endured raising her own family. Helen reports having that same fear of disappointment with her husband and children.

 

Employment History: Helen has worked part time at a hospital in the billing department since graduating from high school. John Petrakis owns a Greek souvenir shop in town and earns the larger portion of the family income. Alec is currently unemployed, which Helen attributes to the poor economy. Dmitra works as a sales consultant for a major department store in the mall. Althima is an honors student at a local college and earns spending money as a hostess in a family friend’s restaurant. During town events, Dmitra and Althima help in the souvenir shop when they can.

 

Social History: The Petrakis family live in a community centered on the activities of the Greek Orthodox Church. Helen has used her faith to help her through the more difficult challenges of not believing she is performing her “job” as a wife and mother. Helen reports that her children are religious but do not regularly go to church because they are very busy. Helen has stopped going shopping and out to eat with friends because she can no longer find the time since she became a caretaker for Magda.  

 

Mental Health History: Helen consistently appears well groomed. She speaks clearly and in moderate tones and seems to have linear thought progression—her memory seems intact. She claims no history of drug or alcohol abuse, and she does not identify a history of trauma. More recently, Helen is overwhelmed by thinking she is inadequate. She stopped socializing and finds no activity enjoyable. In some situations in her life, she is feeling powerless.

 

Educational History: Helen and John both have high school diplomas. Helen is proud of her children knowing she was the one responsible in helping them with their homework. Alec graduated high school and chose not to attend college. Dmitra attempted college but decided that was not the direction she wanted. Althima is an honors student at a local college.

 

Medical History: Helen has chronic back pain from an old injury, which she manages with acetaminophen as needed. Helen reports having periods of tightness in her chest and a feeling that her heart was racing along with trouble breathing and thinking that she might pass out. One time, John brought her to the emergency room. The hospital ran tests but found no conclusive organic reason to explain Helen’s symptoms. She continues to experience shortness of breath, usually in the morning when she is getting ready to begin her day. She says she has trouble staying asleep, waking two to four times each night, and she feels tired during the day. Working is hard because she is more forgetful than she has ever been. Helen says that she feels like her body is one big tired knot.

 

Legal History: The only member of the Petrakis family that has legal involvement is Alec. He was arrested about 2 years ago for possession of marijuana. He was required to attend an inpatient rehabilitation program (which he completed) and was sentenced to 2 years’ probation. Helen was devastated, believing John would be disappointed in her for not raising Alec properly.

 

Alcohol and Drug Use History: Helen has no history of drug use and only drinks at community celebrations. Alec has struggled with drugs and alcohol since he was a teen. Helen wants to believe Alec is maintaining his sobriety and gives him the benefit of the doubt. Alec is currently on 2 years’ probation for possession and has recently completed an inpatient rehabilitation program. Helen feels responsible for his addiction and wonders what she did wrong as a mother.

 

Strengths: Helen has a high school diploma and has been successful at raising her family. She has developed a social support system, not only in the community but also within her faith at the Greek Orthodox Church. Helen is committed to her family system and their success. Helen does have the ability to multitask, taking care of her immediate family as well as fulfilling her obligation to her mother-in-law. Even under the current stressful circumstances, Helen is assuming and carrying out her responsibilities.

 

John Petrakis: father, 60 years old

Helen Petrakis: mother, 52 years old

Alec Petrakis: son, 27 years old

Dmitra Petrakis: daughter, 23 years old

Althima Petrakis: daughter, 18 years old

Magda Petrakis: John’s mother, 81 years old

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6210 Week 4 Discussion

6210 Week 4 Discussion

Discussion: Poverty in Young and Middle Adulthood

Poverty has a strong influence on the lives of adults. When an adult lives in poverty, the effects extend beyond that individual to all those who depend on the adult. The problem of poverty in the life of an adult becomes a family or community problem, and few social problems are more impactful.

Thirty-four million people, or 10.5% of the U.S. population, live in poverty (U.S. Census Bureau, 2020). As a social worker, then, you are likely to address the needs of clients whose adverse circumstances are strongly influenced by this condition. Increasing your understanding of poverty will equip you to better understand and assist your clients.

For this Discussion, you analyze theories of poverty as well as poverty’s effects in young and middle adulthood.

Reference
U.S. Census Bureau. (2020, September 15). Income and poverty in the United States: 2019 (Report No. P60-270). https://www.census.gov/library/publications/2020/demo/p60-270.html

To Prepare:

  • Review the Learning      Resources on sociological aspects of young and middle adulthood, as well      as theories of poverty.
  • From those described      in the resources, select the theory of poverty that most resonates with      you.

By 12/22/2021
Post a Discussion that includes the following:

  • An explanation of how      poverty impacts the experience of individuals in young and middle      adulthood
  • A statement as to      whether poverty is the result of cultural or social factors; provide      support for your position and an example to illustrate it.
  • An answer to the      following questions about the theory of poverty you selected:
    • What       aspects of this theory would be most suitable for your practice? Why?
    • What       aspects of this theory do you find problematic in terms of your knowledge       of social work practice? Explain.

Required Readings

Zastrow, C. H., Kirst-Ashman, K. K., & Hessenauer, S. L. (2019). Understanding human behavior and the social environment (11th ed.). Cengage Learning.

· Chapter 12, “Sociological Aspects of Young and Middle Adulthood” (pp. 536–603)

Auerbach, M. P. (2021). Cultural theories of poverty. In Salem Press encyclopedia. Salem Press.

Auerbach, M. P. (2021). Social theories of poverty. In Salem Press encyclopedia. Salem Press.

Miller, B., & Bowen, E. (2020). “I know where the rest of my life is going”: Attitudinal and behavioral dimensions of resilience for homeless emerging adults. Journal of Social Service Research, 46(4), 553–570. https://doi.org/10.1080/01488376.2019.1607647

Pope, N. D., & Lee, J. (2015). A picture is worth a thousand words. The New Social Worker. https://www.socialworker.com/feature-articles/practice/a-picture-is-worth-a-thousand-words-genograms-social-work-practice/

Genogram Software

Wondershare EdrawMax. (n.d.). Online genogram maker. https://www.edrawmax.com/genogram/genogram-maker/

GenoPro. (n.d.). GenoPro 2020. https://genopro.com/

Required Media

Walden University, LLC. (2021). Social work case studies [Interactive media]. Walden University Blackboard. https://class.waldenu.edu

· Navigate to the Hernandez Family. 

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Chapter Review Sociological Aspects of Young and Middle Adulthood 601 

services to accommodate his or her disability. In such a situation, liberals would seek to develop edu-cational services to meet the child’s learning needs. Liberals view the family as an evolving institu-tion, and therefore they are willing to support pro-grams that assist emerging family forms—such as single-parent families and same-sex marriages.

Developmental Perspective Liberals for years have criticized the residual ap-proach to social welfare as being incongruent with society’s obligation to provide long-term assistance to those who have long-term health, welfare, social, and recreational needs. Conservatives, on the other hand, have been highly critical of the institutional approach as they claim it creates a welfare state in which many recipients simply become dependent on the government to meet their health, welfare, social, and recreational needs—without seeking to work and without contributing in other ways to the well-being of society. It is clear that conservatives will attempt to stop the creation of any major social program that moves the country in the direction of being a welfare society. They have the necessary leg-islative votes to stop the enactment of programs that are “marketed” to society as being consistent with the institutional approach.

Is there a view of social welfare that can gar-ner the support of both liberals and conservatives? Midgley (1995) contends that the developmental view (or perspective) offers an alternative approach that appears to appeal to liberals, conservatives, and to the general public. Midgley defines this approach as a “process of planned social change designed to promote the well-being of the population as a whole in conjunction with a dynamic process of economic development” (p. 25). This perspective has appeal to liberals because it supports the development and expansion of needed social welfare programs. The perspective has appeal to conservatives because it asserts that the develop-ment of certain social welfare programs will have a positive impact on the economy. The general public also would be apt to support the developmental per-spective. Many voters oppose welfare, as they believe it causes economic problems (e.g., recipients living on the government dole, rather than contributing to so-ciety through working). Asserting and documenting that certain proposed social welfare programs will di-rectly benefit the economy is attractive to voters. Midgley and Livermore (1997) note that the de-velopmental approach is, at this point, not very well defined. The approach has its roots in the promo-tion of social programs in developing (Third World) countries. Advocates for social welfare programs in

A developing countries have been successful in get-ting certain programs enacted by asserting and documenting that such programs will have a benefi-cial impact on the overall economy of the country. Midgley and Livermore note, “The developmental perspective’s global relevance began in the Third World in the years of decolonization after World War II” (p. 576). The United Nations later used the developmental approach in its efforts to promote the growth of social programs in developing countries, asserting that such programs had the promise of im-proving the overall economies of these countries. What are the characteristics of the developmen-tal approach? It advocates social interventions that contribute positively to economic development, thus promoting harmony between economic and social institutions. The approach regards economic prog-ress as a vital component of social progress, and it promotes the active role of government in economic and social planning (in direct opposition to the resid-ual approach). Finally, the developmental approach focuses on integrating economic and social develop-ment for the benefit of all members of society. The developmental approach can be used in ad-vocating for the expansion of a wide range of social welfare programs. It can be argued that any social program that assists a person in becoming employ-able contributes to the economic well-being of a soci-ety. It can also be argued that any social program that assists a person in making significant contributions to his or her family, or to his or her community, con-tributes to the economic well-being of a society, as functional families and functional communities are good for businesses. Members of functional families tend to be better employees, and businesses desire to locate in communities that are prospering and that have low rates of crime and other social problems. A few examples will illustrate how the develop-mental approach can be used to advocate for the expansion of social welfare programs. It can be ar-gued that job training, quality child care, and ad-equate health insurance will all benefit the economy because they will help unemployed single parents obtain employment. All of these programs will fa-cilitate the parents being able to work. It can be argued that providing mentoring programs and other social services will help at-risk children stay in school and eventually contributing to society as adults by obtaining employment and contrib-uting to their families and to the communities in which they live. It can be argued that rehabilitative

programs in the criminal justice system will help correctional clients become contributing members of society. It can be argued that alcohol and drug treatment programs, nutritional programs, eating disorder intervention programs, stress manage-ment programs, and grief management programs will help people with issues in these areas to handle them better, thereby increasing the likelihood that they will become contributors to the economy and to the well-being of society.

Chapter Summary The following summarizes this chapter’s content as it relates to the learning objectives presented at the beginning of the chapter. Chapter content will help prepare students to LO 1 Describe the following lifestyles and family forms that young adults may enter into: marriage, cohabitation, single life, parenthood, and the life of a childless couple. In young adulthood, people choose a personal life-style. Choosing a personal lifestyle partly involves making career decisions. Young adults may also enter into a variety of family living arrangements, including marriage, cohabitation, single life, parent-hood, and childless couples. LO 2 Describe three major sociological theories about human behavior: functionalism, conflict theory, and interactionism. These are macro-system theories. Three macro-system theories in sociology—functionalism, conflict theory, and interactionism—offer contrasting explanations of human behavior. Functionalism views society and other social systems as composed of interde-pendent and interrelated parts. Conflict theory is more radical, viewing society as a struggle for scarce resources among individuals and social groups. Interactionist the-ory views human behavior as resulting from the interac-tion of a person’s unique, distinctive personality and the groups he or she participates in. LO 3 Understand three social problems that young and middle-aged adults may encounter: poverty, empty-shell marriages, and divorce. One-parent families, blended families, and mothers working outside the home will also be discussed. Those most vulnerable to being poor include one-parent families, children, older adults, large families, people of color, the homeless, those without a high school education, and those living in urban slums.

Three types of empty-shell marriages are devital-ized relationships, conflict-habituated relationships, and passive-congenial relationships. About one of two marriages ends in divorce. Although a divorce is traumatic for everyone in the family, it appears that children become better adjusted when raised in a one-parent family in which they have a good rela-tionship with that parent than in a two-parent family filled with discontent and tension. Becoming more common in our society are one-parent families, blended families, and mothers working outside the home. Poverty affects one-parent families significantly more than it does two-parent families. The formation of a blended family requires substan-tial adjustments by a number of people, including the spouses, the children, the former spouses, and close relatives and friends. Because increasing numbers of mothers are working outside the home, our society needs to expand its effort to make good child-care ar-rangements available to the children in these families.

LO 4 Understand material on assessing and inter-vening in family systems. Problems faced by families tend to be clustered in the following four categories: marital problems between the husband and the wife, conflicts between the par-ents and the children, personal problems of individual family members, and stresses imposed on the family by the external environment. Two family system assess-ment techniques are the ecomap and the genogram.

LO 5 Summarize material on social work with

organizations, including several theories of organi-zational behavior.

Numerous theories provide a variety of perspec-tives for viewing and analyzing organizations. The theories covered include the autocratic model, the custodial model, the scientific management model, the human relations model, Theory X, Theory Y, the collegial model, Theory Z, management by ob-jectives, and total quality management (TQM). Any of these models can be applied successfully in some situations. Material was also presented on Knopf’s (1979) suggestions for social workers surviving and thriving while employed in a bureaucracy.

LO 6 Describe liberal, conservative, and de-velopmental perspectives on human service organizations. Values and assumptions (rather than facts and figures) form the bases of most decisions in organizations. Six

value orientations frequently have an impact on deci-sion making: theoretical, economic, aesthetic, social, political, and religious. In regard to value orientations, three diverse

views that have major impacts on human service organizations are the conservative, liberal, and de-velopmental perspectives. Conservatives generally advocate the residual approach to social welfare programs, whereas liberals generally follow an insti-tutional view of social welfare. The developmental perspective offers an alternative approach that ap-pears to appeal to liberals, conservatives, and the general public. It advocates social interventions that contribute positively to economic development.

COMPETENCY NOTES The following identifies where Educational Policy (EP) competencies and behaviors are discussed in this chapter.

EP 6a. Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks to engage with clients and constituencies;

EP 7b. Apply knowledge of human behavior and the social environment person-in-environment, and other multidisciplinary theoretical frameworks in the analysis of assessment data from clients and constituencies;

EP 8b. Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in interventions

with clients and constituencies. (All of this chapter.) Material on concepts and theories about human be-havior and the social environment affecting socio-logical aspects of young and middle adulthood are presented throughout this chapter. EP 1 Demonstrate Ethical and Professional Behavior (pp. 538, 542, 545, 548, 555, 557, 559, 567, 598, 600) Ethical questions are posed.

WEB RESOURCES

See this text’s companion website at www.cengagebrain.com for learning tools such as chapter quizzes, videos, and more.

Copyright

Zastrow, C. H., Kirst-Ashman, K. K., & Hessenauer, S. L. (2019). Understanding human behavior and the social environment (11th ed.). Cengage Learning.

· Chapter 12, “Sociological Aspects of Young and Middle Adulthood” (pp. 536–603)

Follow Rubric

Initial Posting: Content

14.85 (49.5%) – 16.5 (55%)

Initial posting thoroughly responds to all parts of the Discussion prompt. Posting demonstrates excellent understanding of the material presented in the Learning Resources, as well as ability to apply the material. Posting demonstrates exemplary critical thinking and reflection, as well as analysis of the weekly Learning Resources. Specific and relevant examples and evidence from at least two of the Learning Resources and other scholarly sources are used to substantiate the argument or viewpoint.

Follow-Up Response Postings: Content

6.75 (22.5%) – 7.5 (25%)

Student thoroughly addresses all parts of the response prompt. Student responds to at least two colleagues in a meaningful, respectful manner that promotes further inquiry and extends the conversation. Response presents original ideas not already discussed, asks stimulating questions, and further supports with evidence from assigned readings. Post is substantive in both length (75–100 words) and depth of ideas presented.

Readability of Postings

5.4 (18%) – 6 (20%)

Initial and response posts are clear and coherent. Few if any (less than 2) writing errors are made. Student writes with exemplary grammar, sentence structure, and punctuation to convey their message.

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PROMINENT SOCIAL WORK POLICY MAKER

PROMINENT SOCIAL WORK POLICY MAKER

You may have heard the saying that those who discover or create new knowledge “stand upon the shoulders of giants.” As a future social worker, you will stand on the shoulders of many individuals who have come before you. These influential people may have fought for women’s suffrage, African American rights, or poverty assistance, among other social causes. You may be familiar with their names through your textbook readings for this course, or they may be entirely unknown to you.

 

Choose one of the following social work policy makers as the focus of your paper, and identify a signature social policy effected by that person:

Jane Addams
Clara Barton
Dorothy Day
William Edward B. DuBois
Medgar Evers
Mary Richmond
Dorothea Spellman
Harriett Tubman
Booker T. Washington

Submit a 4- to 6-page scholarly paper using the following outline:

  1. Biography of the Social Work Policy Maker
    • Provide a brief background of the policy maker, including family and professional history.
  2. The Social Welfare Policy/Service
    • Describe the core tenets of the policy developed by the policy maker upon which you focused.
    • Explain the community needs for this policy.
    • Describe the population/community served by this policy.
    • Explain the process of developing and enacting this policy.
  3. Impact of the Policy
    • describe how this policy addressed the needs of a population/community.
    • Describe how this policy advocated for a population and served social justice.
    • Explain how this policy changed the community.
  4. Practice Implications
    • Discuss how this policy impacts social work practice today.

reference

 

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6051 Week 2 Discussion New

6051 Week 2 Discussion New

Discussion – Week 2

Top of Form

Discussion: Power, Privilege, and Social Work

In many societies, power and privilege are based on one’s membership in a dominant or non-dominant group. It is not a matter, though, of either having privilege or not. The dominant group varies based on the dimension of diversity. For example, you could experience privilege as Caucasian but oppression and “otherness” as a gay person.

Social workers often work with clients who are perceived as “others.” “Otherness” often leads to marginalization and barriers promoted by society and social institutions. As you begin your work with clients, consider not only the individual (micro) concerns brought to the session but also the environmental or macro factors that may have either created or perpetuated the concern. You can empower your clients by helping them identify and define the oppression they have experienced throughout their lifetime.

For this Discussion, you use the ADDRESSING-GSA framework to explore your own diverse identities and your membership in dominant or non-dominant groups. You then examine how these identities might influence your relationship with clients.

To Prepare:

  • Review the Learning Resources on power, privilege, and      oppression. Focus on the Hays chapter, which describes the original      ADDRESSING framework.
  • Complete the ADDRESSING-GSA Self-Assessment in the Learning      Resources.

By Day 03/ 09/2022
Post a reflection on the ADDRESSING-GSA Self-Assessment and apply what you learned to social work practice.  Copy included of my addressing GSA Self-Assessment included. Specifically, answer the following questions:

  • What insights did you gain from the activity in terms of your      identities and aspects of power and privilege?
  • In what ways do you envision your diverse identities and      associated power, privilege, or oppression influencing the social      worker–client relationship? Provide an example.

Bottom of Form

Required Readings

Sue, D. W., Rasheed, M. N., & Rasheed, J. M. (2016). Multicultural social work practice: A competency-based approach to diversity and social justice (2nd ed.). Jossey-Bass.

  • Chapter      4: Understanding the Sociopolitical Implications of Oppression and Power      in Social Work Practice (pp. 89–115)
  • Chapter      5: Microaggressions in Social Work Practice (pp. 117–148)

Harvard University Project Implicit. (2011). Project implicit social attitudes. https://implicit.harvard.edu/implicit/selectatest.html

Hays, P. A. (2016b). The new reality: Diversity and complexity. In Addressing cultural complexities in practice: Assessment, diagnosis, and therapy (3rd ed., pp. 3–14). Washington, DC: American Psychological Association. doi:10.1037/14801-001

Required Media

Center for Prevention MN. (2021, February 21). What is implicit bias? [Video]. YouTube.

https://www.youtube.com/watch?v=6V9jIDeuFpc

Note: The approximate length of this media piece is 1 minute.

Graduate School of Social Work—DU. (2018, March 26). Power privilege and oppression [Video]. YouTube. https://www.youtube.com/watch?v=LTDikx-maoM

Note: The approximate length of this media piece is 7 minutes. 

Walden University. (n.d.). ADDRESSING-GSA self-assessment [Interactive media]. https://cdn-media.waldenu.edu/2dett4d/Walden/SOCW/6051/AD/index.html

Follow Rubric

Initial Posting: Content

14.85 (49.5%) – 16.5 (55%)

Initial posting thoroughly responds to all parts of the Discussion prompt. Posting demonstrates excellent understanding of the material presented in the Learning Resources, as well as ability to apply the material. Posting demonstrates exemplary critical thinking and reflection, as well as analysis of the weekly Learning Resources. Specific and relevant examples and evidence from at least two of the Learning Resources and other scholarly sources are used to substantiate the argument or viewpoint.

Follow-Up Response Postings: Content

6.75 (22.5%) – 7.5 (25%)

Student thoroughly addresses all parts of the response prompt. Student responds to at least two colleagues in a meaningful, respectful manner that promotes further inquiry and extends the conversation. Response presents original ideas not already discussed, asks stimulating questions, and further supports with evidence from assigned readings. Post is substantive in both length (75–100 words) and depth of ideas presented.

Readability of Postings

5.4 (18%) – 6 (20%)

Initial and response posts are clear and coherent. Few if any (less than 2) writing errors are made. Student writes with exemplary grammar, sentence structure, and punctuation to convey their message.

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6051 Week 7 Assignment

6051 Week 7 Assignment

To Prepare

  • Review the What Is Intersectionality? video in the Learning Resources. Reflect on intersectionality and what it might look like for clients you meet in practice.
  • Access the Social Work Case Studies media in the Learning Resources and explore Crystal’s case.

By Day 7

Submit a 3-page paper in which you address the following:

  • Identify the dimensions of identity present in the case.
  • Explain how these dimensions overlap and intersect to compound experiences of oppression.
  • Explain how you would approach the case as a social worker. How would you intervene or empower the client?
  • Would you explore social class as a contributor to the client’s experience—why or why not? Does class matter?

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6051 Week 2 Discussion New

6051 Week 2 Discussion New

Discussion – Week 2

Top of Form

Discussion: Power, Privilege, and Social Work

In many societies, power and privilege are based on one’s membership in a dominant or non-dominant group. It is not a matter, though, of either having privilege or not. The dominant group varies based on the dimension of diversity. For example, you could experience privilege as Caucasian but oppression and “otherness” as a gay person.

Social workers often work with clients who are perceived as “others.” “Otherness” often leads to marginalization and barriers promoted by society and social institutions. As you begin your work with clients, consider not only the individual (micro) concerns brought to the session but also the environmental or macro factors that may have either created or perpetuated the concern. You can empower your clients by helping them identify and define the oppression they have experienced throughout their lifetime.

For this Discussion, you use the ADDRESSING-GSA framework to explore your own diverse identities and your membership in dominant or non-dominant groups. You then examine how these identities might influence your relationship with clients.

To Prepare:

  • Review the Learning Resources on power, privilege, and      oppression. Focus on the Hays chapter, which describes the original      ADDRESSING framework.
  • Complete the ADDRESSING-GSA Self-Assessment in the Learning      Resources.

By Day 03/ 09/2022
Post a reflection on the ADDRESSING-GSA Self-Assessment and apply what you learned to social work practice.  Copy included of my addressing GSA Self-Assessment included. Specifically, answer the following questions:

  • What insights did you gain from the activity in terms of your      identities and aspects of power and privilege?
  • In what ways do you envision your diverse identities and      associated power, privilege, or oppression influencing the social      worker–client relationship? Provide an example.

Bottom of Form

Required Readings

Sue, D. W., Rasheed, M. N., & Rasheed, J. M. (2016). Multicultural social work practice: A competency-based approach to diversity and social justice (2nd ed.). Jossey-Bass.

  • Chapter      4: Understanding the Sociopolitical Implications of Oppression and Power      in Social Work Practice (pp. 89–115)
  • Chapter      5: Microaggressions in Social Work Practice (pp. 117–148)

Harvard University Project Implicit. (2011). Project implicit social attitudes. https://implicit.harvard.edu/implicit/selectatest.html

Hays, P. A. (2016b). The new reality: Diversity and complexity. In Addressing cultural complexities in practice: Assessment, diagnosis, and therapy (3rd ed., pp. 3–14). Washington, DC: American Psychological Association. doi:10.1037/14801-001

Required Media

Center for Prevention MN. (2021, February 21). What is implicit bias? [Video]. YouTube.

https://www.youtube.com/watch?v=6V9jIDeuFpc

Note: The approximate length of this media piece is 1 minute.

Graduate School of Social Work—DU. (2018, March 26). Power privilege and oppression [Video]. YouTube. https://www.youtube.com/watch?v=LTDikx-maoM

Note: The approximate length of this media piece is 7 minutes. 

Walden University. (n.d.). ADDRESSING-GSA self-assessment [Interactive media]. https://cdn-media.waldenu.edu/2dett4d/Walden/SOCW/6051/AD/index.html

Follow Rubric

Initial Posting: Content

14.85 (49.5%) – 16.5 (55%)

Initial posting thoroughly responds to all parts of the Discussion prompt. Posting demonstrates excellent understanding of the material presented in the Learning Resources, as well as ability to apply the material. Posting demonstrates exemplary critical thinking and reflection, as well as analysis of the weekly Learning Resources. Specific and relevant examples and evidence from at least two of the Learning Resources and other scholarly sources are used to substantiate the argument or viewpoint.

Follow-Up Response Postings: Content

6.75 (22.5%) – 7.5 (25%)

Student thoroughly addresses all parts of the response prompt. Student responds to at least two colleagues in a meaningful, respectful manner that promotes further inquiry and extends the conversation. Response presents original ideas not already discussed, asks stimulating questions, and further supports with evidence from assigned readings. Post is substantive in both length (75–100 words) and depth of ideas presented.

Readability of Postings

5.4 (18%) – 6 (20%)

Initial and response posts are clear and coherent. Few if any (less than 2) writing errors are made. Student writes with exemplary grammar, sentence structure, and punctuation to convey their message.

PLACE YOUR ORDER NOW

6210 Week 9 Assignment

6210 Week 9 Assignment

Assignment: Spirituality and Social Work Practice 6210 Week 9

Because it may be a significant part of a client’s social environment, spirituality plays a vital role in your understanding of the client, their needs, and potential treatment. Consider this example: A social worker recognizes a client’s strong Baptist faith; the social worker then facilitates services through the Baptist Church so as to build on an already established connection.

Being culturally sensitive by respecting your clients’ spirituality and religious traditions is an important professional competence. Applying your spiritual awareness to a specific client case, however, may require even greater skill. In this Assignment, you consider how you might address a client’s crisis that includes a spiritual or religious component.

To Prepare:

  • Access the      Social Work Case Studies media in the Learning Resources and explore the      case of Najeeb.

By Day 02/28/2022

Submit a 3- to 4-page paper analyzing the case and applying your perspective on spirituality. Be sure to address the following:

  • As a social      worker, would you include spirituality and religion in your initial      assessment of Najeeb? Why or why not?
  • What strategies      might you use to ensure that your personal values would not influence your      practice with Najeeb? How would these strategies support ethical practice?
  • How would you      address the crisis that Najeeb is experiencing?

Use the Learning Resources to support your analysis. Make sure to provide APA citations and a reference list.

Bottom of Form

Required Readings

Zastrow, C. H., Kirst-Ashman, K. K., & Hessenauer, S. L. (2019). Understanding human behavior and the social environment (11th ed.). Cengage Learning.

· Chapter 3, “Spotlight on Diversity: Relate Human Diversity to Psychological Theories” (pp. 112–114)

· Chapter 7, Sections “Review Fowler’s Theory of Faith Development,” “Critical Thinking: Evaluation of Fowler’s Theory,” and “Social Work Practice and Empowerment Through Spiritual Development” (pp. 339–342)

· Chapter 15, “Highlight 15.2: “Celebration of Life Funerals” (pp. 694–696)

Limb, G. E., Hodge, D. R., Ward, K., Ferrell, A., & Alboroto, R. (2018). Developing cultural competence with LDS clients: Utilizing spiritual genograms in social work practice. Journal of Religion and Spirituality in Social Work, 37(2), 166–181. https://doi.org/10.1080/15426432.2018.1448033

Oxhandler, H. K., Polson, E. C., & Achenbaum, W. A. (2018). The religiosity and spiritual beliefs and practices of clinical social workers: A national survey. Social Work, 63(1), 47–56. https://doi.org/10.1093/SW/SWX055

Pomeroy, E. C., Hai, A. H., & Cole, A. H., Jr. (2021). Social work practitioners’ educational needs in developing spiritual competency in end-of-life care and grief. Journal of Social Work Education, 57(2), 264–286. https://doi.org/10.1080/10437797.2019.1670306

Roh, S., Burnette, C. E., & Lee, Y.-S. (2018). Prayer and faith: Spiritual coping among American Indian women cancer survivors. Health and Social Work, 43(3), 185–192. https://doi.org/10.1093/hsw/hly015

Document: Life Span Interview (PDF)

Required Media

Walden University, LLC. (2021). Social work case studies [Interactive media]. Walden University Blackboard. https://class.waldenu.edu

· Navigate to Najeeb.

Follow Rubric

Submit a 3- to 4-page paper analyzing the case and applying your perspective on spirituality. Be sure to address the following: As a social worker, would you include spirituality and religion in your initial assessment of Najeeb? Why or why not?

15.75 (22.5%) – 17.5 (25%)

Response meets expectations and exceeds by synthesizing evidence from two or more scholarly sources to justify the position.

What strategies might you use to ensure that your personal values would not influence your practice with Najeeb? How would these strategies support ethical practice? 18.9 (27%) – 21 (30%)

Response meets expectations and exceeds by describing three or more strategies and/or clearly connecting each strategy to the Code of Ethics. Explanation draws on details and examples from the Learning Resources, peer-reviewed research, or other relevant sources. Two or more scholarly resources are used to support the response.

How would you address the crisis that Najeeb is experiencing?

18.9 (27%) – 21 (30%)

Response meets expectations and exceeds through details and examples from the Learning Resources, peer-reviewed research, or other relevant sources. Two or more scholarly resources are used to support the response.

Writing

9.45 (13.5%) – 10.5 (15%)

Paper meets length requirements, meets expectations, is generally error free (two or fewer), and further exceeds by showcasing an exemplary scholarly voice to develop its message or communicate ideas. Paper appropriately paraphrases sources, using one or less quotes. Presents polished APA Style. Citations, reference list, and paper formatting are generally error free (two or fewer). Tone and presentation of ideas are free from bias and objective, unless otherwise directed in the prompt.

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Assignment: Spirituality and Social Work Practice 6210 Week 9

 

Because it may be a significant part of a client’s social environment, spirituality plays a vital role in your understanding of the client, their needs, and potential treatment. Consider this example: A social worker recognizes a client’s strong Baptist faith; the social worker then facilitates services through the Baptist Church so as to build on an already established connection.

Being culturally sensitive by respecting your clients’ spirituality and religious traditions is an important professional competence. Applying your spiritual awareness to a specific client case, however, may require even greater skill. In this Assignment, you consider how you might address a client’s crisis that includes a spiritual or religious component.

 

To Prepare:

  • Access the Social Work Case Studies media in the Learning Resources and explore the case of Najeeb.

By Day 02/28/2022

 

Submit a 3- to 4-page paper analyzing the case and applying your perspective on spirituality. Be sure to address the following:

  • As a social worker, would you include spirituality and religion in your initial assessment of Najeeb? Why or why not?
  • What strategies might you use to ensure that your personal values would not influence your practice with Najeeb? How would these strategies support ethical practice?
  • How would you address the crisis that Najeeb is experiencing?

 

Use the Learning Resources to support your analysis. Make sure to provide APA citations and a reference list.

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Required Readings

Zastrow, C. H., Kirst-Ashman, K. K., & Hessenauer, S. L. (2019). Understanding human behavior and the social environment (11th ed.). Cengage Learning.

  • Chapter 3, “Spotlight on Diversity: Relate Human Diversity to Psychological Theories” (pp. 112–114)
  • Chapter 7, Sections “Review Fowler’s Theory of Faith Development,” “Critical Thinking: Evaluation of Fowler’s Theory,” and “Social Work Practice and Empowerment Through Spiritual Development” (pp. 339–342)
  • Chapter 15, “Highlight 15.2: “Celebration of Life Funerals” (pp. 694–696)

Limb, G. E., Hodge, D. R., Ward, K., Ferrell, A., & Alboroto, R. (2018). Developing cultural competence with LDS clients: Utilizing spiritual genograms in social work practice. Journal of Religion and Spirituality in Social Work, 37(2), 166–181. https://doi.org/10.1080/15426432.2018.1448033

 

Oxhandler, H. K., Polson, E. C., & Achenbaum, W. A. (2018). The religiosity and spiritual beliefs and practices of clinical social workers: A national survey. Social Work, 63(1), 47–56. https://doi.org/10.1093/SW/SWX055

 

Pomeroy, E. C., Hai, A. H., & Cole, A. H., Jr. (2021). Social work practitioners’ educational needs in developing spiritual competency in end-of-life care and grief. Journal of Social Work Education, 57(2), 264–286. https://doi.org/10.1080/10437797.2019.1670306

 

Roh, S., Burnette, C. E., & Lee, Y.-S. (2018). Prayer and faith: Spiritual coping among American Indian women cancer survivors. Health and Social Work, 43(3), 185–192. https://doi.org/10.1093/hsw/hly015

 

Document: Life Span Interview (PDF)

 

Required Media

Walden University, LLC. (2021). Social work case studies [Interactive media]. Walden University Blackboard. https://class.waldenu.edu

 

Follow Rubric

 

Submit a 3- to 4-page paper analyzing the case and applying your perspective on spirituality. Be sure to address the following: As a social worker, would you include spirituality and religion in your initial assessment of Najeeb? Why or why not?

15.75 (22.5%) – 17.5 (25%)

Response meets expectations and exceeds by synthesizing evidence from two or more scholarly sources to justify the position.

 

What strategies might you use to ensure that your personal values would not influence your practice with Najeeb? How would these strategies support ethical practice? 18.9 (27%) – 21 (30%)

Response meets expectations and exceeds by describing three or more strategies and/or clearly connecting each strategy to the Code of Ethics. Explanation draws on details and examples from the Learning Resources, peer-reviewed research, or other relevant sources. Two or more scholarly resources are used to support the response.

 

 

 

 

How would you address the crisis that Najeeb is experiencing?

18.9 (27%) – 21 (30%)

Response meets expectations and exceeds through details and examples from the Learning Resources, peer-reviewed research, or other relevant sources. Two or more scholarly resources are used to support the response.

 

Writing

9.45 (13.5%) – 10.5 (15%)

Paper meets length requirements, meets expectations, is generally error free (two or fewer), and further exceeds by showcasing an exemplary scholarly voice to develop its message or communicate ideas. Paper appropriately paraphrases sources, using one or less quotes. Presents polished APA Style. Citations, reference list, and paper formatting are generally error free (two or fewer). Tone and presentation of ideas are free from bias and objective, unless otherwise directed in the prompt.

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Process Recordings

Process Recordings

A process recording is a written tool used by field education experience students, field instructors, and faculty to examine the dynamics of social work interactions in time. Process recordings can help in developing and refining interviewing and intervention skills. By conceptualizing and organizing ongoing activities with social work clients, you are able to clarify the purpose of interviews and interventions, identify personal and professional strengths and weaknesses, and improve self-awareness. The process recording is also a useful tool in exploring the interpersonal dynamics and values operating between you and the client system through an analysis of filtering the process used in recording a session.

For this Assignment, you will submit a process recording of your field education experiences specific to this week.

(Please see attached examples as to how assignment should be done).

Note: You are submitting a written transcript, not an audio or video recording.

The Assignment (2–4 pages) (Blank template is attached):

· Provide a transcript of what happened during your field education experience, including a dialogue of interaction with a client (students internship is an inpatient mental health hospital as a therapist. Serving clients with mental health and substance abuse).

· Explain your interpretation of what occurred in the dialogue, including social work practice theories, and explain how it might relate to diversity or cultural competence covered this week.

· Describe your reactions and/or any issues related to your interaction with a client during your field education experience.

· Explain how you applied social work practice skills when performing the activities during your process recording.

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Template

Client information and presenting issue:  Sally Mae is an African American 26-year-old gay female who has been homeless for the past 6 months.  Most of that time has been spent couch surfing between the homes of friends.  She has a history of substance abuse, battery, assault, and juvenile justice as a teen and is currently on probation stemming from an altercation with her mother. Sally Mae’s mother and step-father highly disapprove of her “lifestyle” and refuse to let her remain at home due to it. In an effort to get Sally Mae off the streets her probation officer, Mike, suggested she join a program that she recently heard about, Turning Point.

 

Any relevant information about setting and demographics:  An interview with Sally Mae was arranged between myself, Laura, and Mike.  The agreed upon location was a at Coastal Harbor Behavior Health conference room which the inpatient facility client was recently admitted to in an attempt of overdose. When Mike arrived, I escorted him into the conference room where Sally Mae and Laura were seated.  We promptly stood up as we greeted Mike and Laura. The following conversation picks up after the initial greetings had taken place and the interview/assessment had started.

 

Dialogue Identify skills, techniques and theories, Analysis/assessment of dialogue Personal reactions and self-reflection to the interaction
Mike: Sally Mae, we aren’t sure what you know about Turning Point.  Can you share what you know, if anything at all.

 

 

     
Sally Mae: The most that I know is this place you name is a home for homeless gay kids like me. That’s it.

 

 

     
Mike:  Yes, they do provide a safe place for gay individuals, and for the rest of the LGBTQ community.  Along the way we will work with you to establish and meet goals that are important to you. There are of course rules that must be followed.      
 

 

 

     
 

 

 

     
 

 

 

     
 

 

 

     
 

 

 

     
 

 

 

     
 

 

 

     
 

 

 

     
 

 

 

     
 

 

 

     

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6210 Week 3 Discussion 1 & 2 Response

6210 Week 3 Discussion 1 & 2 Response

Discussion – Week 3 Discussion 1 & 2Top of Form

Discussion 1: Mental Health and the Family

The unique pressures of young and middle adulthood—financial and career ambitions, building a family, caring for older relatives—can contribute to mental health and substance use issues. It is important to remember that these issues affect not only the individual but also loved ones living in the same home such as partners and children.

In cases of mental health and substance use, social workers can use psychoeducation with family members to provide information about a mental health issue and treatment. When using this intervention, social workers must adapt it to the specific family members, accommodating their cognitive level and age.

For this Discussion, you analyze a case in which a returning soldier, who is also a husband and father, experiences mental health symptoms resulting from combat.

By 12/18/2021
Respond to two colleagues by critiquing their strategies for applying psychoeducation and providing suggestions for how to approach the situation differently. Additionally, share at least one community resource in your area that could help Marcus and his family.

Use the Learning Resources to support your posts. Make sure to provide APA citations and a reference list.

Discussion 1 Colleagues1: Kenchelle Wells

In what ways has trauma impacted Marcus’s daily functioning? Trauma can occur to anyone and at any time and this is especially true for military families (Herzog et al,2020). Marcus’s trauma comes from him being deployed multiple times in battle zones overseas. His daily functioning has been tremendously impacted because of the deployments. He is having issues adjusting to daily life since returning home. Marcus is having a hard time connecting with his wife and son the way he would like to. He loves his wife but doesn’t know how to connect with her anymore and he also is having a hard time being an attentive father. Marcus is also having a hard time staying motivated in life. He wants to find employment and continue his education, but he just can’t find it within himself to do those things that he has a desire to do. Marcus’s trauma also has him staring off into space at times, as well as difficulty sleeping because of nightmares. He has lost weight and feels as though as he has a short fuse and could go off at a moment’s notice.

Describe how you as the social worker would integrate elements of psychoeducation with Marcus and his family. 

As the social worker to Marcus and his family the elements of psychoeducation that I would integrate would be trauma-informed care. Trauma-informed care also known as TIC, “can be conceptualized as the contextual framework in which trauma impacted individuals are treated” (Herzog et al, 2020). The goal of working with Marcus and his family is to get them both to understand how the other is feeling and how to work together to help the other. In order to do this, each person must identify that there is trauma in their lives. Once this has been accepted by everyone than I can move on to helping them with what they are going through. Educating Marcus and his family on what he is going through and how it affects him as well as them is key to their treatment.

How would you adapt psychoeducation for the cognitive level of the family member? 

I would use psychoeducation to make sure that the family is informed on what can happen when a person goes through the type of trauma, like Marcus has been through. Making sure that his wife is informed on how to deal with trauma will help her when she sees Marcus losing focus or feeling unmotivated. If she knows what to look for then she will be able to help him on his treatment journey. She may also need counseling as well. I would suggest both individual and group therapy. That way she can hear from individuals who are going through the same thing that she is.

Herzog, J.R., Whitworth, J.D., &Scott, D.L. (2020). Trauma informed care with military populations. Journal of Human Behavior in the Social Environment, 30(3), 265-278. https://doi.org/10.1080/10911359.2019.1679693

Walden University, LLC. (2021). Social work case studies [Interactive media]. https://class.waldenu.edu Bottom of Form

Discussion 1 Colleagues 2: Tamika Dukes

RE: Discussion 1 – Week 3

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Military life can be stressful. The transition from the military into civilian life poses significant and predictable challenges for military families (Sherman, M. D., & Larsen, J. L. (2018).). The social environment of the military changed the psychological functioning for Marcus. After arriving home after an extended period, he felt different because he had gotten used to the harsh conditions. He was finding it hard to adjust to a domestic wife. He did not feel the emotional attachment with his wife that he had previously had, even though he still loved her. He also did not pay much attention to his son.  Instead of Marcus going to look for a job or enroll in a course, he spent most of the time smoking cigarettes thinking about his past life. He also found it difficult to sleep, lost his appetite, and reported feeling constantly nervous. The battlefield trauma left deep emotional scars that impact their ability to function in civilian life. He also was involved in an explosion caused by improvised explosive devices where he got injuries of the ear and mild traumatic brain injury which affected him psychologically.

Military members, veterans, and their families will often not understand the proper sources and etiology of the trauma symptoms they are experiencing (Herzog, J., Everson, B., & Whitworth, J. (2011).  A psychoeducation program will be essential to help the military members and their families understand the valid sources and etiology of the symptoms of trauma experienced by Marcus. When this psychoeducation is done in a military-culturally sensitive, human-centered, and relationship-focused manner, it has been found to help these clients build resiliency as they respond to their trauma experience(s) (Whitworth, 2016). they can cope with the symptoms, and also the program will also help them not to blame themselves for the difficulties they are experiencing. The program will also enable Marcus to explain their responses. It will make him understand the connection between the traumatic experiences in the military and the symptoms. The symptoms can be transformative, and they can facilitate healing. The psycho-educational program must focus on the sensitivity of the military culture; it should be human-centered, meaning that it has to focus on the physical, culture, and the society where Marcus and his wife come from. The family will finally be able to build resiliency as they respond to the experience of trauma. (Zastrow, 2019)

References

Herz. Herzog, J.R., Whitworth, J.D., Scott, D.L. (2020). Trauma Informed care with military   population https://doi.org/10.1080/10911359.2019.1679693

Sherman, M. D., & Larsen, J. L. (2018). Family-focused interventions and resources for veterans and their families. Psychological Services15(2), 146–153.  https://doi.org/10.1037/ser0000174

Zastrow, C., Kirst-Ashman, K. K., & Hessenauer, S. L. (2018). Empowerment Series: Understanding Human Behavior and the Social Environment (11th Edition). Cengage Learning US. https://mbsdirect.vitalsource.com/books/9781337670722

Discussion 2: Characteristics of Midlife Crises

Picture someone standing in the middle of a bridge. First, they look back at where they have been and what they have done along the way to that point; then they look forward, seeing what little space they have left to travel and considering the extent they will be able to make the journey meaningful. If the bridge represents life, the person stuck in the middle, in a period of uncertainty and evaluation, is someone in a midlife crisis.

The phenomenon is often portrayed in popular media: a middle-aged man buys a sportscar, has an extramarital affair, and begins socializing with the younger generation. But what exactly is a “midlife crisis,” and why does it occur? While some researchers question the term, stating that such crises are not necessarily limited to midlife, it is believed to be experienced by a sizable segment of the population. However, the crisis may look different from person to person.

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By 12/17/2021
Respond to two colleagues by respectfully agreeing or disagreeing with their characterization of a midlife crisis. Also offer additional insight about how social workers can help people through midlife crises.

Use the Learning Resources to support your posts. Make sure to provide APA citations and a reference list.

Discussion 2 Colleagues 1: Mamie Jackson

“Signs of a midlife crisis can range from mild to severe, including Exhaustion, boredom, or discontentment with life or with a lifestyle (including people and things) that previously provided fulfillment. Frantic energy; feeling restless and wanting to do something completely different.” (https://www.psychologytoday.com/us/conditions/midlife/).

Many people between the ages of 45-65 tend to have the experience of feeling like they have not accomplished everything they wanted to in their time here on the earth. And many of them are experiencing children leaving the nest- or becoming empty nester. Some may feel unhappy with their jobs, unvalidated in their marriages, and begin thinking about the impending growing old stages, and eventual loss of much of their independence, after retirement.

Men tend to want to experience being younger and may begin to work out more- buy a sports car or a flashier car – and may even begin an affair with a younger woman.

Women tend to have more mood swings, anxiety, weigh loss or gain, depression, sleep issues, and may withdraw from their regular routines.

“A midlife crisis often involves mood irregularities (notably increased anger or irritability, anxiety, or sadness), weight loss or gain, sleep disruption, and withdrawal from the regular routine and relationships. People experiencing the middle-age slump generally have an urgent desire to make some drastic change.”

(https://www.psychologytoday.com/).

Some psychological and social factors of a midlife crisis tend to be brought on by factors such as life changing events- divorce, job loss, the death of a loved one, or moving or relocating to a new city or town. Psychologically this is a period of transition- when a person is still trying to hold on to their younger selves- while facing the aging process of growing old. “Socially and emotionally, the middle-aged brain is calmer, less neurotic, more capable of managing emotions, and better able to negotiate social situations.” (Phillips, 2011). Other physical symptoms may include a change in sleeping habits, feeling tired or hopeless, anxiety or irritable, feeling helpless or worthless. (https://www.webmed.com).

Social workers can help clients going through midlife crisis- by showing compassion while their client is going though such difficult times. Working to help the client to prioritize the positive things in their lives, and work to practice positive thinking, being mindful of how they speak to others, especially their spouse- and to work on their mental health- though counseling or medication to help with their depression and anxiety.

Discussion 2 Colleagues2: McKayla Drew Top of Form

Levinson believed in the concept of “life structure,” where “a person’s life structure shapes and is shaped by the person’s interaction with the environment” (Zastrow et al., 2019). Levinson also believed that a midlife crisis was a normal part of development as a person becomes more aware of how much time has passed by and how much time is left (Levinson, 1978). Specific characteristics that can occur during a midlife crisis include depression, fatigue, hopelessness, anxiety, irritability, helplessness, worthlessness, and restlessness (GoodTherapy, 2019). Physical, psychological, and emotional changes can occur during middle adulthood among men and women (Zastrow et al., 2019). Since middle adulthood generally ranges from thirty to sixty-five years of age, changing levels of testosterone and estrogen impacts an individual both physically and mentally (Zastrow et al., 2019). With varying physiological and psychological changes with aging for men and women, midlife crises have different characteristics in different genders (Zastrow et al., 2019).

Men and women both experience biological changes as they age, which will impact their social and emotional functioning. For example, men will go through male climacteric around forty to fifty years of age (Zastrow et al., 2019). As testosterone levels start to decrease in the male body, they will begin to experience physical and psychological changes (Zastrow et al., 2019). During this time, men will begin to reevaluate their life choices (Zastrow et al., 2019). A prominent part of male climacteric is due to depression brought on by a fear of aging (Zastrow et al., 2019). Men may also experience divorce, affairs, accidents, substance abuse, alcohol abuse, self-harm, suicide, high financial spending, and career changes as well (Zastrow et al., 2019). Women will also experience female climacteric, more commonly known as menopause (Zastrow et al., 2019). Menopause usually occurs around the age of fifty but can occur earlier or later depending on genetics (Zastrow et al., 2019). As estrogen levels begin to decrease in the female body, they will also start to experience physical and psychological changes. During this time, women will experience physical effects like hot flashes. Women can also feel psychological symptoms like anxiety, depression, low self-worth, lack of fulfillment, and no longer feeling needed (Zastrow et al., 2019). If both men and women are emotionally accepting of their respective climacteric phases, their negative social and emotional feelings will be far less (Zastrow et al., 2019).

A social worker can help individuals navigate a midlife crisis by using empowerment and a strengths-based approach. Assisting an individual to recognize all of the successes they have experienced could help to reduce negative self-thought. An additional option could include group therapy sessions so that this individual does not feel alone while going through this new phase in their life. A social worker can also educate clients on the physiological changes that their body is going through and help them establish proper primary medical care if they do not have any.

References

GoodTherapy. (2019). Midlife crisis. Therapy for Midlife Crisis. Retrieved from https://www.goodtherapy.org/learn-about-therapy/issues/midlife-crisis

Levinson, D. J. (1978). The seasons of a man’s life: With Charlotte N. Darrow A. O. Knopf.

Zastrow, C. H., Kirst-Ashman, K. K., & Hessenauer, S. L.  (2019). Understanding human behavior and the social environment (11th ed.). Boston, MA: Cengage Learning.

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FOLLOW RUBRIC 

Initial Posting: Content

14.85 (49.5%) – 16.5 (55%)

Initial posting thoroughly responds to all parts of the Discussion prompt. Posting demonstrates excellent understanding of the material presented in the Learning Resources, as well as ability to apply the material. Posting demonstrates exemplary critical thinking and reflection, as well as analysis of the weekly Learning Resources. Specific and relevant examples and evidence from at least two of the Learning Resources and other scholarly sources are used to substantiate the argument or viewpoint.

Follow-Up Response Postings: Content

6.75 (22.5%) – 7.5 (25%)

Student thoroughly addresses all parts of the response prompt. Student responds to at least two colleagues in a meaningful, respectful manner that promotes further inquiry and extends the conversation. Response presents original ideas not already discussed, asks stimulating questions, and further supports with evidence from assigned readings. Post is substantive in both length (75–100 words) and depth of ideas presented.

Readability of Postings

5.4 (18%) – 6 (20%)

Initial and response posts are clear and coherent. Few if any (less than 2) writing errors are made. Student writes with exemplary grammar, sentence structure, and punctuation to convey their message.

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Discussion 1 – Week 3 My Discussion

Discussion 1: Mental Health and the Family

 

Mental health

Due to the explosives and combat that Marcus was exposed to, his mental wellbeing was affected. In addition, during the explosions, Marcus experienced a traumatic brain injury. Through these traumatic events, his mental wellbeing was affected, which is why he started feeling distant from his wife and being an unattentive father with his son. The social environment experienced during his deployment left him with post-trauma due to the horrible things that happened, such as the bl; arts and the wounds caused by the shrapnel from the improvised explosive devices. Trauma has harmed life of Marcus. Firstly he had a goal to continue with education and employment. When he returned, the motivation to chase these dreams disappeared (Curwen et al., 2018). This is because his mind was carried away by events, his deployment experiences, and the trauma he was experiencing. Due to trauma, although he loved his wife, he felt disconnected from her, and also, he was unattentive to his son. He spent most of his time smoking cigarettes on his back porch and staring at the space. He also had nightmares and lost sleep as the post-traumatic stress.

As a social worker, I would try to inform Marcus on his evaluation areas, such as neurological and physical education. Due to his history of traumatic brain injury, I would ensure he gets examined to rule out the probability of behavioral and cognitive complications. Afterward, I would use cognitive behavioral therapy to evaluate the intrusive memories that he experiences the combat experiences and the emotional numbing. I would also use cognitive behavioral therapy to ensure that the irrational and negative thoughts are dismantled. The treatment would also replace his negative thoughts with more positive ones. Also, I would include his family in the treatment to ensure he gets maximum support from them.

 

References

Curwen, B., Palmer, S., & Ruddell, P. (2018). Brief cognitive behavior therapy. Sage.

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Discussion 2 – Week 3 Discussion 2 My Discussion

Discussion 2: Characteristics of Midlife Crises

 

 

Midlife crises have different characteristics in different genders. There are different characteristics of a midlife crisis, including depression which involves a change in eating habits, fatigue, change in sleeping habits, hopelessness, anxiety, feelings of pessimism, restlessness, irritability, feeling of worthlessness and helplessness, and the person also losses interest in activities that the person once enjoyed such as hobbies. While the feelings may be the same in men and women, men experience less anger and irritability. Women also experience more tearfulness. Women experience a midlife crisis when they are almost near their menopause. This means they are affected by the issues of menopause as well as the midlife crisis. Therefore it is more intense and affects their midlife experiences compared to men. There are also different experiences in women due to social factors than men; women experience more intense feelings than men because even socially, their activity has decreased.

As a social worker, one can help a p[erson in a midlife crisis by recognizing the signs of changes in the person. The social worker can recognize changes in a person such as irritability, signs of hopeless and anxiety. When the change is recognized, the social worker can devise a strategy to help (Chang 2018).  In addition, helping people with mental health and poverty eradication can be good. This is because, at this age, people are most likely to undergo stress and anxiety; if poverty is involved, then the person may undergo emotional turmoil. When a person is undergoing a midlife crisis, it is essential to empower them as social workers to ensure they have a different view on life and overcome the changes they experience. People undergoing midlife crises may be put down by judgment; therefore, creating awareness so that people do not judge others can create a good environment that allows people to overcome the midlife crisis.

 

References

Chang, H. K. (2018). Influencing factors on mid-life crisis. Korean Journal of Adult Nursing, 30(1), 98-105.

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hmgt 400 exercise 4

hmgt 400 exercise 4

Instructions

Download file from here: WeeklyExercise-Questions

Download data file from here: HMGT400HOSPITAL

Video: https://youtu.be/AT8BiEBqeVg

Instruction: Step-by-Step-Guideline

Video: https://youtu.be/AT8BiEBqeVg

Download codes from here: E4-Codes

Download codes from here without running DYPLR package:E-Codes-No-Dplyr

 

Week 1, Exercise:

The attached dataset, provides some information about hospitals in 2011 and 2012, download the data and then complete the descriptive table. Please use the following format to report your findings.

Table 1. Descriptive statistics between hospitals in 2011 & 2012

Variables 2011 2012 p-value
  N Mean St. Dev N Mean St. Dev  
Hospital beds 1505 376.6086 560.8998 1525 376.8 579.8366  < 2.2e-16
Number of paid Employee 1498 1237.276 1615.797 1515 1491.121 1961.637  < 2.2e-16
Number of non-paid Employee 30 39.973 72.58805 30 44.76976 81.29861 6.653e-05
Total hospital cost 1505 216873322 304570722 1525 214748023 294143536 < 2.2e-16
Total hospital revenues 1505 228706319 323339811 1525 229978391 321273114 < 2.2e-16
Available Medicare days 1499 16739.16 19214.29 1516 17110.14 19765.74 < 2.2e-16
Available Medicaid days 1484 5301.199 9207.699 1501 5366.333 9340.373 < 2.2e-16
Total Hospital Discharge 1500 9492.326 10898.6 1517 9544.051 10994.17 < 2.2e-16
Medicare discharge 1499 3230.624 3388.957 1516 3598.248 3785.675 < 2.2e-16
Medicaid discharge 1481 1130.727 1757.158 1498 1119.547 1740.423 < 2.2e-16

 

Based on your findings in which years hospitals had better performance? Please write a short paragraph and describe your findings.

The hospitals had better performance in 2012 compared to 2011. The mean number of hospital beds in 2012 was slightly higher than the mean number of hospital beds in 2011. In terms of revenue, the mean revenue in 2012 was higher than the mean revenue in 2011. The total cost in 2011 was also higher than the total cost in 2012. For these variables, the p. Value is less than 0.05 hence the null hypothesis is not rejected at 95% confidence interval. This implies that the means between the two groups are not different.

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Week 2, Exercise:

Use the dataset from week1 exercise and then answer the following questions:

  • Compare the following information between teaching and non-teaching hospitals.
  • What are the main significant differences between teaching and non-teaching hospitals? (use ttest)
  • Comparing hospital net-benefit which hospitals has better performance? To answer this question first compute the hospital net benefits with subtracting hospital costs and revenues and then use ttest to compare the significant differences between teaching and non-teaching hospitals.

 

  • Use a box-plot and compare hospitals-cost and hospital-revenues between teaching and non-teaching hospitals.

The costs were higher for teaching hospitals (1) compared to non-teaching hospitals (0)

 

The Revenues were higher for teaching hospitals (1) compared to non-teaching hospitals (0)

 

 

  • Write a short paragraph and describe your findings.

Based on the t-.test results shown below, there were no significant differences between teaching and non-teaching hospitals for all the variables. This is because as shown below, the p.value is less than 0.05 hence at 95% confidence Interval, we do not reject the null hypothesis (There is no significant difference in the means).

 

For the hospital net benefit, the p. value is also less than 0.05 hence at 95% confidence interval, the null hypothesis is not rejected, hence there is no significant difference between teaching and non-teaching hospitals in terms of performance.

 

Table 2. Descriptive statistics between teaching and non-teaching hospitals, 2011 & 2012

Variables Teaching Non-Teaching p-value
  N Mean St. Dev N Mean St. Dev  
Hospital Characteristics 936 5.554487 1.743811 2094 3.637058 1.733039 < 2.2e-16
Hospital beds 936 549.0256 605.0675 2094 299.6791 536.7652 < 2.2e-16
Number of paid Employee 929 2475.563 2550.745 2084 869.8128 1001.237 < 2.2e-16
Number of non-paid Employee 30 57.08453 101.8859 30 27.65823 32.58495 6.653e-05
Internes and Residents 617 124.8958 179.446 308 41.52964 96.46728 < 2.2e-16
System Membership 936 0.6698718 0.4705105 2094 .5773639 0.4940966 < 2.2e-16
               
Total hospital cost 936 392976714 424408629 2094 136608825 169943309 < 2.2e-16
Total hospital revenues 936 417498875 457483256 2094 145244082 184064399 < 2.2e-16
Hospital net benefit 936 24522169 52182871 2094 8635291 30582257 < 2.2e-16
               
Available Medicare days 929 28825.6 24287.36 2086 11626.08 13979.94 < 2.2e-16
Available Medicaid days 929 10372.87 13102.66 2056 3057.124 5538.334 < 2.2e-16
               
Total Hospital Discharge 929 16649.56 13564.48 2088 6345.484 7654.591 < 2.2e-16
Medicare discharge 929 5571.574 4247.162 2086 2455.252 2773.352 < 2.2e-16
Medicaid discharge 929 2011.146 2310.712 2050 723.5776 1227.923 < 2.2e-16

(Note: Master RStudio script is available for this exercise, but you need to modify that for this analysis)

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Week 3 Exercise:

The dataset provides Herfindahl–Hirschman Index, and herfindahel index categories, please use the herf_cat variable and answer the following questions:

Note: “The Herfindahl–Hirschman Index is a commonly accepted measure of market concentration used by antitrust enforcement agencies and scholars in the field. The HHI is calculated by squaring the market share of each firm competing in the market and then summing the resulting numbers” (NASI, 2015; pp: 14-16).  read more from here:

https://www.urban.org/sites/default/files/publication/50116/2000212-Addressing-Pricing-Power-in-Health-Care-Markets.pdf

For this exercise you do not need to compute the HHI, but if you have any questions, please do not hesitate to ask me, but try to learn more about this you will need that to report your findings.

Use the dataset from week1 exercise and then answer the following questions:

 

 

  1. Compare the following information between hospitals located in high, moderate and low competitive markets? (table 1)

 

 

 

 

Table 3. Comparing hospital characteristics and market, 2011 and 2012

Variables High Competitive Market Moderate Competitive Market Low Competitive

Market

ANOVA (results)
  N Mean STD N Mean STD N Mean STD  
Hospital Characteristics                    
Hospital beds 219 130.9178 386.1857 1332 420.5188 594.2665 1479 373.6403 562.2281 F value=6.3724

P value=0.01164

Number of paid Employee 219 499.8935 813.2644 1324 1570.1115 1954.9221 1470 1308.9686 1722.4468 F value=3.0271

P value=0.08198

Number of non-paid Employee 0 Null Null 25 35.87832 30.50019 35 47.00928 97.11851 F value=0.3055

P value=0.5826

Internes and Residents 22 38.32182 45.60323 423 112.20558 176.11024 480 86.55375 149.89660 F value=1.9973

P value=0.1579

System Membership 219 0.4246575 0.4954233 1332 0.6073574 0.4885218 1479 0.6315078 0.4825590 F value=21.572

P value=3.553e-06

                     
Total hospital cost 219 73687086 121326585 1332 255520655 341985822 1479 201077823 267368743 F value=0.83

P value=0.3623

Total hospital revenues 219 17.48018 1.029278 1332 18.71215 1.461939 1479 18.39917 1.627141 F value=4.4126

P value=0.03576

Hospital net benefit 219 4013058 19021599 1332 15320472 39434375 1479 13353106 41078313 F value=1.8043

P value=0.1793

                     
Available Medicare days 219 5377.214 9993.885 1324 18983.776 20297.62 1472 16792.697 19219.182 F value=12.292

P value=0.0004616

Available Medicaid days 217 1416.413 4429.091 1317 6553.995 10676.835 1451 4812.455 8164.626 F value=0.0876

P value=0.7673

                     
Total Hospital Discharge 219 2607.836 5065.392 1326 11100.959 11741.300 1472 9120.806 10397.483 F value=6.1548

P value=0.01316

Medicare discharge 219 1067.938 1753.820 1324 3781.610 3652.702 1472 3435.407 3623.243 F value=19.615

P value=9.81e-06

Medicaid discharge 217 309.8802 748.9359 1334 1324.1560 1961.7498 1448 1066.6464 1605.2900 F value=2.4087

P value=0.1208

                     
Herfindahel index 219 1.963470 0.1880338 1332 1.668919 0.6663497 1479 1.697769 0.6392140 F value=9.3585

P value=0.002239

 

  1. What are the main significant differences between hospitals in different markets? (use Anova test)

Hypothesis statement

 

H0: There is no significant difference between the three competitive market levels

H1: There is a significant difference between the competitive market levels

 

The main significant difference among the three different markets are on variables Hospital beds, System membership, total hospital revenues, Available medical days, Total hospital discharge, Medicare discharge and Herfindahel index. On these 7 variables the P values are less than the level of significance of 0.05 in all cases, therefore we reject the null hypothesis and conclude that there is a significant difference in the three market levels on these 7 variables. On the rest on the variables the P value of the Anova tests is greater than the level of significance of 0.05 hence we do not reject the null hypothesis and therefore conclude that there is no significant difference.

 

  1. Use the density curves and compare hospitals cost and revenues between three markets.

For hospital cost as competition reduces the mean of the total hospital increases. This is evident by the decreasing frequency on figure 5.

For the hospital revenue, from the descriptive statistics it is clear high competitive have markets have the least revenue and moderate competitive markets have the greatest revenue. This has clearly been brought out by the distribution on figure 6.

 

  1. What is the impact of being in high-competitive market on hospital revenues and cost? Do you think being in high-competitive market has positive impact on net hospital benefits? What about the number of Medicare and Medicaid discharge? Do you think hospitals in higher completive market more likely to accept more Medicare and Medicaid patients? What are the impact of other variables? Please discuss your findings in 1-2 paragraphs

 

(Note: to answer to the last question, please compute the ratio-medicare-discharge and ratio-medicaid-discharge first and then run 2 ttest ) high vs. moderate and high vs. low competitive market), please support your findings with box-plot

 

In high competitive market both the total hospital cost mean and the total hospital revenue mean are lowest compared to the other two levels of market. This implies that” a high competitive market leads to low hospital cost and subsequent low revenue. This is despite the fact that Anova test shows that total hospital cost shows there is no significant difference in the three market levels while total hospital revenue shows a significant difference.

 

The mean net hospital benefit in high competitive market is 4,013,058, that of moderate competitive market is 15,320,472 and in low competitive market is 13,353,106. It is very clear that net hospital benefit is lowest in high competitive market from the mean. This implies that a high competitive market does not have a positive impact on the net hospital benefit. Despite this, there is no significant difference in net hospital benefit in the three competitive market levels.

 

The medicare discharge is lowest at the highest competitive market level(0) and greatest at moderate competition market level (1)

 

The medicaid discharge is lowest at the highest competitive market level (0) and greatest at moderate competition market level (1) although the difference in moderate competitive market level (1) and low competitive level (2) is minimal.

 

I believe hospitals in higher competitive market are more likely to accept more Medicare and Medicaid patients due to the low mean discharges at the high competitive market which implies there should be room to accept more Medicare and Medicaid discharges

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