Describe the cognitive-behavioral model of the maintenance of bulimia nervosa.

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Prior to beginning work on this assignment, read the PSY650 Week Three Treatment Plan and Case 9: Bulimia Nervosa in Gorenstein and Comer (2014). Please also read the Waller, Gray, Hinrichsen, Mounford, Lawson, and Patient (2014) “Cognitive-Behavioral Therapy for Bulimia Nervosa and Atypical Bulimic Nervosa: Effectiveness in Clinical Settings,”Halmi (2013) “Perplexities of Treatment Resistance in Eating Disorders,” and DeJesse and Zelman (2013) “Promoting Optimal Collaboration Between Mental Health Providers and Nutritionists in the Treatment of Eating Disorders” articles.
Assess the evidence-based practices implemented in this case study. In your paper, please include the following.
· Explain the connection between each theoretical orientation used by Dr. Heston and the treatment intervention plans utilized in the case.
· Describe the cognitive-behavioral model of the maintenance of bulimia nervosa.
· Explain why Rita was reluctant to participate in Dr. Heston’s request for her to keep a record of her eating behaviors. Use information from the Halmi (2013) article “Perplexities of Treatment Resistance in Eating Disorders” to help support your statements.
· Recommend outside providers (psychiatrists, medical doctors, nutritionists, social workers, holistic practitioners, etc.) to the assist Rita in achieving her treatment goals. Use information from the DeJesse and Zelman (2013) “Promoting Optimal Collaboration between Mental Health Providers and Nutritionists in the Treatment of Eating Disorders” article to help support your recommendations.
· Describe some of the challenges and ethical issues that Dr. Heston may encounter when working collaboratively with the professionals that you recommended.  Apply ethical principles and standards of psychology relevant to your description of Dr. Heston’s potential collaboration with outside providers.
· Evaluate the effectiveness of the treatment interventions implemented by Dr. Heston, supporting your statements with information from the case and two to three peer-reviewed articles from the Ashford University Library.
· Recommend three additional treatment interventions that would be appropriate in this case. The recommended articles for this week may be useful in generating your response to this criterion. Justify your selections with information from the case.
The Case Analysis – Collaborating with Outside Providers
· Must be 4 to 5 double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined 
· Must include a separate title page with the following:
o Title of paper
o Student’s name
o Course name and number
o Instructor’s name
o Date submitted

Explain how you might support Veronica and other human trafficking victims incorporating the information you have found.

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Post a brief description of the website you visited.
Explain how you might support Veronica and other human trafficking victims incorporating the information you have found.
Explain how you can begin to increase your awareness of this issue and teach others about human trafficking victims.
Describe opportunities to get involved and become an ally to those who have been trafficked.
Identify steps you can take to begin to support this group.
References (use at least 2)
Adams, M., Blumenfeld, W. J., Castaneda, C., Hackman, H. W., Peters, M. L., & Zuniga, X. (Eds.). (2013). Readings for diversity and social justice. (3rd ed.). New York: Routledge Press.
Plummer, S.-B., Makris, S., & Brocksen S. M. (Eds.). (2014). Social work case studies: Foundation year. Baltimore, MD: Walden International Universities Publishing. [Vital Source e-Reader].

“Working With Survivors of Human Trafficking: The Case of Veronica”

Working With Survivors of Human Trafficking: The Case of Veronica
Veronica is a 13-year-old, heterosexual, Hispanic female. She attends high school and is in the ninth grade. She currently lives in an apartment with her biological mother and her sister, age 9. She came to this country 7 months ago from Guatemala. Veronica is a sex trafficking survivor and was referred to me for individual therapy by a human trafficking agency in the United States.
Veronica’s biological mother and father separated when Veronica was 3 years old. She lived with her maternal aunt and biological mother until she was 6 years old, and her mother left Guatemala to come to the United States. At that time, Veronica stayed in the care of her maternal aunt and kept in touch with her biological mother via phone and through the visits that her mother made to Guatemala. Veronica would visit with her father, who lived nearby, on occasion, although she stated they did not have much of a connection. When Veronica was 12 years old, her maternal aunt forced her into prostitution, using the money from the sex acts as her main source of income. Veronica reported that her maternal aunt began treating her “like a slave” and would make her smoke an unknown substance before obligating her to perform sexual acts on countless men for money. This took place for close to a year before Veronica was able to sneak a phone call to her mother and explain what had been happening to her. Her mother quickly arranged for Veronica to be picked up by a “coyote” (a person who smuggles people into the United States). The coyote successfully smuggled Veronica into the United States within 2 months of that phone call. However, while crossing the border from Mexico to the United States, Veronica once again became the victim of sex trafficking crimes. The coyote was also a pimp who arranged for men crossing the border in the same truck as Veronica to engage in sexual acts with her for which the coyote collected money. U.S. immigration officers caught most of the people traveling in the truck, including Veronica, and placed them in a detention center. However, the coyote got away. Three weeks after Veronica was detained, after much questioning and investigation, she was reunited with her mother.
I met with Veronica weekly for individual therapy in my role as a social worker at an agency serving individuals who have experienced human trafficking. Veronica reported having occasional flashbacks and fear that “it will all happen again,” and she was diagnosed with post-traumatic stress disorder (PTSD). The goals agreed upon in therapy included building Veronica’s support system, building her self-esteem, and managing her symptoms of trauma. Building rapport with Veronica in therapy took several weeks as she reported not trusting anyone and not wanting to think about what happened to her. After about 9 weeks of relationship building and safety planning, I was able to engage her through education on the dynamics of human trafficking. She reported that it was especially hard for her to trust men and that she often had a hard time speaking up. I worked with her on these issues by teaching her how to be more assertive and by modeling assertive behaviors. We worked on self-affirmations to help build her self-esteem. Because Veronica is very self-conscious, practicing self-affirmations was challenging for her. I often utilized a trauma-informed curriculum for adolescents called S.E.L.F. (Safety, Emotions, Loss, and Future) to facilitate healing and trauma reduction. Veronica reported that grounding techniques taught via this curriculum helped take her out of her thoughts and bring her back to the present moment. Some of the grounding techniques she continues to engage in on a daily basis include tapping her feet, stretching, writing, walking, and washing her face when she feels she is becoming numb or getting lost in thoughts of what happened to her.
Veronica has demonstrated great resiliency. She is attending a church close to her home and reports having faith in God. She recently enrolled in swimming and volleyball and has made several friends in the community. I continue to meet with Veronica on a weekly basis and will be stepping down with her to biweekly sessions now that she is stable and connected to her community. Because Veronica does not speak English and is a child, there are no support groups available in her area for human trafficking survivors. I am presently working on connecting her with a mentor.
Veronica is currently working with the human trafficking agency that referred her, Immigrations and Customs Enforcement (ICE), and an attorney to obtain a visa specific to human trafficking (T-Visa). A T-Visa grants survivors of human trafficking a visa in the United States. In 2000, Congress passed the Victims of Trafficking and Violence Protection Act (VTVPA), which strengthens the ability of law enforcement agencies to investigate and prosecute human trafficking and also offers protection to victims via a T-Visa. The T-Visa is for those who are or have been victims of human trafficking. It protects victims of human trafficking and allows victims to remain in the United States to assist in an investigation or prosecution of human trafficking.
Veronica’s mother is also attending weekly individual therapy. She has been working through the heavy guilt and trauma of this experience. Veronica and her mother continue to heal, and with each passing day, they grow stronger.

Review the provided literature regarding current trends and integrative models of family therapy. Research two evidence-based or integrative models of couples or family therapy and compose a 6-12-slide PowerPoint presentation to be shared with your class.

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Review the provided literature regarding current trends and integrative models of family therapy. Research two evidence-based or integrative models of couples or family therapy and compose a 6-12-slide PowerPoint presentation to be shared with your class. Be sure to include the following elements for each of the two models: 

A brief overview of the model
The target demographic and presenting concerns the model addresses
The research supporting the model
Please note: Online students need to include detailed speaker notes of what would be said if giving the presentation in person.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

Models to use: Behavioral/cognitive and Psyco- Educational 

Please use references. 

How do antidepressants, such as MAOIs and selective serotonin reuptake inhibitors work? Why might an MAOI work for one person and a selective serotonin reuptake inhibitor work for another?

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For this assignment, there are two parts. Make sure to answer all questions. Provide a detailed response to the topic questions in the Discussion Area.
To support your work, make sure to utilize your course and text readings. When asked, also utilize outside sources. As in all assignments, make sure to cite your sources in your work and provide references for those citations utilizing APA format.

Antidepressants are prescribed by medical doctors to treat the symptoms of depression, as well as other conditions such as high anxiety, posttraumatic stress syndrome, and obsessive compulsive disorder. The variety of drugs that fall under the category of antidepressants alter how long specific neurotransmitters are available in the synaptic cleft. For example, monoamine oxidase inhibitors (MAOIs) block enzymatic breakdown, and selective serotonin reuptake inhibitors block the reuptake of neurotransmitters. Many different neurotransmitters are involved in balancing mood and emotions; finding the right medication for a patient can involve trial and error.
Answer the following questions:

How do antidepressants, such as MAOIs and selective serotonin reuptake inhibitors work? Why might an MAOI work for one person and a selective serotonin reuptake inhibitor work for another?
There have been reports of antidepressants being associated with an increase in suicides in some demographic groups. Does research seem to support this claim? If this is true, discuss why antidepressants might be related to an increase in suicides for some individuals.
Is it ever recommended that people stop taking antidepressants once prescribed? How might it benefit some to engage in therapy while taking antidepressants? Explain how cognition and neurochemistry are related. How might a change in activities and environment lead to a change in the neurochemistry of the brain?