MSW Assessment Case Study Paper

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MSW Assessment Case Study Paper

 

For this final assignment, you will integrate your knowledge, skills, and values from course work and field learning to demonstrate that you have achieved the MSW level competencies set forth in the 2015 Council on Social Work Education’s Education Policy Accreditation Standards.

 

This integrated case study will be based on a case from your field placement and will be divided into two primary sections:

 

Section I will provide the foundations of the case, as well as supportive information regarding policy, diversity, theory, ethics, human rights and social justice considerations. This section should include the following information:

 

A. Overview of the Case

B. Application of Social Welfare Policy to the Case

C. Theoretical Framework and Context for Analyzing Client System’s Situation

1. Theoretical Framework for Understanding the Case

2. Impact of the Urban Environment on the Case

3. Ethical Considerations for the Case

4. Diversity Considerations for the Case

5. Human Rights and Social Justice Considerations for the Case

 

Section II will provide information on the Engagement, Assessment, Preliminary Diagnosis, Intervention, and Termination of Treatment with Client (individual, family, community, or organization) System for the case. This section must include the following information:

 

D. Engagement, Assessment, Preliminary Diagnosis, Intervention, and Termination of Treatment with Client (individual, family, community, or organization) System

1. Engagement of Client System

2. Assessment of Client System

3. Intervention Plan for Client System

4. Termination of Intervention with Client System

E. Plan for Evaluating Effectiveness of Practice with Client System.

 

 

For this paper: (1) APA style must be used correctly, (2) All required relevant course readings and materials must be used, (3) At least 10 scholarly sources used (beyond course materials), (4) You must include at least 4 social work sources, (5) The paper must be clear, well organized, and should be 12-15 pages not including the cover page, abstract, references and any other attachments.

 

SECTION I (Directions)

 

Integrative Case Study: Write a case study based on an actual case from your advanced (i.e., 2nd year) field practicum.

 

The case study must reflect your ability to apply knowledge and skills from all major content areas in the MSW curriculum including Human Behavior and the Social Environment, Social Welfare Policy, Practice, and Research.

 

Organize the case study using the subheadings below. Include the bulleted information under each section below in a written narrative (i.e., essay in paragraph format). Use American Psychological Association (APA) 7​th edition format, including references when citing theorists and other sources.

 

A. Overview of the Case

A1. Describe the client system, including its composition (i.e., the client may be a child, youth, or family).

 

A2. Give a succinct but comprehensive statement of the client system(s) presenting problem. This statement should be enough to establish a thorough understanding of the significant factors that are influencing the identified client (i.e., the client may be a child, youth, or family).

 

B. Application of Social Welfare Policy to the Case

B1. Delineate a (Macro) Policy that could (has) or currently transforms the client system (1 paragraph) – Find a policy that involves child welfare linked to juvenile delinquency

1) What is the policy to be analyzed?

2) What is the nature of the problem targeted by the policy?

a. How is the problem defined?

b. Origin of the problem, challenge, or opportunity and for whom is it a problem?

B2. Historical Analysis (2 paragraphs)

3) What policies and programs were developed in the past to deal with the problem?

4) How did these policies specifically impact African American (Individuals, Families,

Communities, or Organizations)

5) Problem, Challenge, or Opportunity and Solutions

a. Identify the client/organizational problem, challenge or opportunity

b. What people, or groups of people, initiated and/or promoted the policy (ideologies)?

c. What people, or groups of people, opposed the policy (ideologies)?

6) Describe key elements of proposed change (theoretical/model basis of the proposed

change based on literature review)

 

C. Theoretical Framework and Context for Analyzing Client System’s Situation

C1. Theoretical Framework for Understanding the Case

 

Select two human behavior theories that can be integrated and applied to understanding the client’s situation and presenting problem (USE SYSTEMS THEORY AND PSYCHODYNAMIC THEORY) and discuss their practical application to this case. Students should ensure that the application of the identified theories demonstrates their ability to integrate both frameworks AND a thorough understanding of application (individual, family, communities, organizations) within the case. This can be done through the identification of the basic tenets of theory including the concepts and propositions that each theory is comprised of.

 

C2. Impact of the Urban Environment on the Case

Discuss how the dynamics of the urban environment impact the client system, including cultural, social justice and economic factors affecting the presenting problem of the client system (e.g., racial/cultural, sexual orientation, physical or mental disability, gender, class, etc.).

 

C3. Ethical Considerations

Identify ethical principles from the NASW Code of Ethics that are relevant to the case. Identify any ethical dilemmas in this case and describe the steps/actions a social worker might take to respond to the situation; using the Code of Ethics to support the response

 

C3.1. Professional Boundaries

Students will identify and discuss professional boundaries that should be maintained as students’ progress throughout the case. These should include but not be limited to topics such as timeliness, professional appearance, dual relationships, use of personal electronic devices, professional documentation, etc.

 

C4. Diversity Considerations for the Case

Identify and discuss the specific aspects of diversity that impact the social work process with the client system selected for this case. This should include diversity outside of race and could include but not be limited to gender, sexual orientation, gender expression, culture, and any other areas of diversity or “otherisms” that have been identified.

 

C5. Human Rights and Social Justice Considerations for the Case

Identify and discuss the specific human rights or social justice considerations that impact the social work process with the client system and other marginalized groups selected for this case. Students should think broadly on how these issues could or have previously or continue to impact African American individuals, families, groups and organizations.

 

 

SECTION II

 

D1. Engagement, Assessment, Intervention, Termination

(Please see additional attachment: Treatment Planning Strategies for Youth With Disruptive Mood Dysregulation Disorder)

Using evidence-based practice specific to your Urban, Children, Youth and Families ASP, identify a practice framework and explain the processes of engaging, assessing, and intervening with the client system identified for this case. Make certain that you address any ethical and/or cultural considerations that might impact service delivery. Organize your response using the outline provided below.

 

D2. Assessment of Client.

BIO-PSYCHO-SOCIAL–SPIRITUAL ASSESSMENT OF CLIENT SYSTEM

Complete a Bio-Psycho-Social-Spiritual Assessment of Client System using the template outlined below.

Please follow this template exactly:

DESCRIPTION OF THE CLIENT SYSTEM:

a) Client/Family Identifying Information

b) Reason(s) for services

c) Household Members (to include relationships with one on another, and their patterns of functioning)

d) Household Living Conditions

e) Financial History (to include all insurance information, excessive debt, etc.)

SOCIAL RELATIONSHIPS AND SUPPORTS

Family History: In this section, you will present data on family members (be sure to designate the members living in the household). Names, gender, birth dates (or ages), relationships, marriage dates, education, occupations, deaths (causes), chronic conditions (e.g. alcoholism, mental retardation), significant trauma (e.g. fire, rape, incarceration), anything significant to describing individual. Other data that may be significant: adoptions, miscarriages, pregnancies, separations, current locations, etc.

a) Community System: Describe relationships between client/family members and the various systems they are affiliated with or connected to. Describe community context and include a description of neighborhood resources.

b) Assets and Resources: Information about the client’s informal sources of support. Information about the client primary and secondary sources of support. The type ​​(what need does the source meet) and frequency​​ (how often) of support from whom ​​(e.g., friends, extended family members, church, etc.) provides support? Assess if the support provided is reliable.

SOCIAL HISTORY:

a) Physical Health​​ (past and present, make certain to include any medication schedules, family history of medical conditions

b) Mental Health:​​ This section will include a brief history of family psychiatric problems. Report whether client has a history of psychiatric disorders; admission into mental health clinic (inpatient or outpatient), dates receiving services, outcome of services, medication, treating therapist (past or present); family history or mental disorders. History of homicidal and suicidal ideation;

c) Alcohol and Drug Use:​​ Summarize if client used any substance in lifetime (e.g., cigarettes, marijuana, cocaine, etc.). Periods of sobriety and treatment (when, where and with whom); describe outcome of treatment.

d) Sexual History:​​ Describe sexual activity, sexual orientation, physical, sexual abuse (victim/offender). Explore if relevant to problem situation. It is appropriate to assess if client practices safe sex and receives regular physical check-ups. If client reports being diagnosed with sexual disease, it is appropriate to explore, medication received, primary physician, etc.

e) Educational:​​ Describe client’s educational background, highest level of degree attained. Difficulties in school (why, where, when); special education needs; suspensions. Include any informal educational skills. If client did not graduate from high school or received a GED, explore what barriers were present.

f) ​Employment/Work History:​​ Summarize client’s type of work; attitudes toward work, reasons for leaving or being fired from previous jobs. Also, include any voluntary work (e.g., community, church, etc.). Make sure to include any military experience and informal employment

g) Recreational: Describe their activities or interest they enjoy, such as hobbies, sports, or leisure pursuits, special talents or skills. Are they involved in any church related activities (e.g., bible school, bible camp)? ​

h) Cultural Family Norms: Describe cultural beliefs; rituals, patterns. Do they have family reunions or times when they come together (outside of marriages and funerals?

i) Religious/Spiritual:​​ Describe if client identifies with a particular religion or faith. Describe how client expresses spirituality. Describe client’s current and past religious and spiritual practices. Describe if client is associated with a place of worship. Describe if their religion or spirituality is helpful to them.

j) Strengths and Competencies:​​ Describe client/family strengths, capacities, abilities, competencies and resources that may help to address and resolve the issues of concern.

PRESENTING PROBLEM: Provide a concise clinical assessment of the presenting problem(s). You must complete a case formulation with preliminary diagnosis and justification as to why you selected these diagnoses. Justification for the identified diagnoses should be included and identified within the case summary.

 

D3. Intervention Plan for Client System

Create a master treatment plan to include goals and tasks to be completed. (Make certain that you include who will do what and when.)

Students should include at least three long-term goals, and two short-term goals (objectives) for each.

 

D4. Termination of Intervention with Client System

Describe the process and plan of a successful termination with the client system based on the EVIDENCE-BASED PRACTICE child welfare practice model (WRAPAROUND – https://www.cebc4cw.org/program/wraparound/) utilized, (i.e., follow-up sessions, rituals, etc.,) Be specific and make certain that you include feelings and reactions that the client might experience and explain how you would address the feelings based on the practice model implemented.

 

E. Plan for Evaluating Effectiveness of Practice with Client System.

Outline a plan for evaluating the effectiveness of your intervention including the following:

1) Desired outcome(s) of intervention;

2) Measurement of outcomes;

3) Research approach used and rationale (quantitative, qualitative, or mixed method);

4) Research design used and rationale (single system, quasi experimental, etc.);

5) Process for collecting data on outcome measures;

6) Plan for analyzing data; and

7) How you will use the findings to improve your practice with this or similar clients in the future.

 

APPENDIX – References Include a reference page in APA 7​th​ edition format citing all sources used (e.g., theorists, authors).

Substance use risk profiles and associations with early substance use in adolescence

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Substance use risk profiles and associations with early substance use in adolescence

Monique Malmberg • Geertjan Overbeek •

Karin Monshouwer • Jeroen Lammers •

Wilma A. M. Vollebergh • Rutger C. M. E. Engels

Received: November 9, 2009 / Accepted: June 30, 2010 / Published online: July 13, 2010

� The Author(s) 2010. This article is published with open access at Springerlink.com

Abstract We examined whether anxiety sensitivity,

hopelessness, sensation seeking, and impulsivity (i.e.,

revised version of the Substance Use Risk Profile Scale)

would be related to the lifetime prevalence and age of onset

of alcohol, tobacco, and cannabis use, and to polydrug use

in early adolescence. Baseline data of a broader effec-

tiveness study were used from 3,783 early adolescents aged

11–15 years. Structural equation models showed that

hopelessness and sensation seeking were indicative of ever-

used alcohol, tobacco or cannabis and for the use of more

than one substance. Furthermore, individuals with higher

levels of hopelessness had a higher chance of starting to

use alcohol or cannabis at an earlier age, but highly anxiety

sensitive individuals were less likely to start using alcohol

use at a younger age. Conclusively, early adolescents who

report higher levels of hopelessness and sensation seeking

seem to be at higher risk for an early onset of substance use

and poly substance use.

Keywords Alcohol use � Tobacco use � Cannabis use � Personality � Early adolescence

Introduction

Dutch adolescents are one of the leaders in terms of

drinking frequency and binge drinking in Europe and they

usually start drinking in early adolescence (Hibell et al.

2009). Also, their use of tobacco and cannabis increases

rapidly during this period (Monshouwer et al. 2008). This

is disturbing in that early initiation of substance use has

many detrimental consequences, like distortion of brain

development (e.g., Tapert et al. 2002) and elevated risk for

later dependence and misuse (e.g., Andersen et al. 2003).

Further, early initiation increases the likelihood of poly

substance use (Ellickson et al. 2003) that, in turn, leads to

more damaging health effects (Feigelman et al. 1998).

Thus, identifying risk profiles of early adolescent girls and

boys is of crucial importance, because it may facilitate

adequate prevention efforts targeted at youths who are at

risk for an early onset of substance use or abuse (e.g.,

Conrod et al. 2008, 2010).

It is well known that personality is associated with

substance use (e.g., Flory et al. 2002) and in general, per-

sonality dimensions involving neurotic tendencies or defi-

cits in behavioral inhibition are found to best predict

substance (mis)use (e.g., Barrett et al. 1998; Cloninger

et al. 1991). Furthermore, personality dimensions con-

cerning specific, rather than general personality disposi-

tions are of most interest for substance related behaviors

(Caspi et al. 1996; Comeau et al. 2001; Jackson and Sher

2003; Woicik et al. 2009). One instrument that specifically

taps specific personality dimensions involving neurotic

tendencies and inhibition deficits is the Substance Use Risk

M. Malmberg (&) � R. C. M. E. Engels

Behavioural Science Institute, Radboud University Nijmegen,

P.O. Box 9104, 6500 HE Nijmegen, The Netherlands

e-mail: m.malmberg@pwo.ru.nl

G. Overbeek

Developmental Psychology, Utrecht University, Utrecht,

The Netherlands

K. Monshouwer � J. Lammers

Trimbos Institute (Netherlands Institute of Mental Health

and Addiction), Utrecht, The Netherlands

K. Monshouwer � W. A. M. Vollebergh

Department of Interdisciplinary Social Science,

Utrecht University, Utrecht, The Netherlands

123

J Behav Med (2010) 33:474–485

DOI 10.1007/s10865-010-9278-4

 

 

Profile Scale (SURPS; Woicik et al. 2009). This instrument

measures four distinct and independent personality traits

(i.e., anxiety sensitivity, hopelessness, sensation seeking,

and impulsivity) that are hypothesized and actually ap-

peared to be related to high and problematic substance use

behaviors (Conrod et al. 1998; Jackson and Sher 2003;

Pulkkinen and Pitkänen 1994; Shall et al. 1992; Sher et al.

2000; Stewart et al. 1995) and other risk behaviors (e.g.,

delinquency; Woicik et al. 2009).

The first trait (i.e., anxiety sensitivity) refers to the fear

of symptoms of psychical arousal (e.g., feeling dizzy or

faint; Reis et al. 1986) and the second (i.e., hopelessness) is

identified as a risk factor for the development of depression

(Joiner 2001). Both anxiety sensitivity and hopelessness

relate to increased levels of drinking and problem drinking

(Stewart et al. 1995; Conrod et al. 1998). The third trait

(i.e., impulsivity) involves difficulties in the regulation

(controlling) of behavioral responses (Spoont 1992) and is

related to an increased risk for early alcohol and drug

(mis)use (Pulkkinen and Pitkänen 1994). Finally, the fourth

trait (i.e., sensation seeking) is characterized by the desire

for intense and novel experiences (Zuckerman 1994) and

sensation seekers have been found to drink more and to be

more at risk for heavy alcohol use (Shall et al. 1992; Sher

et al. 2000). The four SURPS’ personality traits are based

on extended personality measures (e.g., ASI; Peterson and

Reiss 1992) and show stronger associations with these

measures than with scales measuring broader dimensions

of personality (e.g., NEO-FFI; Costa and McCrae 1992).

Sensation seeking is, for instance, related to measures of

openness and extraversion, but is more strongly related to

scales measuring venturesomeness (Eysenck and Eysenck

1978; Woicik et al. 2009).

The SURPS personality traits show some overlap with

traits of temperament (TCI; Cloninger 1998). Novelty

seeking, for example, concerns the tendency to actively

respond to new stimuli and thus reflects elements of

impulsivity and sensation seeking. Further, the SURPS

personality traits are relevant for more neuropsychological

orientations. Different reinforcement processes are as-

sumed to mediate the relationship between the SURPS

personality traits and substance use in that the personality

traits are susceptible to different types of reinforcement

(e.g., Brunelle et al. 2004; Conrod et al. 1998). Individuals

with high levels of anxiety sensitivity or hopelessness are

more sensitive for the negative reinforcement processes of

substance use (i.e., the ability of substances to relieve

negative affective states). Individuals who score high on

sensation seeking and impulsivity on the other hand are

more sensitive for the positive reinforcement processes of

substance use (i.e., the positive hedonic effects of a sub-

stance).

According to Carver et al. (2009) these processes are

even more apparent in case of low serotonergic function.

It is argued that individual differences in serotonergic

function are important for personality dispositions in that

individuals with low serotonergic function are especially

susceptible for (affective) cues of the moment (Spoont

1992), like reinforcement processes. In accordance, low

serotonergic function is related to personality dispositions

as sensation seeking, impulsivity, and depression (Carver

et al. 2009). Considering the possible contribution of the

SURPS to many different fields (e.g., neuropsychology),

the fact that a more clinical orientation (i.e., the use of

more clinical instruments like the TCI) seems less obvi-

ous for early adolescents who are in the beginning stage

of substance use, and bearing in mind that specific rather

than general personality traits are most interesting, the

SURPS is a potentially important measurement for

examining the role of personality on substance use

behaviors.

Recall that the SURPS-based personality profiles are

useful in identifying individuals who are at risk for

alcohol use and alcohol-related problems in already

using samples. However, to our knowledge no previous

study examined whether these personality profiles are

indicative of an early onset of alcohol, tobacco, canna-

bis, and poly substance use. This is unfortunate, because

on the one hand early initiation is one of the strongest

identified risk factors for alcohol (De Wit et al. 2000),

tobacco (Breslau et al. 1993), and cannabis problems

(Chen et al. 2005) in later life. Further, poly substance

use in adolescence is a significant predictor of poly

substance use in adulthood (Galaif and Newcomb 1999).

On the other hand, the developmental role of personality

dispositions is important. The lower order personality

dispositions might be overruled by higher order systems

(i.e., rational or cognitive), but only if and once the

capacity for behavioral control develops (i.e., through

maturation of the pre-frontal cortex; Carver et al. 2009).

Thus, one might argue that especially early adolescents

are vulnerable for these lower order personality predis-

positions. To conclude, focusing on early onset of sub-

stance use in early adolescence, and identifying the

specific personality profiles related to these risk behav-

iors, might help us to identify youngsters at an early age

who are at risk for developing future substance misuse

patterns.

The present study examines a SURPS-based, four-factor

personality model in relation to early onset substance use

and poly substance use. A total of 3,783 adolescents in the

ages of 11–15 participated in the first wave of the ongoing

Healthy School and Drugs (HSD) effectiveness study in

which they filled out a digital questionnaire. Participants

J Behav Med (2010) 33:474–485 475

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answered questions about alcohol, tobacco, and cannabis

use and their personality traits. Based on previous

research on personality, we expected to find strongest

associations with substance use for sensation seeking.

Specifically, we hypothesize sensation seekers to have an

increased risk for an early initiation of alcohol, tobacco,

and cannabis use. Hence, we expected to find that anxiety

sensitive adolescents have an increased risk for an early

onset of alcohol use, adolescents reporting higher levels

of hopelessness to have an increased risk for an early

onset of alcohol and tobacco use, and impulsive adoles-

cents to have an increased risk for an early onset of

alcohol and cannabis use. Following these expectations

we also expected to find associations between the SURPS

personality profiles and poly substance use. However,

considering the lack of knowledge so far in adolescence,

no concrete expectations were formulated on poly sub-

stance use.

Method

Sample and procedure

The cross-sectional data for this study were collected as

part of a broader effectiveness study on a national school

prevention program ‘‘The Healthy school and drugs.’’ A

total of 23 schools were included from seven regions in

The Netherlands. We visited participating schools and

during these visits we provided further information about

the research project. In collaboration with the schools’

headmasters, we informed the students’ parents about the

goals of the study by a letter in which parents were also

explained they could refuse participation of their child in

the study. Approval for the design and data collection

procedures was obtained from the ethic committee of the

Radboud University Nijmegen. All data were collected

between January and March 2009. All first grade students

independently filled out a digital questionnaire during

school hours in the presence of a teacher and a research

assistant. The questionnaires were counterbalanced on

alcohol, tobacco, and cannabis, thus six different versions

were administrated.

In total, 3,783 first-grade students took part in the study

of whom 231 (6.1%) were absent (i.e., illness) during data-

collection and three participants were declined participa-

tion by their parents. The total sample included 1,856 boys

(49.1%) and 31.5% (n = 1,192) of all participants pursued

lower secondary vocational education, 46.6% (n = 1,764)

pursued pre-university education, and 21.9% (n = 827) of

the students pursued a mixed educational program. Of the

participants who completed the questionnaire 3,375 par-

ticipants (96.2%) were of Dutch ethnic origin. Students

ranged in age from 11 to 15 years (M = 13.01, SD = .49).

For the question on lifetime prevalence of alcohol use,

2,103 (59.9%) reported to have at least once used alcohol

in the past. With regard to smoking, 768 (22.1%) partici-

pants had ever smoked, and with regard to cannabis 75

(2.1%) participants reported to have at least once used

cannabis. Finally, 670 (19.6%) stated that they already had

tried more than one substance.

Measures

Personality profiles

The Substance Use Risk Profile Scale (SURPS; Woicik

et al. 2009) distinguishes four personality dimensions,

namely anxiety sensitivity, hopelessness, sensation seek-

ing, and impulsivity. Each dimension was assessed using

five to seven items that could be answered on a 4-point

scale, ranging from 1 = ‘strongly agree’ to 4 = ‘strongly

disagree.’ Anxiety sensitivity refers to the fear for physical

arousal and an example item is: ‘It’s frightening to feel

dizzy or faint.’ Hopelessness concerns negative thinking

which might lead to depression proneness and ‘I feel that

I’m a failure’ is an example item. Sensation seeking is

characterized by wanting to try out new things and an

example of such an item is ‘I like doing things that frighten

me a little.’ Finally impulsivity refers to having difficulties

in controlling behavioral responses, and ‘I usually act

without stopping to think’ is an example item. Factor

structure, internal consistency and test–retest reliability, as

well as construct, convergent, and discriminant validity of

this instrument were shown to be adequate in studies

among college students and adult samples (e.g., Krank

et al. submitted). Because the instrument was translated in

Dutch and used for the first time the factor structure was

examined using Exploratory Factor Analysis (EFA) on a

randomly selected sample that consisted of the first half of

the original sample using Mplus (Muthén and Muthén

1998–2007). The Weighted Least Square parameter esti-

mator with Mean- and Variance adjusted chi-square test

statistic (WLSMV) was used because the metric of the

items is more ordered categorical than interval level. The

sample was randomly divided into two subsamples. Two

items were removed. The first item (i.e., I feel that I’m a

failure) had substantial loadings (.38 and .42, respectively)

on the factors anxiety sensitivity and hopelessness. The

second item (i.e., I feel I have to be manipulative to get

what I want) showed an almost zero loading on the factor

impulsiveness. A Confirmatory Factor Analysis (CFA) was

performed on the remaining 21 SURPS items on the other

half of the sample and confirmed the four-factor structure

of the SURPS. The final model had a satisfactory fit to

the data (v2 (54) = 611.315, P \ .001, RMSEA = .055,

476 J Behav Med (2010) 33:474–485

123

 

 

CFI = .943). Cronbach’s alphas were .69 for anxiety

sensitivity (factor loadings between .42 and .72), .85 for

hopelessness (loadings between .72 and .96), .68 for sen-

sation seeking (loadings between .38 and .72), and .67

for impulsivity (loadings between .48 and .72). These

reliability estimates converge with those from previous

research (e.g., Jaffee and D’Zurilla 2009) and are satis-

factory for short scales (Loewenthal 1996).

Substance use

We assessed adolescents’ alcohol use in terms of lifetime

prevalence, or whether participants had ever consumed

alcohol in their life. Lifetime prevalence was measured by

asking: ‘‘Have you ever drunk alcohol?’’ Participants could

answer this question with yes (=1) or no (=0). To determine

the age of onset of participants’ alcohol use we asked how

old they were when they had first drunk alcohol (Kuntsche

et al. 2009).

Lifetime prevalence of tobacco use was measured by a

single item on a 9-point scale ranging from 1 = ‘I never

smoked, not even a puff’ to 9 = ‘I smoke at least once a

day’ (Kremers et al. 2001). To tap lifetime prevalence of

smoking, adolescents who responded in the categories 2–9

were categorized as tried smoking before (=1), and the

adolescents who responded in category 1 were categorized

as never tried smoking (=0) following Kremers (2002). In

order to assess age of onset, participants who had ever

smoked were asked how old they were when they smoked

their first puff.

We assessed the lifetime prevalence of cannabis use

through a single item, namely: ‘‘Have you ever used can-

nabis?’’ (Monshouwer et al. 2005). Participants could an-

swer with yes (=1) or no (=0). Subsequently, participants

who ever used cannabis were asked how old they were

when they first used cannabis.

Finally, poly substance use was operationalized by the

use of more than one substance, regardless of the combi-

nation or amount of substances used. A new variable was

created in which all adolescents who used more than

one substance were categorized as poly substance users

(=1) and all other adolescents as non-poly substance users

(=0).

Strategy of analyses

First, descriptive analyses and Pearson correlations of age

of onset of alcohol, tobacco, and cannabis use and the

personality profiles (i.e., anxiety sensitivity, hopelessness,

sensation seeking, and impulsivity) were calculated

between model variables. Second, to investigate whether

participants’ sex and educational level should be specified

as covariates in the model, a MANOVA was conducted to

compare responses on the SURPS personality profiles be-

tween males and females and between different educational

levels. Another MANOVA was carried out to investigate

sex and educational differences on substance use. Also,

separate ANOVA’s were conducted to examine sex and

educational level differences on age of onset of alcohol,

tobacco, and cannabis use. The effect sizes (i.e., partial eta

squared) are reported for the analyses of variance. With

respect to the effect size, values around .02 are considered

small effects, values around .15 medium effects, and values

around .35 large effects (Cohen 1992). Post-hoc tests with

Bonferroni corrections were carried out to investigate the

significant differences in educational level on the outcome

variables.

Next, to investigate the relationships between person-

ality profiles and lifetime prevalence of alcohol, tobacco,

and cannabis use, we specified and tested a first model

(see Fig. 1) with structural equation modeling (SEM) in

Mplus (Muthén and Muthén 1998–2007). In this model,

lifetime prevalences of alcohol, tobacco, and cannabis

were included as observed variables and personality

profiles were added as latent constructs, with separate

scale items as indicators. Sex and educational level were

specified as covariates in the model. We used the

weighted least square method (WLSMV) to estimate

parameters in the model. The Chi-square and the p-value,

the Comparative Fit Index (CFI: Bentler 1989), and the

Anxiety Sensitivity

Hopeless- ness

Sensation Seeking

Alcohol use

Tobacco use

Cannabis use

Respond to two of your colleagues’ postings by proposing another way in which the course content could be applied while working as an advanced human services professional practitioner.

/in /by

Respond to two of your colleagues’ postings by proposing another way in which the course content could be applied while working as an advanced human services professional practitioner. Use specific examples to support your response.

 

Michelle

Learned About Social Change

Throughout the course I have learned about social change through our discussions and our community needs assessment plan. In my community needs assessment, I addressed the lack of affordable housing and homelessness. The community needs assessment was an excellent opportunity to determine who would help be social change agents and advocate for a particular group of individuals, in this case homeless, that are adversely affected by a social problem.  Social change requires preventative methods, consultation, and advocacy. In this course I have learned critique the framing of social problems, explaining how systems thinking affects the framing of social problems, and the differences between systems approaches (Stroh, 2015).

Plan for Role in Human Services

My current role is in Child Welfare as a Child Welfare Case Manager Supervisor. I believe that I will always be in a human services practitioner role as I have been throughout my career. I am well versed in assessing client needs, creating plans to reach solutions to problems. In my current role, I advocate for children of child abuse to remain safe, have permanency and ensure their basic needs are being met. My future goal in the next 5 years post graduate school is to gain the skills necessary to be a Program Director in child welfare.

Prevention, Advocacy, and Consultation

Prevention is early intervention that is prior to any potential health effects occurring. The way I practice prevention in my current position is hard, most of the time I am working with things after the fact. In these cases, after a child has already been neglected or abused. We do, however, put support in the home prior to closing cases so that the prevention of any further harm can be mitigated.  My current role is heavy on advocacy. Advocacy is working for a particular group of individuals that are adversely affected by social problems. I advocate daily for children. I advocate for their safety, permanency, and well-being. I typically use consultations for service providers in the field who are experts in the areas I need for a child in care. I may consult with parenting class providers, substance abuse providers, mental health providers etc. Consultation involves experts in a specific field who give qualified advice to individuals or organizations in their field of expertise (Stroh, 2015).

Reference

Stroh, D. P. (2015). Systems thinking for social change: A practical guide to solving complex

problems, avoiding unintended consequences, and achieving lasting results. Chelsea

Green Publishing.

 

 

SHELLON

Learned About Social Change

Social change is complicated and cannot be solved or addressed independently. These are a few critical factors about social change that has broadened my understanding: (1) building a foundation for change requires key stakeholders that affect and are affected by the issue; (2) Not everyone who set out to solve or address a social issue succeeds; (3) it is essential to engage individuals in developing their analysis because this will build ownership for the work and increase its accuracy of the work (powerful); (4) developing a shared understanding of why the current reality of the social problem exists is vital when addressing the challenge; (5) there are great benefits of systems thinking that can help stakeholders (Stroh, 2015); and much more.

 

Plan for Role in Human Services

Human service practitioners are committed to helping communities, and people reach their potential through empowering change and transformation (Maitoza, 2018). This is exactly what I have planned—empowering change and transforming lives in collaboration with other leaders from my native country, Guyana. The Organization my team and I are building will focus on community and social issues building relationships with citizens in rebuilding and restoring communities according to their needs.

 

Prevention, Advocacy, and Consultation

Stroh (2015) made this profound statement saying that we should “Cultivate systems thinking as a way of being, not just a way of thinking” (p.6). This is a challenge, but like many challenges, there are resources and tools to help, such as prevention, advocacy, and consultation. Prevention, advocacy, and consultation will be a way of being for my team and me as we systematically work together in addressing the world’s most complex social issues. In prevention, we will focus on the ethical and moral dilemmas within the organization and among the stakeholders. The Ethical Standards for Human Services Professionals (2015) preamble sums it up, stating that human service “… professionals promote and encourage the unique values and characteristics of human services”. In advocating, our team will assist in (1) pleading on behalf of others as needed; (2) making recommendations; and (3) supporting and or defending when needed (Alliance for Justice, n.d.). Lastly, in consultation, we will create and utilize innovative technology and hire organizations to help with communication and marketing.

 

References

Maitoza, R. (2018). The value or research-practice. Human Services Today, Summer 2018, 5-6.

https://nohs.memberclicks.net/assets/LINK/NOHS%20Human%20Services%20Today%20-%20Summer%202018%20Edition.pdf Links to an external site.

National Organization for Human Services. (2015). Ethical standards for human services professionals.  https://www.nationalhumanservices.org/ethical-standards-for-hs-professionals Links to an external site.

Stroh, D. P. (2015). Systems thinking for social change: A practical guide to solving complex problems, avoiding unintended consequences, and achieving lasting results. Chelsea Green Publishing.

Respond to  at least 2 of your peers by suggesting another teaching theory or philosophy that seems to align with their practice.

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Respond to  at least 2 of your peers by suggesting another teaching theory or philosophy that seems to align with their practice.

 

 

ASHANTI

 

Understanding a person and why they may engage in a certain behavior or a pattern of behavior can be a key factor when trying to help a person make positive steps toward making any kind of progress in their life. “Humanistic psychology is a perspective that emphasizes looking at the whole person, and the uniqueness of each individual” (Mcleod, n.d., para.1). In working with people who are experiencing homelessness, the humanistic theory reaffirms focusing on the individual and not the problem. This theory is a constant reminder of even the little concepts such as social language. For example, using the phrase “homeless person” versus  “a person struggling with homelessness”. The humanistic approach is a reminder that using the term “homeless person” can devalue that individual and labels them by what they are suffering from and not who they are as an actual human being. Single adults are the most affected group when it comes to experiencing homelessness according to National Alliance to end Homelessness (2021). The percentage of those single adults who are struggling with homelessness have also not completed their education. The challenge comes when being able to provide alternative opportunities to adults who are needing to complete their education so ultimately they are able to apply for employment.

According to  Malcolm Knowles adult learners are vastly different from children in terms of their motivation, the relevancy of the education to their lives, and how they apply that education (Western Governors University, 2022).  This concept is referred to as the andragogy theory which expresses the difference in how adults and children learn when it comes to education. A common aspect andragogy shares with the humanistic theory is that they are both focused on the needs of  an individual. However, the difference in the andragogy theory is that it is focused on specifically the learning process of an adult and child within education. In working with people who are experiencing homelessness, the andragogy theory would only be beneficial to a certain extent while the humanistic theory would allow us to thoroughly understand why a person may be struggling with homelessness altogether whether it be lack of education, employment, etc. For example, if a person who is struggling with homelessness is looking for a job, identifying their level of education would be their first step which the andragogy theory would help but when it is time to go beyond the surface and understand why the person could not maintain a job, to begin with, this is where the humanistic theory gives room to explore further. Using the humanistic theory is what will be included moving forward with research in working with people struggling with homelessness. The humanistic theory allows for further research about a person; understanding their history, their family dynamics, their socio and psychological factors; understanding them as a whole person. The andragogy theory focuses on learning styles within education which can be very helpful in terms of trying to help a person struggling with homelessness finish their education.

Yet when it comes to teaching diverse learners I think both theories, humanistic and andragogy can both be beneficial. Both theories focus on helping a person make improvements in their life, andragogy is simply focused on the education piece while humanistic is the whole individual. One of the strengths of the andragogy theory is that it is focused on a specific area; education, while on the other hand humanistic theory is all aspects. The reason using the humanistic theory can be a challenge is that it can be difficult to focus on one area of improvement when looking at all facets. Whereas with the andragogy theory knowing that education is the focus we can narrow down what is needed for the individual to make positive changes with their education. Overall, both theories are beneficial and can be effective when utilized for a person who is in need.

 

References

Mcleod, S. (n.d.). Humanistic Approach in Psychology (humanism). https://www.simplypsychology.org/humanistic.html

National Alliance to End Homelessness (NAEH). (2021, April 1). Single Adults. National Alliance to End Homelessness.  https://endhomelessness.org/homelessness-in-america/who-experiences-homelessness/singleadults/ Links to an external site.

Western Governors University. (2022, August 17). 10 Simple Principles of Adult Learning.  https://www.wgu.edu/blog/adult-learning-theories-principles2004.html Links to an external site.

 

 

CONTESSA

 

Two Teaching Theories

Theory-driven research has been effective in teaching and learning practices (Walden University Library, n.d.-a).  Within the teachings of Human Services, the social cognition concept is generative in learning cognitively and physically in integrating new information with existing knowledge (London & Diamante, 2018).  This leads to a deeper understanding of instructional content of theoretical perspectives of a more in-depth instructional concept.  With the physically, the learner is actively engaging in acquiring new knowledge.  The brain serves as a model builder that generates meanings of information that makes sense to perceived reality (London & Diamante, 2018).  I chose this theory based on how it goes more in depth of understanding knowledge that can be transformative as it relates to my prior major in biology.

Another theory within the confines of instruction is andragogy (adults) or Knowles’s theory of adult learning (London & Diamante, 2018).  This derives from self-directed learners with motivation and encouragement to learn that is beneficial to job performance.  The learning increases with immediate application in solving problems rather than just learning from topics.  For learners that are mature, the evaluation of obtaining information is linked to learning from mistakes (London & Diamante, 2018).  The generation of knowledge has processes of motivation, learning, knowledge, creation, and generation (common with the social cognition theory) through active engagement.  Zorn-Arnold and Conaway (2016)  addresses andragogy as a plan to assist human services educators in creating a syllabus to help students learn and identify challenges that adult learners face.  This is also a great theory that helps a student become self-sufficient, yet I would prefer the social cognition theory in relation to the in-depth of understanding knowledge within the physical realm.

Rationale for inclusion or exclusion

As a rationale for inclusion, the social cognition theory is supported within multiple disciplines with students of all levels and ages as a group (London & Diamante, 2018).  Within my rationale for exclusion, andragogy is more self-paced that is individualized for adult online learning that has faced the danger of being one sided model (Ekoto & Gaikwad, 2015).  It is also ambiguous for distinction among child learners (pedagogy) and adults (Wang & Dennett, 2014).

Teaching Strengths and Limitations for Diverse Adults Learners

From the outcome of generative teaching, the social cognition theory is inclusive of all people that can also be transformative in learning on how to address new challenges and new goals (Alahmad, 2020).  On the other hand, the social cognitive theory has limitations from ignoring the influence of genetics and hormonal influences in learning behaviors as an individual ages.  Within andragogy, it is considered deficient in cultural, political, and social aspects of adult learning (Wang & Dennett, 2014).  Yet, it has strength within the confines that specify mature, adult learning.  Some may define “mature” in reference to older adults rather than younger ones.

 

Sincerely,

Contessa Patton

 

 

Benita J. Fatality Case

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Watch https://www.youtube.com/watch?v=GUfFIFBziEQ

Respond to the questions below:

Experiential Support Group for SWK

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Informed Consent Form:

Experiential Support Group for SWK 601

 

As part of SWK 601, I agree to participate in a 6-10 session Experiential Support Group comprised of class members. Each group will be approximate 40-50 minutes in length and will meet each week. The group will be facilitated by class instructor. I understand that the purpose of the group is to enhance my affective, cognitive and experiential knowledge of group work in social work practice. I understand that information in the group is to remain confidential and that any person who violates the confidentiality of the group will receive a failing grade in the course.

 

The course instructor, Dr. Rachel Robinson, has discussed the risks and benefits to this group experience with me. Potential benefits of participation as a group member and a group observer include increased knowledge and skills relate to social work practice with groups and increased social support. A potential risk related to participation is that personal information revealed in group could be disclosed to others outside the group, resulting in emotional hurt and/or professional repercussions. Another risk of group participation is that if I violate the confidentiality rules of the group, I may be expelled from the group and I may receive a failing grade for the course.

 

I understand that Dr. Rachel Robinson will not disclose any information I choose to share in group outside of group with the following exceptions required by law and/or social work ethical guidelines:

If I express knowledge of abuse or neglect of a child or vulnerable adult; and

If I express intent to harm myself or to harm other people.

 

Dr. Rachel Robinson has informed me that there will be guidelines for group (decided upon by the group) that will include the importance of keeping information discussed in group confidential. I have also been informed that I receive a grade for this activity based on my attendance related to the groups and journal entries that I write as a result of the groups. I have been informed I will not be graded on the issues I discuss in group or on the growth I experience or do not experience as a result of the Support Group. I have been informed that I am able to choose what I share or do not share in group.

 

I have read and fully understand the information provided about the benefits and risks of participation in this group. I have discussed the benefits and risks with the class instructor and I have had the chance to ask all the questions that I wished to ask about the matters listed above and about all other matters. The class instructor has answered my questions in a way that satisfies me. By signing this document, I agree to accept the risks listed in this form and the risks explained to me by the class instructor in the hopes of achieving the benefits discussed.

 

 

 

Signature of Group Member/Student Date

 

Signature of Class Instructor Date

 

Signature of Witness Date

Below is a brief summary of the assignment. Attached you will find the complete detailed assignment along with supplemental information needed to complete

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**Below is a brief summary of the assignment. Attached you will find the complete detailed assignment along with supplemental information needed to complete.**

For this final assignment, you will integrate your knowledge, skills, and values from course work and field learning to demonstrate that you have achieved the MSW level competencies set forth in the 2015 Council on Social Work Education’s Education Policy Accreditation Standards.

This integrated case study will be based on a case from your field placement and will be divided into two primary sections:

Section I will provide the foundations of the case, as well as supportive information regarding policy, diversity, theory, ethics, human rights and social justice considerations. This section should include the following information:

A. Overview of the Case

B. Application of Social Welfare Policy to the Case

C. Theoretical Framework and Context for Analyzing Client System’s Situation

1. Theoretical Framework for Understanding the Case

2. Impact of the Urban Environment on the Case

3. Ethical Considerations for the Case

4. Diversity Considerations for the Case

5. Human Rights and Social Justice Considerations for the Case

Section II will provide information on the Engagement, Assessment, Preliminary Diagnosis, Intervention, and Termination of Treatment with Client (individual, family, community, or organization) System for the case. This section must include the following information:

D. Engagement, Assessment, Preliminary Diagnosis, Intervention, and Termination of Treatment with Client (individual, family, community, or organization) System

1. Engagement of Client System

2. Assessment of Client System

3. Intervention Plan for Client System

4. Termination of Intervention with Client System

E. Plan for Evaluating Effectiveness of Practice with Client System.

Institutional Affiliation

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Discussion 2

 

 

 

 

 

Student’s Name

Institutional Affiliation

Course Name

Instructor’s Name

Date

The period between the late 19th century and the mid-20th century in the United States was marked by significant events that shaped the social welfare policies and programs. Some of the significant events include the Industrial Revolution, the Great Depression, and World War II. These events led to the development of social welfare programs aimed at addressing the needs of the poor, elderly, and disabled. In this essay, I will explore the values reflected during this time period and compare them with current services.

One of the values reflected during this time period was the belief that the recipients of social welfare services were worthy of assistance. This belief was reflected in the development of programs such as Social Security and the Aid to Families with Dependent Children (AFDC). Social Security was established in 1935 as a way of providing retirement benefits to workers who had paid into the system (Miller & Pavosevich, 2019). AFDC was established in 1935 as a way of providing financial assistance to single mothers and their children. These programs reflected the belief that individuals who had worked hard and paid into the system were deserving of assistance.

Another value reflected during this time period was the separation of church and state. While religious organizations played a significant role in providing social welfare services, there was a clear separation between church and state. For example, the Civilian Conservation Corps (CCC), established in 1933, was a program that provided work and training for young men (Mielnik, 2019). The program was administered by the federal government, and while many of the camps were located on church-owned land, there was no religious component to the program.

The focus during this time period was on changing the system rather than changing the person. The Great Depression highlighted the systemic failures that led to widespread poverty and unemployment. As a result, the government responded with programs such as the New Deal, which aimed to address these systemic issues. For example, the Works Progress Administration (WPA) was established in 1935 to provide employment opportunities for millions of Americans (DiCindio & Steinmann, 2019). The program focused on creating jobs and improving infrastructure, rather than just providing financial assistance to individuals.

Helpers during this time period were seen as impartial professionals rather than advocates. Programs such as the CCC and the WPA were administered by professionals who were tasked with carrying out the goals of the programs. While there were advocacy groups that pushed for social welfare policies and programs, the individuals who administered these programs were expected to be impartial and focused on achieving the goals of the programs.

In terms of services, the focus during this time period was on providing assistance to individuals within the local community. Programs such as the Civil Works Administration (CWA), established in 1933, focused on providing employment opportunities for individuals in their own communities. The emphasis was on creating jobs that would benefit the local community and improve infrastructure. In contrast, many current social welfare programs are focused on providing assistance to strangers or individuals who are outside of the local community.

For your research questions, identify what type of data you will collect in order to address your research question.

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Even the most focused research question may contain within it a series of more fundamental and related questions. Once these are determined, the researcher must then determine the kinds of information necessary to answer them. In this assignment, you will identify how you would conduct your study of the best practice model you proposed earlier in the quarter. From there identify a series of evaluation questions which you would propose as an evaluation design. You will also begin to identify the kinds of data you will need, from whom you will gather it, and which methods you will apply to your proposed study.

For your research questions, identify what type of data you will collect in order to address your research question. You will be answering these questions:

  • Who will your participants be?
  • Is the data quantitative or qualitative in nature—should it be in the form of numbers or words?
  • What methods might you apply to glean the information that you seek?
  • What instruments, measures, or tools would you use in your study?
  • Also, identify how you would analyze the data that you collect. Will you be conducting statistical analyses of any kind? Or, will you be using coding and categorizing? Will you be using any computer software to assist with the analysis?
  • Finally, consider the results of the study. Who should know about these results? How will you present them?

Identify a time when you were extremely upset or angry. Explain the circumstances and who was involved in the situation.

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Submit a 2- to 3-page reflection in which you:

· Identify a time when you were extremely upset or angry. Explain the circumstances and who was involved in the situation.

· Reflect on why this situation upset you. Have you been angry over a similar situation before?

· Identify the values in this scenario, and reflect on how this example represents or doesn’t represent who you are as a person.

· Reflect on how you could have viewed this scenario differently and not become angry.