Expert answer:i need proof reader for a social work paper on ass
Expert answer:This is the second paper im turning in so you may be confused about the clients history, this draft is really rough, its gonna prob need editing and i want feedback thanku
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Integrative Assignment 2
Social Work Practice I
NAME
Fall 2017
Brief Summary of the Client and Problem
AB is a 19-year-old male who is a high school dropout, on probation, has a history of
criminal activity, and aggression issues. He is currently homeless, and has been staying in either
shelters or on friends’ couches. He recently had a fallen out with his mother and sister that led to
him being homeless. He grew up in the urban area of Camden, and has been exposed to a lot of
community violence as well as criminal activity. His probation officer expressed that this is AB’s
last chance to comply with a program, since he has failed to do so in many prior programs.
Brief Summary of the Case Theory and Key Words
Applying behavior theory and modeling (Walsh, 2006), AB has grown up in a violent
environment that has taught him to respond with violence when he is upset or bothered by
someone or something. He also feels that his peers respect him and give him attention for being
tough, the attention the client is receiving is negative attention (Walsh, 2006). By
applying Social Constructionism (Wood & Tully, 2006), it helped me to understand the client’s
environment has a lot to deal with his presenting problems. He has grown up in an urban area,
making his living situation unsafe, his school unstructured, and his employment opportunities
limited. By applying cognitive theory, I was able to identify that, AB has a very negative outlook
and thinking on his circumstances. When difficult situations arise, his reaction is the act out on
his anger. Rather than acknowledging the positive opportunities that arise, he only focuses on the
negative (Walsh, 2006).
This also reflects “all or none” thinking as explained by cognitive theory (Walsh, 2006).
Research Topic and Research Questions
To design interventions for AB, these are some questions to explore: What are some
strategies to engage with adolescents who have had previous negative experiences in therapeutic
environments? What interventions work better to help adolescence learn how to deal with things
without violence? What interventions work better to help improve negative self-talk and negative
outlook? What are the best ways to have AB engage with his mother, sister, and other supports?
Literature Review – What the Evidence Shows
Adolescents who are exposed to violence during childhood are at an increased risk for
developing posttraumatic stress (PTS) symptoms. The literature suggests that violence exposure
might also have negative effects on school functioning, and that PTS might serve as a potential
mediator in this association (McGill et al., 2014). Much of research on chronic community
violence exposure focuses on ethnic minority, impoverished, and/or crime-ridden communities
while treatment and prevention focuses on the perpetrators of the violence, not on the youth who
are its direct or indirect victims. School-based treatment and preventive interventions are needed
for children at elevated risk for exposure to community violence (Cooley-Strickland,
2009). Stress theory has been primarily used as the theoretical foundation to investigate the
emotional and behavioral effects of children’s exposure to community violence (Horn and
Trickett 1998). Substance abuse, depression, and anxiety can all be triggered by growing up in a
violent community.
Using the Social Constructionism theory, the therapist and client can discuss the
internalization of disempowering beliefs by collaborating with the client to question socially
generated “truths” and their relevance in their situation (Miley, O’Melia, & Dubois, 2017). We
discussed the positive things going on in his community and different ways he could be a part of
these positive community experiences.
Several studies have documented both externalizing and internalizing difficulties among
socially aggressive adolescents. For example, research has revealed positive associations with
externalizing behavior anger to provocation, callous-unemotional traits, lower empathy, social
anxiety, and negative self-representation (Longa, 2011). The exposure of violence around an
adolescent all the time may lead the adolescent to model that behavior, therefore, the therapist
should begin modeling a relationship emphasizes mutual trust, respect, and healthy peer and
authority relations.
CBT (cognitive behavioral theory) is a very popular intervention approach that was
pioneered by Beck in 1960. According to Beck’s model, these maladaptive cognitions include
general beliefs, or schemas, about the world, the self, and the future, giving rise to specific and
automatic thoughts in particular situations. The basic model posits that therapeutic strategies to
change these maladaptive cognitions lead to changes in emotional distress and problematic
behaviors.
Many studies have confirmed the efficacy of cognitive behavioral therapy (CBT) as a
treatment for depression. Findings suggested that problem-solving appraisal might play an
important part in CBT for depression reduction. Furthermore, CBT seemed to have a ceiling
effect on improving individuals’ problem-solving appraisal (Chen, Jordan, Thompson, 2006).
The client has shown to be exhibiting signs of both externalizing and internalizing
disorders. Two meta-analytic reviews focused on anger control problems and aggression (Roy
&Saini, 2009). The findings from these meta-analyses suggested that CBT is moderately
effective at reducing anger problems. Findings from these reviews also suggested that CBT may
be most effective for patients with issues regarding anger expression. Four separate metaanalytic studies supported the efficacy of CBT for criminal offenders (Illescas, Sanchez-Meca, &
Genovés, 2001).
Motivational enhancement intervention was of great value of use for the client, by asking
open ended questions, expressing empathy, using reflective listening, and by understand the
client’s beliefs the therapist can connect with the client. The therapist normalized the client’s
doubts, deployed discrepancy, supported self-efficiency, and they can discuss his barriers at
previous programs. Continuing using motivational enhancement intervention allowed me
to Provide relevant feedback, summarize sources of nonadherence, negotiate proximal goals,
discover potential barriers, display optimism, and involve supportive significant others (NIAA,
2018).
Those adolescents who respond to trauma by showing significant anxiety, depression,
aggression, school difficulties, or extreme withdrawal should receive an evaluation from a
licensed mental health professional. Many people who experience trauma and/or PTSD show
improvement in their symptoms after receiving individual counseling (Villalba & Lewis, 2007).
Cognitive behavioral therapy entails discussion of thoughts and emotions, as well as reexperiencing some of the traumatic event. This form of therapy has been found to be particularly
effective in treating adolescents with PTSD or exposure to trauma (Villalba & Lewis,
2007). Helping adolescents to confront adversity and develop mechanisms that promote
resiliency is critical, especially for adolescents who are at risk of emotional or behavioral
problems.
Application to Assessment and Intervention
The literature shows that a mixture of CBT and empowerment based practice have good
outcomes when dealing with youth that have behavioral issues as well as a history of trauma.
When working with empowerment-based practice, social workers consider the client situations in
context, search for client’s strengths and environmental resources, and describe needs in terms of
transitory challenges rather than fixed problems (Miley, O’Melia, & Dubois, pp.79 2017).
Next, workers draw on skills for resolving issues at many social system levels and respond to the
interconnections between personal troubles and public issues. Rather than dwelling on
vulnerabilities, empowerment based practice accentuates resiliencies. An empowering approach
liberates clients from the encumbrances of eliminating problems to the promises of generating
solutions (Miley, O’Melia, & Dubois, 2017).
Based on my research, using CBT can also produce positive outcomes for AB. As a
collaborative unit, we can identify and target behaviors that will be the focus for change. We can
establish new positive consequence for positive changes as well as new negative consequences
for inappropriate behaviors. We can form a contract as well as a list of SMART goals and the
action steps needed to take in order to accomplish these goals. We can work on AB’s negative
self-talk as well as learn how to manage his anger in healthy ways.
Engagement
AB and I met for our second session at my agency, Rutgers T.E.E.M. Gateway. He
came straight into the team’s office and had a seat. He was by himself, listening to his
headphones. AB was a few minutes late to our session but he explained it was because
he missed his bus. I was impressed that he showed up on time, had a book bag, and
looked ready to work. I greeted him with a positive attitude and a smile. I applied
Shulman’s (2009) first level of tuning in, thinking about the specific category of clients
AB represents, remind myself that “adolescents like AB have been surrounded by
violence, distrustful authorities, abuse, felt unsafe, and he may not be willing to open up
right away. Since this was my first official session with AB, I explained to him who I
am, a social work intern here to help him. I also explained confidentiality to him,
explaining that whatever he shares with me, I will not disclose it to anyone; unless it
involves him hurting himself or hurting someone else. I reminded myself that since this
is only the second session, AB may still be resistant to me and feel the need to be
protective of himself. I reminded myself to demonstrate genuineness, acceptance,
respect, trustworthiness, empathy, cultural sensitivity, and purposefulness (Miley,
O’Melia, & Dubois, 2017)
.
Here is how I started:
Elizabeth: (smiling) Hey AB! How are you feeling today??? I am really happy
to see you made it here on time!
AB: (With a smile on his face). Yeah, well actually I am five minutes late
because of the bus. But yeah, I am doing good, rather not be here, but things
could be worse.
Elizabeth: (Looking at AB.) Exactly, let’s be grateful for the things we do
have, things can always be a lot worse. Are you ready to sit down and talk for a
little bit?
AB: Depends. What we going to talk about?
Elizabeth: I just want to get to know you a little better, if that is okay with
you. What did you do over the weekend?
AB: I went to Philly to get my hair cut and see my little nephew. I played
some PS4, chilled, and I applied for a job.
Elizabeth: That sounds like a nice weekend, where did you apply? How old
is
your nephew?
AB: I applied at the new Burger King they got up North, my little man is four,
his name is Chris (shows me a picture on his phone).
Elizabeth: Oh, my goodness! What a cutie! (Both laughing) So was this a
family function? Did you get to see your mom and sister too?
AB: No, he is my homie’s son, we are not related by blood or anything.
I know that AB wants to feel like he matters, when we were in a safe
environment I wanted him to be able to feel comfortable to open up about himself. I
learned this through shadowing previous sessions of other clients as well as discussing
it with my field supervisor. I engaged AB in a verbal discussion, about himself and
positive attributes he has in his life.
Then later I used an activity:
Elizabeth: So I know from your intake, that you are not currently speaking to
your mom and your sister, but I noticed you looked kind of upset when you said
they were not there this weekend.
AB: Yeah. I mean, I miss them but I was not the one in the wrong.
Elizabeth: So before this conflict happened, were you close to your mom and
sister?
AB: Yeah, very close. My mom is a queen. She raised me and my sister all by
herself, she had to be the mother and the father, and she killed it. We never wanted
for nothing, we had food on the table, and a roof over our heads.
Elizabeth: When you feel care deeply for someone, like you do for your mother
and sister; Does it hurt not seeing them or speaking to them?
AB: Yea it is real hard because I don’t got a lot of family, and these people out
here “my boys”, I can’t fully ever trust them. So, it’s like I am out here all alone,
no one got my back. I got to sleep with my eyes open.
Elizabeth: Wow, I can empathize with that. I have never experienced the pain you
are experiencing but I can understand it. That must be very hard for you AB.
AB: yeah it is, but what we getting into today?
Elizabeth: Okay, the plan for today is to come up with some serious goals, I want
at least 3. Then we are going to come up with the objectives of what we must do to
complete those goals. We also have to put together your contract. You may have to
do some math tutoring with Todd as well.
I began to open the engagement by discussing some of his presenting problems, which
include the lack of his mother and sister in his life currently. Through this engagement I
was able to find a strength, that he has always been very close with his mother and
sister, which may in the future open a door for reunification. We did not discuss the
abandonment of his father, but this is planned for a future session because it is very
important. “Workers do not underestimate the difficulty of childhood abandonment,
neglect, or trauma, nor do they undervalue the strengths survivors have developed in
response (Miley, O’Melia, & Dubois, 2017).” I saved all this information for a later
session (with the hopes of his mother attending), so I could work to establish a beliefbond to first, establish my authenticity and, second, belief in both of them as worthy of
getting the same attention that I am giving to AB (Bisman, 2014).
Contracting and Treatment Planning
The importance of being culturally-sensitive to goal and intervention planning caused me
to not set AB’s goals for him, instead I met him where he is at. AB has grown up in an urban
area in which it is common for people to solve their problems through anger/aggression,
violence, criminal activity, and dropping out of school is not a big deal at all, it is somewhat
normal. If I were to set a goal for him stating “AB cannot get angry and he must stay away from
everyone who is involved in any negative behaviors” would not be beneficial. So, taking that
away from AB without replacing it with other successful approaches to relationship-building and
problem-solving, would potentially serve to increase feelings of vulnerability. This has the
potential of doing more harm (National Association of Social Workers, 2017).
Being culturally-sensitive to goal and intervention planning, I was cautious not to set a
specific goal or objective that would suggest that Mary would NOT have angry outbursts. Mary
has grown up in a neighborhood and family in which many people solve problems through
aggressive and angry behavior, using intimidation to get what one wants, and exploiting
caregiving roles. So, taking that away from Mary and her mother without replacing it with other
successful approaches to relationship-building and problem-solving, would potentially serve to
increase feelings of vulnerability. This has the potential of doing more harm (National
Association of Social Workers, 2017).
Being culturally competent, I wanted to be careful not to blame Camden or the police for
being at fault for the client’s barriers. I have heard the client mention before that “In Camden,
you have no chance, you are lucky if you make it through school, you can’t get a job, and the
police are arresting us every day.” This is a strong belief amongst the members of this
community.
Changing this norm will happen over time as Mary and Amelia feel more empowered, and their
own internal working models shift to less dependence on the male – but more interdependence
on each other (Page, 2011).
Goal and Objectives for AB
Goal: The primary goal is for AB to complete probation and take steps in preparing for GED.
Objectives: To achieve this goal, the following objectives are used as a measure of AB’s
progress:
1.
Come to TEEM Gateway on mandated days (Mon, Tues, Wed, Thurs) from 10am –
3pm. For every day that AB comes to the program on time and stays until 3pm, the client
will receive 2 points, when client fails to show or fails to stay the whole time, he loses 2.5
points. For every individual session, the client has he will get one point (client is
mandated to two a week), for every individual the client misses he will lose 1.5 points.
2. Complete School Work. For every piece of school work completed, the client will
receive one point. Once the client has reached 60 points, he will go register and take his
GED test.
3. Follow all rules for probation, including: curfew, drug testing, court appearances, and
community service. For every week the client is compliant, he will get a point. If the
client is noncompliant with his probation, matters will be taken into the court system.
Focusing on Strengths and Resources
AB has dealt with many adversities throughout his life including: abandonment from his
father, disconnection from his daughter, violence, exposure to criminal activity, discrimination,
homelessness, and poverty. Given these circumstances it is very significant to empower AB by
using a strengths-based perspective. AB is smart, resilient, and excels in boxing. A positive way
to direct his anger issues is towards boxing, AB could start using boxing as a healthy outlet,
when he is boxing he feels happy and excited. AB is intelligent when it comes to numbers or
problem-solving skills, he has gained these attributes through life experiences. The client’s
intelligence can be directed into his school work, allowing him to gain more self-confidence and
awareness of his intelligence. Throughout our sessions, AB is engaging more and more, he has
also began showing that he has a very caring heart. This may be a stepping stone for the future to
rebuild his relationships.
Interventions
Intervention Plan
Based on the literature review and what I have learned in class, I will apply the Social
kills training (SST) and Problem-solving skills training (PSST), these are methods of cognitivebehavioral strategies (Sukhodolsky et al., 2016). I will also be utilizing a strengths perspective,
empowerment based theory, and modeling.
In addition to AB, many aggressive adolescents, has poor verbal skills, unsubstantial
conflict resolution skills, difficulties with skills needed to form friendships (Deater-Deckard,
2001). The goal of SST with aggressive youth is to enhance social behaviors that can be
positioned instead of aggression, as well as behaviors that can be used to grow friendships with
nondelinquent peers. This will help AB build conflict resolution skills that do not involve
violence. AB also has a history of only hanging out with ‘friends’ that are also consistently in
trouble and do not attend school. This will allow AB to increase his social behaviors that can be
utilized instead of aggression, and at the same time give AB opportunities to make new friends
with nondelinquents.
By using Problem-solving skills training (PSST) (Dodge et al., 1990), I will be able to
address cognitive processes, such as damaged perceptions and decision making that are involved
in AB’s social interactions. Using PSST, AB will be taught to analyze interpersonal conflicts, to
develop nonaggressive solutions, and to think about the consequences of their actions in
problematic situations. Problem-solving skills training (PSST) addresses cognitive processes,
such as faulty perceptions and decision making that are involved in social interaction.
I will meet with AB three times a week, two sessions will be just one on one in my office,
and …
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